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Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal)
Published by Universitas Muhammadiyah Banjarmasin
ISSN : -     EISSN : 26545152     DOI : https://doi.org/10.35747/tefla
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2018)" : 6 Documents clear
THE EFFECT OF INTENSIVE ENGLISH CLASS ON STUDENTS’ LANGUAGE SKILL Hafizhatu Nadia
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v1i1.349

Abstract

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.
The Beliefs About and Attitudes toward the Teaching of Pronunciation: Future English Teachers’ Perspectives Nodistya Septian Indrastana
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v1i1.350

Abstract

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.
Teaching Speaking Through Substitution Drill Technique Tenny Murtiningsih; Nanda Oetari Triana. P
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v1i1.351

Abstract

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.
Critical Reading Strategies Employed by Good Critical Readers of Graduate Students in ELT, State University of Malang Praptika Sefta Femilia
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v1i1.352

Abstract

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.
Using Digital Storytelling: Ideas to Boost Students Autonomous Learning Yansyah Yansyah; Andriany Hadisyah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v1i1.353

Abstract

Autonomous learning now becomes a prominent issue in English language teaching. The concept of this learning model is to make the students use most of their potential to boost the learning outcome. Digital storytelling is relatively new in education, in which we use digital tools to tell a story. This technique combines both technology and learning to make students explore their digital literacy and express their language ability. The present paper explains in detail how storytelling can be used for instructional purposes, both from literature and research perspective. Then, it will list some ideas, which can be utilized to apply this technique in English language classroom and to make students be more autonomous in learning. A Sample of lesson plan will be given to make this paper share more practical benefit for the readers. Finally, it is expected that this article can give some insights for teachers to bring joyful and innovation in their teaching practices.
Video-Based Instruction to Boost Students’ Presentation Skill Dina Rafidiyah; Melly Thania
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v1i1.354

Abstract

Video-Based Instruction in teaching has been used for long time to boost students’ speaking skill. Presentation, as one of the speaking skills, is considered hard for most of the students, especially for non-English department ones. Therefore, the aim of this study is to know the relationship of video-based instruction and the students’ ability to do presentation, Furthermore, this study is intended t to explore if the video-based instruction can motivate them to learn English more. This is a quantitative research. The questionnaire is administered to gain the data regarding students of pharmacy major about their opinions, responses, and motivations of using video-based instruction in making a presentation. The population of this study is 136 first year students of pharmacy from three classes, and the samples are 20 students for each class. The implication of this study is to equip the students with the skills of using video as a medium for learning English.

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