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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 67 Documents
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Using Digital Storytelling: Ideas to Boost Students Autonomous Learning Yansyah Yansyah; Andriany Hadisyah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v1i1.353

Abstract

Autonomous learning now becomes a prominent issue in English language teaching. The concept of this learning model is to make the students use most of their potential to boost the learning outcome. Digital storytelling is relatively new in education, in which we use digital tools to tell a story. This technique combines both technology and learning to make students explore their digital literacy and express their language ability. The present paper explains in detail how storytelling can be used for instructional purposes, both from literature and research perspective. Then, it will list some ideas, which can be utilized to apply this technique in English language classroom and to make students be more autonomous in learning. A Sample of lesson plan will be given to make this paper share more practical benefit for the readers. Finally, it is expected that this article can give some insights for teachers to bring joyful and innovation in their teaching practices.
Video-Based Instruction to Boost Students’ Presentation Skill Dina Rafidiyah; Melly Thania
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 1 No. 1 (2018)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v1i1.354

Abstract

Video-Based Instruction in teaching has been used for long time to boost students’ speaking skill. Presentation, as one of the speaking skills, is considered hard for most of the students, especially for non-English department ones. Therefore, the aim of this study is to know the relationship of video-based instruction and the students’ ability to do presentation, Furthermore, this study is intended t to explore if the video-based instruction can motivate them to learn English more. This is a quantitative research. The questionnaire is administered to gain the data regarding students of pharmacy major about their opinions, responses, and motivations of using video-based instruction in making a presentation. The population of this study is 136 first year students of pharmacy from three classes, and the samples are 20 students for each class. The implication of this study is to equip the students with the skills of using video as a medium for learning English.
Strategies of Non-English Study Program Students in Learning Listening Skill Norleny Habibah; Dina Rafidiyah; Tenny Murtiningsih
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 2 (2022)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v4i2.489

Abstract

This research aims to determine what strategies students use Intensive English Class (IEC) non-English study programs to learn Listening skills. This research was conducted by asking 10 IEC students to take the Test of English as a Foreign Language (TOEFL). Data were collected through observation and interviews with five students with the highest TOEFL scores. Researchers conducted interviews based on six strategies in listening, which were divided into direct strategies (memory, cognitive, compensation) and indirect strategies (metacognitive, affective, and social). The result of this research is that some students use almost the same strategy in listening. Based on the results of the interviews, social strategies are more effective learning strategies used by students. Based on the results of the interviews, four students chose the social strategy, and one chose the memory strategy.    
YouTube as an Alternative Media for Teaching Speaking in Online Class during COVID-19 Pandemic Saadillah Saadillah; Muhammad Sam Bahri; Nor Izzatil Hasanah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 2 (2022)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v4i2.531

Abstract

The Covid-19 pandemic has spread worldwide, significantly disrupting the education sector which is the focus of this research. They have to study independently at home to prevent catching diseases commonly spread by Covid-19 students. The usage of online learning is a technique that enables learning activities to go on without interruption; this is evident when learning occurs in the grade 10th of the language department in teaching English at MAN Kotawaringin Timur, When the learning process is continuing, both students and subject teachers feel very helped. Based on the phenomena above, researchers are interested in assessing the use of YouTube as an alternative medium for online learning using a qualitative descriptive method. This method would include data collection strategies, data conversion techniques, data sharing procedures, and data interpretation techniques. The findings of this research suggest that students can benefit from using YouTube as an alternate media for online-based learning while the COVID-19 epidemic is ongoing. YouTube is a medium that can help students comprehend English language instruction at MAN. Kotawaringin Timur.
An Analysis of Students' Anxiety in Online English Learning during the COVID-19 Outbreak Andi Irlina; Ajri Khairani
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 2 (2022)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v4i2.532

Abstract

There are several factors that affect students' anxiety when learning English online. Students' anxiety affected their performance in online English learning. The purpose of the research is to find out the factors that caused students' anxiety about learning English online, and to find out the students' understanding about learning English online. The researcher was interested in finding out what factors caused anxiety in students while learning English online. The author used descriptive qualitative research to investigate the factors that caused students' anxiety and students' perceptions of online English learning in this study. It explains the factors that affect MAN 2 Tabalong students. The researcher uses three techniques to collect data. There are observations, interviews and documentation. The researchers also use an interactive analysis model to analyze the data. Observations were conducted in online classes and offline class XI MIA 2 MAN 2 Tabalong. Six students and one English teacher were then interviewed face to face. The researcher concluded that there are two types of factors, internal and external, that affect the anxiety of Class XII MIA 2 students. the result showed that there are internal factors and 5 external factors. The findings of the study revealed that the majority of students held a negative perception towards learning English online
Supporting Female Students’ Listening Ability through English Study Club : A Comparative Study Novi Dwi Yuliani; Muhammad Rifqy Rujani
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 2 (2022)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v4i2.556

