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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. 6 No. 1 (2024)" : 6 Documents clear
The Impact of Social Media On The Use of English Slang Fadia Mahardika
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 1 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i1.984

Abstract

The proliferation of social media has significantly influenced the use of British slang among young people, regardless of their educational background. This study examines how social media facilitates the rapid spread of slang, making it a prevalent trend among teenagers. The method used is descriptive qualitative in the form of interviews where 2 participants from different backgrounds are taken. the first participant is someone who is an English student, while the second participant is an ordinary person who has no basic English. The findings showed that, although both participants recognized common acronyms such as "btw," "otw," "lol," "omg," and "fyp," their understanding and use of slang differed. The study shows that English slang is used not only on social media but also in residences, schools and colleges. People with an English background are considered knowledgeable, while others may be considered too influenced by Western styles. Despite these differences, British slang is still an important part of contemporary linguistic usage, valued for its inclusiveness and flexibility
The Struggle with Writing Anxiety: English Language Education Department Students and Thesis Proposal Completion Syahrian Rasid; Hidayah Nor
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 1 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i1.987

Abstract

A thesis proposal is required of students before they can begin writing a thesis. Research background, theory, and technique are the only three chapters that make up the thesis proposal, as opposed to the thesis's five chapters. However, students can run into issues like anxiety when they are preparing a thesis proposal for several different reasons. Analysis of the anxiety felt by participants in the English Language Education Department is the goal of this study. This study sought to: (1) identify the different kinds of writing anxiety that students experienced when completing draft thesis proposals; (2) characterize the factors that contribute to writing anxiety in students; and (3) to learn about potential fixes that students came up with to finish the thesis proposal draft. Researchers employed the study design known as Narrative Inquiry by using narrative frameworks and interviews to gather data. The method of narrative analysis was applied to the collected data. The findings demonstrated that the participants had two different kinds of anxiety: somatic and cognitive anxiety. They reported experiencing a variety of anxiety-inducing factors, including insufficient writing experience or practice, a lack of subject-matter expertise, pressure to produce flawless work, time constraints, a high volume of assignments, inadequate writing methods, and poor self-confidence. To lessen their worry, the participants also tried a variety of strategies, including planning, unwinding, talking to others, and pausing.
Exploring Students' Perceptions on Character Education in EFL Classrooms Annisa Khairir
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 1 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i1.988

Abstract

One of the most important areas of character education is exploring students’ perceptions on it. Since students are the target of teaching and learning process, including in learning English subject, examined their perceptions on character education in English language teaching is interesting. This research study reported on a qualitative interview study that exploring how students define, interpret, and reflect the character values in their academic and social live. The participants were students from senior high school, Islamic senior high school, and vocational high school which hold different worldviews and informative perspectives. The instrument for this study was adopted from Suzanne S. Hudd (2010) about perception on character education. The findings show there are the various point of views of character education according to participants’ experience and school background. Additionally, the participants presume character education values which embedded in English lesson have a positive impact.
On Critical Thinking Skills: Investigating Students’ Analytical Exposition Essay Agus Supriyadi
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 1 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i1.991

Abstract

This study aims at investigating students’ critical thinking in writing analytical exposition text. It employed qualitative descriptive approach. The subjets of study were second year students of SMA Negeri 2 Batu, taking Elective English Subject. One of the instructional objectives for this text is that students was able to write and present analytical text with objective of convincing the readers. Students’ essays of analytical exposition are then analyzed by using Illinois Crtical Thinking Skill. It consists of six features. They are Focus, Supporting Reason, Reasoning, Organizaing, Convention and Integration. Each feature is then scored by using score of 1-6. The finding show that the average score obtained is 2.88. It indicates that that Students Critical Thinking Skills are still on early level of development. Abstract Title written with Arial 11 Bold Center. Consists of a maximum of 200 words. It only consists of one paragraph and no special subtitles. The content of the abstract is the Introduction cultivated in one paragraph. The method is brief. The results are written in general and can contain numbers of research results. Conclusions are filled with brief conclusions from the conclusions that have been made on the content. References are not allowed to be included in the abstract or are not allowed to include citations.
Analysis of Students’ Strengths and Weaknesses in Academic Writing at Universitas PGRI Kalimantan Nana Suciati; Tri Winindyasari Palupi; Ida Rusdiana
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 1 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i1.1024

Abstract

Academic writing is an essential skill for academics. It enables students, researchers, and academics to communicate ideas, and disseminate research findings. Thus, academic writing is included as one of the courses of the writing cluster subjects at the English Study Program at University of PGRI Kalimantan. The final goal of this course is that students can write a scientific essay that comes from simple research. The study is carried out to define the strengths and weaknesses that are mostly made by students’ Academic Writing Subject. This is a descriptive research, which is in conceptual content analysis method. The samples are taken from 16 students’ scientific essays in Academic Writing Course. The findings are that students are good in ethical standards, structured format, as well as clarity and precision.  However, they are lack of critical thinking and evidence-based arguments. It is suggested that in advanced teaching, students are provided with more activities involved critical thinking and evidence-based argument.
Non-English Teacher Strategies in Implementing Merdeka Curriculum at Elementary School Halim Budi Prasetyo; Nor Aida Aflahah; Tenny Murtiningsih
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 1 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i1.1074

Abstract

This research aimed to analyse non-English teacher strategies in implementing Merdeka Curriculum at elementary school. The research was conducted for fourth-grade students at an elementary school in Banjarbaru. This research was a qualitative research method with case study approach, within classroom observation analysis and in-depth interview collecting data. The subjects of this research were a the fourth-grade teacher and the headmaster. The findings showed in the implementation of the strategies, the teacher did not make any differences both of Merdeka Curriculum and K13 Curriculum while teaching English. The findings also showed that the teacher used more than two strategies from the interview results. Beside of using discovery learning and cooperative learning as the teacher mentioned, most of the criteria that the teacher did in the classroom have several specific strategies such as expository learning, contextual teaching learning, and inquiry-based learning. Based on this result, both of Merdeka Curriculum and previous curriculum did not make any difference for the teacher to use the other strategies in the classroom. In fact, the teacher facing several obstacles while teaching Englsih in the classroom, such as the lack of english skill because did not have english background study, and the lack of understanding in the use of teaching strategies. The researcher suggested for being more aware of every strategy which use in the classroom and improving the english skill to make it easier while teaching English in the classroom.

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