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Teaching English as a Foreign Language Journal
Published by Universitas Ahmad Dahlan
ISSN : -     EISSN : 29619963     DOI : https://doi.org/10.12928/tefl
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Focus and Scope Aims • The journal provides a formal, well-organised forum for non-native-English scholars to make new academic contributions to research and practice in ELT on a global basis. • The journal serves as a hosting space for both native and non-native academics to share ideas and become involved in novel dialogues, with an emphasis on under-researched areas in the field. Scopes • Local teachers’ beliefs about various aspects of ELT theory and practice • Fresh insights into current debates and controversial topics • Shared research findings from both teachers and scholars in ELT, especially from an outer circle perspective • Case studies in local contexts that enhance the localisation of academic theories in ELT (such as the practice of the lesson study model that originates outside of the inner circle) • Recognition of local teachers’ voices, which are less heard of in the inner-circle discourse, and their practical classroom ideas that are less common but important to not overlooked • Rethinking the transferability of ELT theories across global context (such as the communicative doctrine, the meaning of autonomy, the practice of verbal participation, etc.) • Practical classroom experiments in language education that would expand teachers’ knowledge and skills • Identifying gaps and addressing new topics that have not been strong focuses in previous research discourse in education (such as the use of silence in teaching, the improved alignment between pedagogy and assessment, etc.)
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 66 Documents
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Students’ strategies in learning writing online: A case at English Education Department Hapsari , Mustika Dwiki Herning; Nur Fatimah; Nguyen, Tran Thi Hoang
Teaching English as a Foreign Language Journal Vol. 3 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i2.951

Abstract

Writing is one of the fundamental language skills. To address the need for effective writing strategies, this study aims to describe students' learning strategies for developing writing skills when learning writing online. This research employs a mixed-method approach. Data collection techniques include a questionnaire and interview. The Inventory of Learning Strategies, based on and modified from Oxford (1990), was validated and used for this study. The questionnaire was distributed to 190 sixth-semester students in the English Education Department. The questionnaire data was analyzed using Microsoft Excel to determine the frequency of each strategy. Additionally, interviews were conducted with 12 students from the same department, and the results were classified according to Oxford's learning strategy classifications. The research findings indicate that students in the English Education Department utilize all learning strategies: metacognitive, memory, cognitive, compensation, affective, and social strategies. Compensation strategies were the most frequently used (19.46%). It is followed by metacognitive strategies (16.67%), affective strategies (16.65%), social strategies (15.36%) and memory strategies (14.95%) in learning writing online. This can facilitate teachers to find out the suitable teaching methods that accommodate the strategies used by students so that they can learn the language especially in writing more easily and more effectively.
Interaction and meaning in K-Pop interviews: A conversation analysis of NCT127 on the BUILD Talk Show Purwanti, Eko; Astutiningsih, Rini Tri; Sari, Mariska Intan; Meisa, Wistri; Suryadi, Dedi; Dharmayanti , Margaretha
Teaching English as a Foreign Language Journal Vol. 3 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i2.1111

Abstract

Understanding conversation analysis (CA) in a K-pop interview setting offers valuable insights into how multilingual speakers manage turn-taking, negotiate meaning, and engage in structured dialogue within a media context. This study examines the interactional patterns in an interview between Kevan Kenney and the K-pop idol group NCT127 on the BUILD talk show. Using a Conversation Analysis (CA) approach, this research aims to identify the CA aspects that emerge during the interview and to explore their communicative functions. A qualitative approach, specifically a descriptive qualitative method, was employed to analyze the primary data, which consisted of a video interview and its conversational transcript. The findings reveal the presence of key CA elements, including opening conversation, adjacency pairs, preference organization, turn-taking, feedback, repair, and closing conversation. Additionally, six communicative functions—referential, emotive, conative, phatic, metalinguistic, and poetic—were identified. These results highlight the structured nature of conversation in media interviews and the role of language functions in shaping interaction, particularly in cross-cultural and multilingual settings. By analyzing this interaction, the study contributes to the broader field of discourse analysis, particularly in media and intercultural communication.
Creative approaches to Grammar instruction: A literature review Tamam, Alya Faiqoh
Teaching English as a Foreign Language Journal Vol. 3 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i2.1246

