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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. 3 No. 2 (2021)" : 6 Documents clear
QUESTIONING STRATEGIES IN EFL CLASSROOM: THE TEACHER’S PERCEPTIONS Indri Astutik; Novi Indriani; Nurkamilah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1062

Abstract

A crucial ability expected of EFL students is a critical and creative thinking ability. Questioning method is regarded as the most important technique for encouraging students to build this ability. Because the students are anxious about making mistakes, they remain silent when teachers ask them. Thus, using questioning strategies in giving questions can be a way to engage them in interactive activities. This research, therefore, was aimed to investigate teacher’s questioning strategies in teaching English and the reasons for using them. This study employed qualitative descriptive design by conducting an online interview and giving questionnaire to an English teacher of a private junior high school in Jember. The results of this study showed that the English teacher always (100%) used divergent questions in class in the middle and at the end of learning process. The goals were to know students’ opinion, develop their critical and creative thinking skills and improve their knowledge. Further, the teacher usually (80%) used procedural questions in the beginning of the lesson to maintain time management, check students’ conditions and class routine. Finally, the teacher sometimes (60%) used convergent questions to get short answers from the students and help them recalled the material.
COMMON ERRORS OF ENGLISH FINAL CONSONANT CLUSTERS BY ADVANCED ENGLISH EDUCATION STUDENTS Luthfy Al Razieb; Saadillah; Sovia Rahmaniah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1063

Abstract

Student of English Education Department as a teacher candidate have to be good in producing English sounds, because they will be a teacher in the future which is students will imitate what they are saying. But, in reality mispronunciation is still frequently found in students of English Education Department, moreover to the advanced English education students. This research was using descriptive quantitative approach. And the objectives of this research were to know advanced English education students’ ability in pronouncing English final consonant clusters and what are the factors influences. The result showed that there were 44 pronunciation errors from 50 final consonant clusters that has been tested. Furthermore, many Advanced English Education students are unable to pronounce particular final consonant clusters. They tend to make error when they pronounce words containing /nd/, /mp/, /rst/, and /kst/ final consonant clusters. Based on the findings and discussion, it can be concluded that many of Advanced English Education students are still unable to pronounce English final consonant clusters correctly. They tend to get rid one sound at the end of the word because of interlingual factor, their friendship circle and their efforts in exploring the target language.
HEADWAY TEST AS AN ALTERNATIVE ONLINE ENGLISH PROFICIENCY TEST: INDONESIAN EFL TEACHERS’ PERCEPTION Tenny Murtiningsih
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1064

Abstract

Teaching learning process mostly has used online method since Covid-19 pandemic. It happens also in language assessment. Language assessment must be given by online to prevent the spread of Covid-19. Giving online English Proficiency Test is one of the examples. HeadWay Test is as one of English Proficiency Tests designed to answer this needs. Actually, HeadWay Test has been used for language assessment since 2010. It was before this pandemic happens. This research is qualitative research. It describes teachers’ perception of the using of online HeadWay Test. It invited 58 English teachers from teacher association in South Kalimantan as the participants. In this case, they were given online HeadWay Test firstly. Then, the researcher gave them the questionnaires. There were 12 questions to answer in the questionnaire. The question asked about what their perception after they took online Headway Test. Generally, the result of this questionnaire showed that they have good perception of online HeadWay Test. They claimed that online HeadWay Test can be used as an alternative of online English Proficiency Test.
ONLINE LEARNING AND FACE-TO-FACE LEARNING: STUDENTS’ PREFERENCES AND PERCEPTIONS Norhasanah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1065

Abstract

The Covid-19 pandemic has shifted face-to-face learning into online learning. This learning system has been conducted for more than a year. Teachers and students have to adapt to this condition. With such experience, students must have their opinions on these two learning modes. This study is aimed to find out students’ preferences and perceptions toward online learning that has been carried out during the pandemic and face-to-face learning that many educational institutions usually offer. It is also tried to investigate whether their perceptions influence their preferences for the learning mode. The data was collected using a survey and then analyzed using SPSS Statistics. Pearson Product Moment was used to analyze the correlation between variables, while students’ preferences and perceptions were explained through descriptive statistics. The results showed that 83 percent of students preferred face-to-face learning; they gave more positive responses toward face-to-face learning even though they also admitted the advantages offered by online learning. Another finding indicated that flexibility, ease of course, convenience, and time-saving influence students’ preference for online learning, while interaction and learning experience became some reasons for students to choose face-to-face learning. Most of the students had internet access to take online classes. However, they still considered face-to-face learning as an ideal class because 87 percent of students agreed that not all regions in Indonesia had good internet access to conduct online learning. This study was limited in generalizability since it was conducted in one university with only 64 students as participants; it was a small number of populations. However, this research could provide a little description and information related to students’ opinions on online learning. This study still needs to be improved with more participants and conducted in other places and situations.
INTEGRATING LOCAL WISDOM OF PIIL PSENGGIRI INTO ENGLISH LANGUAGE TEACHING Rosmalita Septiana; Divia Khairunita; Haanii Pradini; Fivty Travika Sukma; Restina Damayanti
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1066

Abstract

Cultural content has been a crucial issue in English language teaching. Nevertheless, the local cultural content of Lampungnese, called piil psenggiri, has not yet been widely discussed among the scholarly community. This paper, therefore, offers a rich description of the integration of piil psenggiri values into English language instruction in an Islamic boarding school in Lampung province. This research followed a case study of the qualitative method. It involved in-depth interview with English teacher and students of Islamic boarding school. This research study reveals that the participants consider the values of piil psenggiri should be incorporated into the English language teaching in Lampungnese context for two main reasons. First, piil psenggiri belongs to local wisdom that should be preserved through educational practices in Lampung. Second, the integration of piil psenggiri should be properly conducted through some instructional variables such as reading texts, classroom activities, tasks, and the learning environment.
DEVELOPING THE 21ST CENTURY SKILLS IN ESSAY WRITING COURSE DURING THE COVID-19 PANDEMIC Siti Nuridayanti; Sarah Aqila; Diani Nurhajati
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1067

Abstract

In the 21st-century, the development of science and technology encourages humans to overcome fast changes. The role of education influences the quality of the young generation. They must be equipped with 21st-century skills, namely creativity, critical thinking, collaboration, and communication (4Cs). However, the COVID-19 Pandemic change the process of teaching and learning. Teachers have to think over the appropriate teaching strategy to facilitate students developing 4Cs. This research aims to describe the learning process of the Essay Writing course using Project Based Learning to train the skills of 4Cs in the University of Nusantara PGRI Kediri during the COVID-19 Pandemic. The research used a qualitative approach. Data sources came from the lecturer and the students who took this course. The lecturer assigned the students to write essays with a theme related to social justice in today's society. The class was divided into 5 groups with a different sub-theme for each group. The stages of teaching and learning were selection, planning, development, and presentation. By creating the projects, the students had the experience to develop 21st-century skills.

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