cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Yansyah
Contact Email
yansyah@umbjm.ac.id
Phone
+6285248060381
Journal Mail Official
teflajournal@umbjm.ac.id
Editorial Address
Jl. Gubernur H. Syarkawi, Lingkar Utara, Barito Kuala
Location
Kota banjarmasin,
Kalimantan selatan
INDONESIA
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 2 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2024)" : 2 Documents clear
Unlocking English Vocabulary with “Frozen II”: Exploring Students’ Perception of Animated Movies in Language Learning Nurul Humairo; Saadillah Saadillah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 2 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i2.1100

Abstract

The purpose of this study is to ascertain how students feel about using the animated film Frozen II to increase their vocabulary. Narrative inquiry is used in the study. Ten participants are from the Faculty Tarbiyah and Teacher Training's English Language Education Department. Interview guidelines were used to gather data, and narrative analysis was used for analysis. According to the study's findings, there are three different aspects of perception. 1) cognitive aspect: pupils mostly base their perceptions on what they already know, which facilitates the use of the animated film Frozen II to increase vocabulary in English; 2) affective aspect, in which pupils mostly experience joy when utilizing the animated film Frozen II as a tool to enhance their vocabulary in English; 3) conative aspect: Students demonstrate their opinions through an action, such as being more eager to use the animated film Frozen II to expand their vocabulary in English. Then, there are benefits and drawbacks of using the animated film Frozen II to increase vocabulary in English. The study promotes the use of multimedia tools more widely to establish more dynamic, inclusive, and productive language-learning settings.  
Insights into Speaking Principles, Activities, and Materials in the English Language Education Department hidayah nor; Muhammad Syahri
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 6 No. 2 (2024)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v6i2.1077

Abstract

Mastering speaking skills is crucial in learning a foreign or second language. Speaking is considered the most important element among the four main language skills. However, there are several discrepancies in the application of speaking principles, activities, and materials by educators in the English Education Department at various universities in Indonesia. Therefore, this study aims to identify the principles, activities, and materials lecturers use in teaching speaking courses. The research design employs a narrative inquiry approach. This study was conducted at Antasari State Islamic University Banjarmasin. The researcher conducted an interview with a speaking course lecturer. The interview provided data on applying principles, activities, and materials used in teaching speaking classes. Based on the objectives of this study, the researcher found that the lecturer applied four principles in teaching speaking: providing students with sufficient opportunities to practice fluency and accuracy, giving students chances to speak through group or pair activities while minimizing teacher intervention in the conversation, planning speaking tasks that involve negotiation of meaning, and creating classroom activities that involve instruction and practice in transactional and interpersonal speaking. Additionally, in conducting speaking activities, the lecturer used role play, simulation, and discussion. In the learning process, the lecturer frequently used audio-visual materials and PowerPoint presentations.

Page 1 of 1 | Total Record : 2

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2024) Vol. 6 No. 1 (2024) Vol. 5 No. 2 (2023) Vol. 5 No. 1 (2023) Vol. 4 No. 2 (2022) Vol. 4 No. 1 (2022) Vol. 3 No. 2 (2021) Vol. 3 No. 1 (2021) Vol. 2 No. 2 (2020) Vol. 2 No. 1 (2019) Vol. 1 No. 2 (2019) Vol. 1 No. 1 (2018) More Issue