Abstract

Grammar instruction is a fundamental component of English language learning, providing learners with the structural foundation necessary for effective communication. Despite its importance, many students struggle to engage with grammar due to its perceived complexity and abstract rules. This literature review explores the significance of teaching grammar and examines a range of creative strategies designed to enhance learner engagement and comprehension. Emphasis is placed on the role of English teachers in implementing innovative methods—such as games, storytelling, music, art, and digital tools—to facilitate more dynamic and memorable grammar lessons. The reviewed studies indicate that creative grammar instruction not only improves students’ understanding of grammatical concepts but also fosters critical thinking, collaboration, and intrinsic motivation. Additionally, the review highlights the relevance of 21st-century learning trends, including technology integration and paperless classrooms, in shaping effective grammar pedagogy. Finally, it addresses the need for teacher preparedness in adopting modern and imaginative approaches to grammar instruction.
Improving social functional text writing in Thai nursing students through contextual teaching and learning: Insights from classroom action research Priyandara, Shana Noor Izza; Soviyah, Soviyah; Agustina, Noor Qomaria; Lassamano, Hamidah
Teaching English as a Foreign Language Journal Vol. 3 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i2.1261

Abstract

This study explores the implementation of the Contextual Teaching and Learning (CTL) approach to enhance social functional text writing skills among nursing students at Fhisrinthon Nursing School, Yala, Thailand. Social functional texts, such as patient reports and healthcare instructions, are essential for effective communication in nursing. The research investigates: (1) How is the CTL approach implemented to improve nursing students' writing of social functional texts? (2) What improvements in writing abilities and engagement are observed under the CTL approach? Using a classroom action research design, the study follows two iterative cycles of planning, action, observation, and reflection. Participants include 15 nursing students, with data collected through writing tasks, classroom observations, interviews, and reflective journals. Writing scores are analyzed quantitatively, while qualitative data are examined thematically. Findings indicate that the CTL approach, integrating real-life nursing contexts, significantly improves students’ writing. Key strategies include aligning learning objectives with nursing-specific materials, vocabulary building, dialogue creation, and role-play activities in simulated hospital settings. Writing scores improved from 67.2 (pretest) to 75 (Cycle 1) and 78.6 (Cycle 2). Students also reported increased motivation, engagement, and satisfaction with the learning process. This research highlights the effectiveness of the CTL approach in nursing education, demonstrating its role in enhancing both writing skills and communication competencies essential for nursing practice. It offers practical insights for educators integrating contextually relevant teaching methods into English language instruction for healthcare professionals.
A discourse analysis of linguistic strategies in Julius Nyerere’s speeches on education in Tanzania Prosper, Ancyfrida; Borra, Edward Edward
Teaching English as a Foreign Language Journal Vol. 3 No. 2 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i2.1292

Abstract

This study analyses the linguistic strategies in Julius Nyerere’s speech on education in Tanzania. Data from ten (10) speeches of Julius Nyerere on education were descriptively analysed through the lens of Critical Discourse Analysis Theory developed by Norman Fairclough. The data analysis involved exploring word choices, comparison and contrast of the information, and recording relationships between the ideas, all contributing to making of thematic categories. The findings indicate the presence of linguistic strategies such as pronouns, anaphora, parallelism, modal auxiliary verbs, adjectives, and rhythmical sentence structure in Nyerere’s utterances on education. These linguistic strategies in Nyerere’s statements reflect people’s power, ability, admiration, willingness, and emphasizing collective decision making on education. The study contributes to linguistic discourses in political public speaking. It enriches the methodological approaches to analyze political speeches and enlightens scholars pursuing research in political discourses and educational rhetoric.
Teachers’ language teaching efficiency and learners’ English proficiency: Basis for an intervention program in Ocampo district Bonita, Marian Grace D.
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1397

Abstract

Reading proficiency remains a critical challenge among Grade 3 learners in the Crossroad Sector of the Ocampo District, prompting the need to investigate contributing factors and develop targeted interventions. This study aimed to determine the influence of teachers’ language teaching efficiency on learners’ English learning proficiency and use the findings to craft an evidence-based intervention program for the 2023–2024 academic year. Specifically, it examined (1) the level of teachers’ language teaching efficiency, (2) learners’ learning proficiency, (3) the difference in learners’ reading performance between pre-test and post-test, (4) the relationship between teaching efficiency and learning proficiency, (5) the extent to which teaching efficiency influences learners’ proficiency, and (6) proposed an intervention program to address identified gaps. Utilizing a descriptive-comparative-correlational research design, data were collected through the Comprehensive Rapid Literacy Assessment and survey questionnaires. Statistical tools such as Weighted Mean, Pearson’s r, and Coefficient of Determination were applied. Findings revealed that teaching efficiency was generally rated as “Much Evident,” and significant improvements in word recognition were observed post-intervention. A strong correlation was found between teaching efficiency and learners’ proficiency in English. However, teacher–learner interaction was identified as a weak area. Based on these results, an intervention program was proposed to enhance reading fluency and comprehension.
“I was born and raised in Indonesia. Should I own English?” Exploring Indonesian students’ preferences and ownership of English Gandana, Isti Siti Saleha; Anjani, Nissa; Imperiani, Ernie
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1401

