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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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Unveiling Emotional Experiences: Factors Affecting Anxiety in Undergraduate English Language Learning Neneng Islamiah; Yudha Aprizani; Tenny Murtiningsih
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.v5i1.652

Abstract

The objective of this research was to delve into the emotional experiences of undergraduate English students, specifically focusing on their feelings of anxiety and nervousness. Furthermore, the study aimed to identify the various factors that contribute to these feelings among undergraduate English students while learning to speak English. This research was qualitative research conducted at a private university in Banjarmasin with four participants. In collecting the research data, researcher semi-structured interview techniques and the data were analysed using thematic inductive analysis. From the results of the research conducted, it was found that there were three undergraduate students who experienced dominant negative emotions during learning to speak English, while another student considered that negative emotions did not dominate him too much. There were two main factors that cause anxiety and nervousness, namely external factors (such as lack of confidence and the environment) and internal factors (such as lack of mastery of grammar and vocabulary)
Inside Assessment Practices: Exploring Perspectives of Vocational High School Teachers Agus Supriyadi
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.v5i1.681

Abstract

This study delves into the assessment practices of vocational high school language teachers, aiming to gain insights into their perspectives on evaluating student learning outcomes. The research design encompasses both qualitative and quantitative approaches, focusing on teachers of Bahasa Indonesia and English language subjects in SMK Negeri 10 Malang. Data collection involved interviews and document analysis, providing a comprehensive understanding of teachers' understanding and implementation of assessment concepts. The findings reveal that a significant portion, approximately 25% of teachers, possess a solid grasp of assessment principles and effectively apply them in practice. However, it is evident that many teachers struggle to utilize a variety of assessment techniques to evaluate and assess student learning outcomes accurately. The study highlights the need for professional development initiatives that address these gaps in understanding and provide guidance on effective assessment practices. By shedding light on vocational high school English teachers' perspectives and practices related to assessment, this research contributes to the broader discourse on improving assessment methodologies in language education.
Crafting Effective Captions: Strategies for Enhancing Students’ Engagement and Writing Skill Sri Wardani
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.v5i1.682

Abstract

This research aims to investigate students' proficiency in writing skills through the utilization of photographs as writing prompts (captions). The study focuses on analyzing the outcomes of students' caption writing using a four-step writing process, namely drafting, revising, editing, and publishing. The assessment involved a caption writing test to evaluate students' progress, supplemented by a questionnaire to gather additional data. The participants consisted of 32 students from XII MIPA 4 of SMA N 1 Malang. Following one cycle of the teaching and learning process, the findings of this research demonstrate that the implementation of the four-step writing process in caption writing enhances students' writing skills and fosters greater student engagement. Specifically, 26 out of the 32 students achieved a score of 75 or higher. The result of sample paired test also shows there is significant difference between before and after the interviention. Consequently, employing the process of caption writing proves to be effective in improving students' writing abilities and promoting increased student engagement.
Factors Influencing Students' Adoption of Cognitive Strategies in English-Speaking Learning: A Narrative Inquiry Azizah Putritama Guntur; Dina Rafidiyah; Hafizhatu Nadia; Noor Aida Aflahah; Miftah Al Farhan
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.v5i1.683

Abstract

This study employs a narrative inquiry approach to investigate the factors influencing students' adoption of cognitive strategies in English-speaking learning. By engaging with five students from various disciplines as resource persons, the research aims to uncover the motivators behind students' preference for cognitive strategies. Through data collection via observation and interviews, the study reveals that students gravitate towards cognitive strategies due to their inclination to practice and learn English within their social circles, such as friends and relatives. Additionally, the findings highlight the influence of social media platforms like Instagram, TikTok, Youtube, and Twitter, which students utilize to enhance their English-speaking skills. These platforms provide exposure to authentic English content and opportunities for interaction with native or proficient speakers. Considering the personal, social, and technological factors at play, educators and language practitioners can harness the impact of interpersonal connections and digital spaces to create a supportive learning environment that fosters collaborative interactions and maximizes language learning potential. This research contributes valuable insights into the intricate dynamics surrounding students' adoption of cognitive strategies and offers guidance for optimizing English-speaking learning practices.
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.
EFL Teachers’ Belief about Spoken Corrective Feedback and Their Classroom Practice Surya Rifqi
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 2 No. 1 (2019)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v2i1.1044

Abstract

The purposes of this study are to investigate ELT teachers’ beliefs about spoken corrective feedback, the educational factors affecting teachers’ beliefs, the link between teachers’ stated beliefs about spoken corrective feedback and their classroom practice. The data were collected through interview with the subjects, observation checklist, audio recording, and field notes. The finding of this study shows that the existence of corrective feedback helped the students to gain infomations to do the reflection and activate their awareness of what they said and did. The differences of what to correct, when to correct, and how to correct students’ errors between lecturers could be understood because the lecturers hold different focus of courses, different decisions, adaptation to the effective corrective feedback strategies

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