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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 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2021)" : 5 Documents clear
Metacognitive Reading Strategies of EFL Learners: A Narrative Research Armin Fani; Nia Karuniasih; Ika Rusdiati
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 1 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i1.1052

Abstract

EFL learner need abundant knowledge of metacognitive reading strategies to improve their reading comprehension process. Since, the employment of metacognitive reading strategies has positive correlation with reading comprehension achievement. Thus, it is a worth conducting to investigate the metacognitive reading strategies employment by EFL learner. This study aims to investigate (1) what are metacognitive strategies employed by EFL learners in before-reading, during-reading, and after-reading phases? (2) how do EFL learners employ their metacognitive reading strategies? Conducting through narrative principle, the result of this study shows that particular metacognitive reading strategies were employed by the participant of this research. The result also show that the strategies were employed based on problem and purpose of reading comprehension process. Therefore, effective reading comprehension process should be equipped with reading comprehension employment.
Implementing Quizizz as Game Based Learning and Assessment in the English Classroom Rudi Irwansyah; Muna Izzati
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 1 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i1.1055

Abstract

Quizizz is an online assessment tool as a fun multiplayer classroom activity that allows all students to practice together with their computer or Smartphone. The aim of this paper is to describe the implementation of Quizizz as a game based learning and assessment in the English classroom of SMA Negeri 1 Tamban Barito Kuala regency. There are 6 clasess learn English through this app during the COVID-19 pandemic. Quizziz is used for 20 minutes before finishing English class once the students feel very tired, sleepy, and getting bored for their English class. The teacher can easily make assessment using this application because the score directly showed at the report. Some of questions asked to those students regarding to their opinion of implementing Quizizz during the English class. The students feel excited and motivated doing the task because the display of the application very interesting like playing a game. According to testing the implementing of Quizizz by writer during the English skill classroom, found that all students were very active to answer the questions which provided by researches, and more concentrated on the topic. The findings shows that the students display the positive attitude for quizizz and become more motivated in learning English.
USING YOUTUBE NEWS AMID COVID-19 PANDEMIC AT SENIOR HIGH SCHOOL TO ENHANCE LISTENING AND WRITING SKILLS Ahmad Zaini; Triyana
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 1 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i1.1056

Abstract

It is common for English teachers in Senior High School to use YouTube to teach English especially in the time of the COVID-19 Pandemic. However, not many teachers share that practice in the form of publication, especially from regencies that quite far from the capital cities. This topic becomes interesting since it can be used in engaging students to be active in learning listening and writing. Nevertheless, teachers must consider several steps before applying this teaching practice. This article specifically explains about using YouTube News during COVID-19 as a pedagogical innovation for high school students in one of the government-owned schools in South Kalimantan to enhance their listening skills through watching the YouTube News and writing some comments about the news. The practical implication of the project is that the students can have a meaningful and memorable online activity to improve the students’ skill of English, especially listening and writing skills.
MULTICULTURAL TEACHING IN EFL CLASSROOM Yulieda Hermaniar; Tri Winindyasari Palupi; Yasyir Fahmi Mubaraq
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 1 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i1.1059

Abstract

Multiculturalism is the identity of most schools in Indonesia since the term deals with varieties in students’ cultural backgrounds. In today’s curriculum, multiculturalism is stated explicitly in an attempt to promote character buildings. As the result, the teaching and learning process should highlight the aspect of multiculturalism in material, media, as well as teaching strategies. In the implementation, there are some challenges faced by the English teachers. Therefore, the purpose of this study is to describe issues faced by teachers in highlighting multiculturalism value to the teaching of English in a vocational school in Kalimantan Selatan. Four schools are taken as the subject of the study. They are SMKN 4 Banjarmasin, SMKN 3 Banjarbaru, SMKN 1 Bati-Bati, and SMKN 1 Tapin Selatan. Interview and observation are conducted to gather the data that is presented descriptively by following Cresswell’s stages; data transcribing, coding and data classification, data interpretation, and drawing the conclusion. The result of the study concludes the challenges faced by the teachers to highlight the multiculturalism aspect in the classroom. The challenges are in terms of media, material, teaching strategies, and support.
A NARRATIVE INQUIRY OF TEACHING TRANSLATION FOR ENGLISH DEPARTMENT STUDENTS Jumainah Jumainah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 1 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i1.1060

Abstract

The focus of this study is to share how to teach translation to the English Department students. Majoring in English does not instantly qualify the students as good translators. As a lecturer frequently assigned to teach translation classes, thereseacher finds that teaching translation to the English Department students is often as challenging as the translation process itself. Therefore, this paper is presented as the researcher’s shares of contribution to the field of translation teaching and training. The approach applied in this study is narrative inquiry.The researcher narrates the stories of how to teach translation based on her personal teaching experiences since 2015. The findings on how to teach translation are arranged into three orders: pre-teaching preparation, while teaching focus, and after teaching focus. The results of this study are expected to give insights and ideas for fellow translation lecturers and learners.

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