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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 3 Documents
 1 
Search results for , issue "vol. 8 no. 2 (2026)" : 3 Documents clear
Reclaiming local knowledge through saman: A decolonial approach to English literature education Resti Amalia; Donal Fernado Lubis; Tri Arie Bowo
Tefla Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 8 No. 2 (2026)
Publisher : Universitas Muhammadiyah Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v8i2.1769

Abstract

Despite increasing international recognition, Indonesian literature remains underrepresented in English Literature classrooms, where Western literary traditions continue to dominate curriculum and pedagogy. This study examines the postcolonial critiques represented in Ayu Utami's Saman and explores its potential as a resource for decolonial pedagogy in English Literature education. Employing a qualitative literary analysis design, the study uses close reading and thematic analysis to examine textual representations of coloniality and social inequality. The findings reveal seven major postcolonial critiques in the novel: colonial mentality, gendered violence, historical amnesia, feudal power structures, religious authority, state violence, and the marginalization of subaltern voices. The novel also portrays various forms of resistance that challenge oppressive political, economic, and cultural structures. These findings demonstrate that coloniality persists beyond formal independence through unequal power relations, institutional control, and the silencing of marginalized communities. Furthermore, the study argues that Saman possesses significant pedagogical value for fostering critical literacy, historical consciousness, epistemic justice, and student agency. By engaging students with local narratives and social realities, the novel can support efforts to challenge epistemic coloniality and advance decolonial approaches to English Literature education in Indonesian higher education.
Strategic bilingualism and symbolic prestige: English in Starbucks Indonesia’s Instagram marketing Fuad Hasyim
Tefla Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 8 No. 2 (2026)
Publisher : Universitas Muhammadiyah Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v8i2.1773

Abstract

This study examines how Starbucks Indonesia deploys English in its Instagram marketing, revealing mechanisms by which global brands sustain prestige hierarchies in multilingual digital spaces. Using mixed quantitative–qualitative discourse analysis of 60 purposively sampled posts (January 2024–December 2025), coded across Linguistic Landscape Theory, Foreign Consumer Culture Positioning, Digital Acculturation, and Symbolic Capital, the analysis identifies a hierarchical bilingual system rather than balanced code-switching. Findings show English dominates visual positions (76.7%), captions (75%), and transactional communication (56.7% CTAs), while “Indoglish” remains rare (1.7%). An inventory of 40 untranslated English terms serves as symbolic capital, with strategic exclusions (e.g., Venti) strengthening the maintenance of prestige. English density varies contextually, 86.7% in transactional content versus 51.1% in community campaigns, indicating acculturation as a tactical repertoire. The study contributes four theoretical advances: extending Linguistic Landscape Theory to digital platforms; providing empirical evidence of hierarchical language distribution; demonstrating acculturation as a context-dependent strategy; and integrating four theoretical domains into a unified model showing that prestige emerges through spatial positioning, repetition, exclusion, and contextual modulation, independent of comprehension. For global brands, the findings suggest hierarchical bilingualism is an effective strategy for balancing global prestige with local cultural competence.
Problems and strategies in improving students’ reading vocabulary mastery through word wall Maya Marsevani; Annisa Gina Ilmayana; Pandu Prasodjo
Tefla Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 8 No. 2 (2026)
Publisher : Universitas Muhammadiyah Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v8i2.1702

Abstract

This study aims to improve students’ vocabulary mastery and reading comprehension through the implementation of the Word Wall strategy in an EFL classroom. Based on the findings, it can be concluded that the Word Wall strategy was effective in improving students’ vocabulary mastery and reading comprehension. The strategy helped students understand unfamiliar vocabulary through visual support and contextual learning activities that were integrated with reading texts. As a result, students were able to connect vocabulary meaning with the content of the reading passages more effectively. The improvement in students’ achievement was shown by the increase in the mean score from the pre-test to the post-test. The students’ mean score increased from 57.9 (categorized as poor) to 77.7 (categorized as good). This result indicates that the implementation of the Word Wall strategy had a positive effect on students’ learning outcomes. In addition, students demonstrated higher levels of confidence, motivation, and participation during the learning process compared to the initial condition. Furthermore, the use of visual and interactive learning activities such as colorful vocabulary cards and contextual reading tasks contributed to creating a more engaging classroom atmosphere. These activities helped reduce students’ anxiety and encouraged them to participate more actively in English learning. Consequently, students became more confident in understanding reading texts and using vocabulary in context. Overall, this Classroom Action Research shows that the Word Wall strategy is an effective instructional strategy for improving students’ vocabulary mastery and reading comprehension in EFL classrooms. Therefore, it can be recommended as an alternative teaching strategy, particularly in contexts where students have limited vocabulary knowledge and low engagement in English learning, such as Islamic boarding school-based educational settings.

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