Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal)
TEFLA is a high-quality open access peer-reviewed research journal that is published by Universitas Muhammadiyah Banjarmasin and managed by the English Language Education Department, Faculty of Teacher Training and Education, Universitas Muhammadiyah Banjarmasin. This is a biannual journal, published every January-June and July-December. TEFLA provides a platform for researchers, academicians, professionals, practitioners, and students to impart and share knowledge in the form of high-quality empirical and theoretical research papers, case studies, and literature reviews. The focus areas of the journal are English linguistics, English literature, and English language teaching and education. TEFLA welcomes and acknowledges high-quality theoretical and empirical original research papers, case studies, review papers, literature reviews, and conceptual frameworks about English linguistics, English literature, and their teaching from researchers, academicians, professionals, practitioners, and students from all over the world.
Articles
67 Documents
<![CDATA[Before Extensive Reading: Students’ Reading Attitude and Preference ]]>
<![CDATA[Agustina Lestary]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 1 (2022) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v4i1.266
<![CDATA[This study aims to describe the students’ reading habit, attitudes towards reading English texts, and preferences on Extensive Reading. These three points are deemed essential before introducing Extensive Reading to the students in the classrooms. Students’ reading habit, attitudes and preferences will help the teachers in designing the Extensive Reading activity in their classes so that the students can still have enjoyable experience of reading while reaching the target language goals. This study is a descriptive study. Questionnaire is given to 32 university students taking Intercultural Reading course to understand the students’ view on reading. Adult Survey Reading Attitude (ASRA) is modified as questionnaire items. The result of this study shows that the students have positive attitude towards reading English text. They find reading English texts is difficult but they fully agree that reading will help them in learning English. It is also preferable for the students to choose their own texts for Extensive Reading. By understanding the students’ attitude and preference, the teachers can set Extensive Reading that fit the students’ condition]]>
<![CDATA[The Influence of Foreign Tourists Existence on Language Behaviour of Creative Economics : A Case Study of Floating Market, South Kalimantan, Indonesia ]]>
<![CDATA[Rahma Pitria Ningsih]]>;
<![CDATA[Susilawati Susilawati]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 1 (2022) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v4i1.268
<![CDATA[Floating market is not only a place where many products from rural areas can be traded, but it also provides a one-of-a-kind view of life on the water in the form of many small boats. This community's well-known adherence to a particular exotic tradition has proven quite successful in drawing tourists not only from within but also from outside the country. The majority of people in the floating market speak English, despite the fact that many of the locals continue to communicate with one another in Banjar, which has, of course, some degree of impact on the creative economy actors there. The purpose of this study is to investigate whether or not there is an impact of travelers from other countries on the language patterns of creative economic actors. In this study, we make use of qualitative research methods. The descriptive method is used to carry out analysis. According to the findings of the research, it is common knowledge that fluency in multiple languages is an essential component of the persona of economically creative actors. This research was successful in revealing, among other things, that the manner of language demonstrated was capable of recognizing the behavior and personality of the speaker.]]>
<![CDATA[Triggering Students' Critical Thinking Through Literary Analysis ]]>
<![CDATA[Rizka Norsy Ramadhana]]>;
<![CDATA[Yusuf Al Arief]]>;
<![CDATA[Eka Puteri Elyani]]>;
<![CDATA[Fatchul Mu’in]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 1 (2022) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v4i1.276
<![CDATA[Abstract Through literary analysis, students can obtain critical thinking skills. Literature is a branch of art that undergoes a growth process in line with the passage of time and the development of people's minds. Having literature in the teaching and learning process can create a critical thinking process. Students will practice expressing opinions, concluding, explaining cause-and-effect relationships, comparing facts, and applying the ideas they have gained from literature to new situations. This research used descriptive quantitative. The sample of this study is students of the English Language Education Study Program batch 2018 that have taken literary analysis classes. The empirical data needed in this research are observation of implementation of literary analysis in the classroom and questioners of classroom reflection based on critical thinking indicators. The research findings showed that the implementation of literary analysis learning in the classroom through observation sheets has been going well. It found that students conduct 80% of the critical thinking skills indicators. In addition, analyzing literary works can trigger students to think critically to the level of HOTS (High Order Thinking Skills) because students have entered stage 6 in the critical thinking sequence, namely "Creating," which results in an analysis paper.]]>
<![CDATA[Students’ Perspectives on Translanguaging in Classroom Context ]]>
<![CDATA[Ninuk Krismanti]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 1 (2022) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v4i1.284
<![CDATA[This study is carried out to investigate students’ perspectives on translanguaging practises in classrooms. The students in this study are fourth semester students of the English Language Education Study Program (ELESP) of STKIP PGRI Banjarmasin. The study is set under qualitative paradigm. The data are collected through questionnaire designed with open-ended questions. The results of the study suggest that students have positive views on translanguaging practices in their classrooms. They believe that the use of Banjarese and Indonesian language in teaching and learning process is not a threat. Instead, it is helpful for lesson understanding and L2 improvement. Moreover, translanguaging increases students’ motivation and gives inspire for their future practices. Translanguaging also helps build good relationship between students and lectures as well as promotes their identities as multilingual speakers. Keywords: translanguaging, perspectives, classroom.]]>
<![CDATA[Underlining Students’ Problems in Advanced Speaking Class at English Language Education Study Program ]]>
<![CDATA[Yulieda Hermaniar]]>;
<![CDATA[Alvina Rosyada Al Anis]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 1 (2022) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v4i1.295