Abstract

The mushrooming of English varieties across the globe has been one of the consequences of the status of English as an international language, making it a pluricentric language. Despite the global attention towards English, little is known about how Indonesian learners relate personal preference to language ownership. Drawing on Kachru’s (1992) three concentric circles and Widdowson’s (1994) language ownership, this study explores a total of thirty-four final-year Indonesian university students’ preferences and sense of ownership towards English. Through a qualitative case study research design, in which a questionnaire and interviews were employed to collect data, the study pointed to American English to be the most preferred, and by far the most popular, English variety among the students, followed by British and Australian English. While the students’ preference was tightly connected to the kind of English they were mostly exposed to as they were learning the language, the findings confirm that the inner circle varieties still hold more currency in comparison to other varieties. Yet, despite the more than decade-long of knowing, learning and engaging with the language, most of the students felt ambivalent in regard to their sense of ownership toward English. They indicated that language ownership transcends the ability to speak the language; rather, it is intricately intertwined with one’s sense of identity. This study calls for a more concerted effort to familiarize students with the different varieties of English in the classroom, hence making them more aware of the ideological dimension—such as native-speakerism—attached to the language.
Online peer observation in Paragraph Writing Class: A study during covid pandemic Hasna, Fadilah Habibul; Fatimah, Sitti; Sari, Senorica Yulia
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1404

Abstract

This study aims to examine the methods employed by lecturers in teaching a Paragraph Writing class during the COVID-19 pandemic. It also investigates their perceptions of online peer observation as a tool for professional development. Peer observation serves as a professional development tool that enhances the learning process and improves teaching practices. Using a qualitative design, the study involved two lecturers who were observed by a senior faculty member across four online sessions. Data were gathered through pre-observation meetings, classroom observations, post-observation discussions, and semi-structured interviews. Post observation discussions and feedback sessions between the observer and lecturers fostered critical thinking, idea exchange, heightened awareness of teaching performance, and collaborative efforts to achieve better student outcomes. The findings indicate that (1) lecturers should advance their pedagogical methodologies, with a particular emphasis on learning strategies and information technology competencies, (2) peer observation is perceived as a valuable collaborative learning activity that improves teaching practices through feedback, skill acquisition, and mutual collaboration, and (3) challenges such as device issues, internet connectivity, and student engagement were encountered during the online teaching. The study concludes that online peer observation contributed meaningfully to professional growth by facilitating feedback, reflective practice, and collaboration.
Shifts of intercultural communicative competence experienced by international students Rohani, Siti; Hariyanto, Sugeng; Maulidiyah, Fitrotul; Dewi, Anita Sartika; Roshid, Mohammod Moninoor
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1405

Abstract

Intercultural communication is a vital component of modern education, necessitating efforts to enhance students’ Intercultural Communicative Competence (ICC). Achieving this requires intentional strategies, such as exposing students to international learning environments. Immersing students in international learning environments—such as through international programs or short-term overseas courses—can foster ICC development.  Consequently, identifying shifts in ICC and effective strategies for its development is essential. This study was aimed at exploring the shift in ICC as experienced by international students as well as the intercultural communication problems encountered. This mixed method research was of explanatory-exploratory design with the respondents of Indonesian students taking a course in Singapore and foreign students pursuing a study in Indonesia. Data collection instruments used were questionnaires, focus group discussions, and in-depth interviews. Findings of the study reveal that students taking courses in other countries improved their ICC in all four categories in terms of knowledge, attitude, skills, and awareness. Problems encountered included linguistic, social, and cultural problems.
Navigating English learning in the digital era: Millennial students’ strategies at a private university in Yogyakarta Hatmanto, Endro Dwi; Pratolo, Bambang Widi; Nafi’ah, Aisyah Umi; Alsulami, Naif Daifullah; Gendroyono , Gendroyono
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1409

Abstract

This study investigates the learning strategies of millennial students and the role of digital technologies in English language learning at a private university in Yogyakarta. Using a qualitative descriptive design, five participants were selected using purposive sampling, interviewed, and data were analyzed thematically. The findings reveal six dominant strategies: bite-sized learning, autonomous learning, collaborative learning, game-based learning, mobile learning, and multimodal learning. Digital tools—such as ChatGPT, Google Scholar, YouTube, Duolingo, and Zoom—were found to support flexible, engaging, and self-paced learning environments. These practices align with constructivist and adaptive learning theories, highlighting learner autonomy, feedback, and diverse media use. While digital platforms promote active and personalized learning, the study also notes challenges related to information literacy, self-regulation, and access equity. This research offers insights into how technology enhances ELT practices and provides practical implications for educators aiming to develop inclusive and future-ready English learning environments.

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