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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. 2 No. 1 (2019)" : 6 Documents clear
EFL Teachers’ Belief about Spoken Corrective Feedback and Their Classroom Practice Surya Rifqi
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 2 No. 1 (2019)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v2i1.1044

Abstract

The purposes of this study are to investigate ELT teachers’ beliefs about spoken corrective feedback, the educational factors affecting teachers’ beliefs, the link between teachers’ stated beliefs about spoken corrective feedback and their classroom practice. The data were collected through interview with the subjects, observation checklist, audio recording, and field notes. The finding of this study shows that the existence of corrective feedback helped the students to gain infomations to do the reflection and activate their awareness of what they said and did. The differences of what to correct, when to correct, and how to correct students’ errors between lecturers could be understood because the lecturers hold different focus of courses, different decisions, adaptation to the effective corrective feedback strategies
IMPROVING ENGLISH LEARNING MOTIVATION OF VISUAL COMMUNICATION DESIGN STUDENTS THROUGH JIGSAW METHOD AT STMIK ASIA MALANG Tri Wahyuni
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 2 No. 1 (2019)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v2i1.1051

Abstract

This study aims to improve motivation through jigsaw method. This research was a classroom action research. The subjects were students of S1 degree from Visual Communication Design or Desain Komunikasi Visual (DKV) STMIK Asia Malang at 2018/2019 academic year. The action research was conducted to measure how jigsaw method can improve students’ learning motivation in the English subject. The data were collected using learning motivation questionnaire which were classified into good, enough, fair, and bad classification. Data were analyzed using descriptive analysis. This research shows that there is an improvement in students’ learning motivation through jigsaw method with an average score from the first cycle to the second cycle is 95%. The researcher suggests that teachers need to apply various learning activities through group discussion especially jigsaw. Jigsaw can improve students’ learning motivation as students can actively involve in the teaching learning process.
DEVELOPING NURSING ENGLISH INSTRUCTIONAL MATERIALS BY USING SIMULATION TECHNIQUE TO INCREASE ENGLISH ORAL COMMUNICATION SKILL FOR NURSING UNDERGRADUATE STUDENTS Tenny Murtiningsih; Ahmad Kailani
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 2 No. 1 (2019)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v2i1.1054

Abstract

Nursing English is one of the branches of English for Specific Purposes (ESP) that require the instructors to take into account specific students’ learning needs. This is a Research and Development aimed: (1) to know the problems which are faced by the nursing students in studying English, (2) to develop nursing English materials by using simulation technique. There were 58 nurse students of the sixth semester at a private university in Indonesia invited to participate in the study. The data were garnered through questionnaires. Interviews were also conducted with students, teachers and subject specialist teachers. To enrich the data focus group discussions were carried out. The findings indicated that students’ speaking skill increased even though this method seemed challenging to them. Subject specialist teachers were familiar with this teaching technique since in the nursing field almost all the subjects need a simulation. This research contributes to the TESOL methodology and future research may expand the findings from another perspective.
USING NEWSPAPER IN THE TEACHING OF WRITING NEWS ITEM Sri Wardani
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 2 No. 1 (2019)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v2i1.1057

Abstract

Writing, one of productive skills, is considered difficult that is why the students get difficulties in getting ideas and arranging them in coherent and cohesive paragraphs; besides that they have lack of vocabularies to express their ideas. This fact is the contrary to the Senior High School Curriculum which states that writing is one of the productive skills has to be covered, such as News Item text. The purpose of this paper is to find out how well newspapers give contribution in teaching News Item text. The design of the research is classroom action research. There were 27 students participated in this research. Test and observation are two main instruments. The results show that using newspaper can improve students’ ability in writing news item text. The data collected from observation indicated that the students were active during the lesson.
THE USE OF E-PEN AND COMPUTER BY THE ENGLISH TEACHER AT ELEMENTARY SCHOOL Erni Nadia
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 2 No. 1 (2019)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v2i1.1058

Abstract

This research uses descriptive method. The aimed is to know the use of E-Pen and Computer by the English teacher at Elementary School. The data collection and data processing procedure was done using class observation, interview the teacher and documentation. The analysis was done by comparing the theories and the factual data found. The result found that during teaching and learning activities, teacher used computer in pre-activity to stimulate students’ attention in the beginning of the lesson. The function of computer is to show the video, audio/song and Microsoft power Point/slides, then reflected into whiteboard. The teacher used E-Pen in whilst activity, it was very helpful to make the students knows right pronunciation from the native speakers. The teacher’s way when used the E-Pen by touching it to the textbook then the E-Pen will speak it out and was heard by whole class clearly. Using E-Pen and Computer in teaching and learning process is satisfying. By using E-Pen and Computer, the students can master vocabulary and pronunciation. Using E-Pen and Computer in the classroom makes the class more interesting, more active, more motivated in learning and easier to grasp the lesson.
IMPROVING LEARNING OUTCOMES IN PERSONAL PRONOUNS LESSONTHROUGH STUDENT TEAMS ACHIEVEMENT LEARNING MODEL FOR TENTH GRADERS OF SCIENCE CLASS OF A PUBLIC SENIOR HIGH SCHOOL IN INDONESIA Rasyidah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 2 No. 1 (2019)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v2i1.1061

Abstract

To obtain optimal learning outcomes, the teacher should be able to develop and improve teaching quality and student learning activities. One of the ways to improve learning outcome is that through cooperative learning in the form of Student Team Achievement Division Model. An action research was conducted to capture the learning activities in improving learning outcomes on personal pronouns lesson of tenth graders of science class of a public senior high school in Indonesia. The method used is based on a research design with research CAR with subject of the 32 students. The result of this research indicated that student learning outcomes increased, mastery learning from 37,00% in cycle 1 of action 1 to 65,63% in cycle 1 of action 2. There are as many as 21 completed from 32 students. Then in cycle 2 action 1 reached 93,75% of students who completed the excellent category of 30 students from 32 students. As for the cycle 2 action 2, student learning outcomes that individually have reached 100% complete, and classically completeness reaches 87,19% or an average value 87,19.

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