<![CDATA[The shifting method from traditional face to face classroom to online classroom in an unavoidable phenomenon when the Covid-19 pandemic strikes Indonesia in early 2020.in university level, the speaking skill is an obligatory skill to be mastered by all students. Under normal condition, problems in speaking skill are commonly faced by students. Therefore, it becomes the researchers’ concern when the pandemic strikes as it will add students’ problem when the teaching and learning process are shifted to online class. In Advanced Speaking class, the researchers conduct study to carry out the problems in speaking class as result of the shifting method by distributing questionnaire. Using descriptive qualitative method, 19 students of English Language Education Study Program of STKIP PGRI Banjarmasin are taken as subject of the research. The result shows that the problems experienced by students are lack of vocabulary, pronunciation, grammatical error, lack of motivation, lack of confidence, anxiety, and shyness.]]>
<![CDATA[Investigating The Students’ Perception in Writing Class ]]>
<![CDATA[Tenny Murtiningsih]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 1 (2022) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v4i1.297
<![CDATA[As one of the English skills, writing should be developed well in the teaching-learning process. Writing needs to give continuously to the students because developing writing skills needs a process. It needs time. Shortly, having good writing skills can’t be reached spontaneously. How to write the idea is still a problem for some students even to develop their idea in a paragraph or an essay in writing class. So in this research, the researcher wants to know the students’ perceptions in their writing class. The researcher invited 31 students for participants to answer the survey. There were 13 questions to answer in the questionnaire. The questionnaire was about their opinion in writing class, their motivation in writing class, teaching-learning process in writing class, writing media, and paragraph genre. Generally, the result of the survey shows that they love writing, still have a good motivation in writing class, and wants to develop their writing skill better]]>
<![CDATA[THE EFFECT OF INTENSIVE ENGLISH CLASS ON STUDENTS’ LANGUAGE SKILL ]]>
<![CDATA[Hafizhatu Nadia]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v1i1.349
<![CDATA[It is important for the students to enhance their language skill for the sake of academic purposes considering that most of their classroom materials are in English. To fully comprehending the material given to them, the students are required to use their reading and writing skills. Intensive English class (IEC) is conducted to facilitate the students’ needs for enhancing their language skills. This extracurricular activity which accommodates and prepares the students is held by Language Development and Service Centers at University of Muhammadiyah Banjarmasin. This paper is aimed to reveal the significance of IEC on enhancing students’ language skills. In order to fulfill this objective, the researchers apply pre-experimental research design. The researchers take 22 participants of the IEC as the object of the study and the data of this study is taken from questionnaire and students’ test result. The result of this study then expected to give a statistical data support for formulating a good Intensive English program.]]>
<![CDATA[The Beliefs About and Attitudes toward the Teaching of Pronunciation: Future English Teachers’ Perspectives ]]>
<![CDATA[Nodistya Septian Indrastana]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v1i1.350
<![CDATA[The application of Communicative Language Teaching (CLT) approach has been popular in the field of English Language Teaching (ELT). However, there are some pros and cons related to the teaching of pronunciation within the CLT approach. This study, therefore, was conducted in order to reveal the beliefs about and attitudes toward the teaching of pronunciation from the perspectives of future English teachers in State University of Malang. An opinionnaire was adapted to collect the data from 45 participants. The result of the small survey shows that future English teachers in State University of Malang have positive attitudes toward the teaching of pronunciation. A large percentage of them believe that pronunciation can be taught to all levels of learners and that non-native speaking teachers are also able to teach pronunciation.]]>
<![CDATA[Teaching Speaking Through Substitution Drill Technique ]]>
<![CDATA[Tenny Murtiningsih]]>;
<![CDATA[Nanda Oetari Triana. P]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v1i1.351
<![CDATA[This study presents the description how to teach speaking through substitution drill technique. It uses qualitative description method. Speaking is as one of productive skills that needs to be improved. Through speaking, we can communicate each other and express our ideas. Even speaking is important in communication but learning how to speak fluently and correctly still seems to be difficult for students. Speaking still becomes a problem for the students at the class. There are some factors that make speaking becomes a problem to produce, for example lack of self confidence, lack of vocabularies and grammar knowledge. To answer this problem, the researcher suggests to use substitution drill technique at teaching speaking. Substitution drill is one of the techniques in speaking. In this technique, the researcher drilled the students by applying some key words in the model of the dialogue given. In this research, the researcher invited 14 students from the first semester of Bilingual Nursing Program in a private university in Banjarmasin as the subject of the research. The researcher did the research by observing the class activity, interviewed them and administering questionnaires to the subjects above.]]>
<![CDATA[Critical Reading Strategies Employed by Good Critical Readers of Graduate Students in ELT, State University of Malang ]]>
<![CDATA[Praptika Sefta Femilia]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[UMBanjarmasin ]]>
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DOI: 10.35747/tefla.v1i1.352
<![CDATA[The objective of the study was to find out how good critical readers employed their critical reading strategies and what model of reading shown by these strategies. Qualitative approach was applied in this study with case study as the research design. This study involved three good critical readers determined by the result of reading comprehension test given. The data were collected through retrospective think aloud and in depth interview. This study reveals that these three good critical readers employed nine critical reading strategies which consist of strategies for constructing the meaning of the text; they were previewing, questioning to understand and remember, monitoring comprehension, solving vocabulary problems and interpreting the text; and strategies for evaluating the arguments presented by the writers which consist of contextualizing, reflecting on challenges to belief and values, evaluating the writers’ arguments and; comparing and contrasting related reading. It was also found that the pattern of how these strategies utilized formed interactive model of reading. It is suggested to further researches to focus more on discussion about critical reading strategies which are related to reasoning evaluation.]]>