Abstract

This research wants to know a comparation between the students who join and who do not join English study club in their listening ability at Darul Hijrah Islamic Boarding School for female. This research also provides information regarding the implementation of English study club for supporting female students’ listening ability. Furthermore, the researcher also wants to find out what are the factors that make their listening ability are different. The data are collected through observation, interview, test and documentary and uses quantitative method. The result of this research states that there is a significant difference between the students who join and who do not join English Study club. The value of to is 2,76 that’s higher than the value in significance 5% that is 2,05. So,  2,67 > 2,05. The factors that help student’s who join English Study Club to have a better score in listening abiliy, such as : Encourage students to listen as often and as much as possible, Help Students Prepare to Listen, Once may not be enough, Encourage students to respond to the content of a listening,and Different listening stages demand different listening tasks.      
Enhancing Engagement: Effective Strategies for EFL Teachers in Online Classes during the Pandemic Era Andi Irlina; Hidayah Nor; Akhmad Zaini
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 1 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i1.628

Abstract

In online learning, teachers use a number of support strategies to engage learners. The right strategies at the right time  make distance learning effective and keep students engaged. The purpose of the research is to find out the strategies that teachers use to maintain performance in English language learners during the pandemic, and to find  the most appropriate strategy that teachers use to maintain performance in English language courses during the pandemic. The researchers used descriptive qualitative research to examine the  strategies of teachers in online English lessons in this study. It explains the teaching strategies used in MTs Negeri 1 Banjarmasin and the participants were three English teachers which teach on VII A, VII B, and VII C. The researchers uses two techniques to collect data. There are observations and interviews. Observations were made in Online Class VII (A, B and C)  MTs Negeri 1 Banjarmasin. The interview was then conducted face-to-face with three English teachers. The results showed that the teacher's strategy in teaching  VII grade students (A, B and C), the researchers concluded that  six active learning strategies were used in the online learning of the three participating teachers. Learning strategies include discussion, problem solving, brainstorming, peer teaching, case studies and discussions. The researchers also found that  three teachers preferred to use the conversational strategy because that strategy is very easy for teachers to implement, especially in class VII, where that strategy has become the most suitable strategy for teaching English in online learning.
Exploring Pre-Service Teachers' Readiness to Embrace Digital Literacy Skills in English Instructional Settings Oktaviani Oktaviani; Khairunnisa Khairunnisa
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 2 (2022)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v4i1.638

Abstract

This study examines the implementation of digital literacy skills by pre-service teachers in English language classes in the context of the fourth industrial revolution (IR 4.0). Through qualitative methods including interviews and Likert scale questionnaires, data was collected from 24 pre-service teachers at UIN Antasari Banjarmasin. The findings reveal that pre-service teachers actively utilize digital technology in their classrooms and prioritize credible sources for teaching materials. However, they face challenges related to limited network access, inadequate facilities, and students' limited digital technology knowledge. The study highlights the importance of integrating media technology in class to foster student interest in learning, while emphasizing that it is a teaching technique rather than a crucial factor. It concludes that even without media technology, classes can still be effectively conducted. These insights contribute to understanding the digital literacy skills of pre-service teachers and the implications for English language instruction.
The Effect of Instagram on Language Use and Culture in Millineals and Generation Z Siti Azizah Puteri
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 4 No. 2 (2022)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the impact of Instagram on the linguistic and cultural communication patterns of Generation Z and Millennials. Employing a qualitative approach, the researcher collected data to address three distinct research questions: 1. How is Instagram utilized by these demographic groups? 2. What are the underlying factors that influence language and cultural usage on Instagram? 3. What specific linguistic styles are prevalent in their Instagram posts? The data collection process involved administering closed-ended questions to participants and conducting a rigorous analysis of the linguistic styles employed in their Instagram posts. Additionally, upon completion of the investigative procedures, the researcher will elucidate the underlying motivations and rationales behind the utilization of language and cultural elements in Instagram posts. Finally, the study incorporates a comprehensive review of relevant literature to supplement the findings and ensure a thorough examination of the research topic
Enhancing Reading Instruction through Multimodality: A Pathway to Success hidayah nor; Amaliya Septiani
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 1 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i1.649

Abstract

This qualitative study investigates the use of multimodality in teaching reading to junior high school students at SMPN 1 Pulau Laut Tengah Kotabaru. Multimodality refers to the integration of various modes, such as images, sound, and writing, to convey meaning and enhance the learning process. The research involves one English teachers and 24 eighth-grade students as participants. The researchers used Descriptive qualitative as the research methods. In addition, observation, interviews, and documentation were utilized as data collection instruments. The findings reveal that teachers frequently employ multimodality, particularly in English reading lessons, utilizing a combination of digital and printed resources such as videos and images to engage students actively in the learning process. The application of multimodality in teaching reading yielded positive responses from students, fostering enthusiasm and improving their participation in learning activities.

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