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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 YOUTUBE NEWS AMID COVID-19 PANDEMIC AT SENIOR HIGH SCHOOL TO ENHANCE LISTENING AND WRITING SKILLS Ahmad Zaini; Triyana
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 1 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i1.1056

Abstract

It is common for English teachers in Senior High School to use YouTube to teach English especially in the time of the COVID-19 Pandemic. However, not many teachers share that practice in the form of publication, especially from regencies that quite far from the capital cities. This topic becomes interesting since it can be used in engaging students to be active in learning listening and writing. Nevertheless, teachers must consider several steps before applying this teaching practice. This article specifically explains about using YouTube News during COVID-19 as a pedagogical innovation for high school students in one of the government-owned schools in South Kalimantan to enhance their listening skills through watching the YouTube News and writing some comments about the news. The practical implication of the project is that the students can have a meaningful and memorable online activity to improve the students’ skill of English, especially listening and writing skills.
USING NEWSPAPER IN THE TEACHING OF WRITING NEWS ITEM Sri Wardani
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.v2i1.1057

Abstract

Writing, one of productive skills, is considered difficult that is why the students get difficulties in getting ideas and arranging them in coherent and cohesive paragraphs; besides that they have lack of vocabularies to express their ideas. This fact is the contrary to the Senior High School Curriculum which states that writing is one of the productive skills has to be covered, such as News Item text. The purpose of this paper is to find out how well newspapers give contribution in teaching News Item text. The design of the research is classroom action research. There were 27 students participated in this research. Test and observation are two main instruments. The results show that using newspaper can improve students’ ability in writing news item text. The data collected from observation indicated that the students were active during the lesson.
THE USE OF E-PEN AND COMPUTER BY THE ENGLISH TEACHER AT ELEMENTARY SCHOOL Erni Nadia
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.v2i1.1058

Abstract

This research uses descriptive method. The aimed is to know the use of E-Pen and Computer by the English teacher at Elementary School. The data collection and data processing procedure was done using class observation, interview the teacher and documentation. The analysis was done by comparing the theories and the factual data found. The result found that during teaching and learning activities, teacher used computer in pre-activity to stimulate students’ attention in the beginning of the lesson. The function of computer is to show the video, audio/song and Microsoft power Point/slides, then reflected into whiteboard. The teacher used E-Pen in whilst activity, it was very helpful to make the students knows right pronunciation from the native speakers. The teacher’s way when used the E-Pen by touching it to the textbook then the E-Pen will speak it out and was heard by whole class clearly. Using E-Pen and Computer in teaching and learning process is satisfying. By using E-Pen and Computer, the students can master vocabulary and pronunciation. Using E-Pen and Computer in the classroom makes the class more interesting, more active, more motivated in learning and easier to grasp the lesson.
MULTICULTURAL TEACHING IN EFL CLASSROOM Yulieda Hermaniar; Tri Winindyasari Palupi; Yasyir Fahmi Mubaraq
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 1 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i1.1059

Abstract

Multiculturalism is the identity of most schools in Indonesia since the term deals with varieties in students’ cultural backgrounds. In today’s curriculum, multiculturalism is stated explicitly in an attempt to promote character buildings. As the result, the teaching and learning process should highlight the aspect of multiculturalism in material, media, as well as teaching strategies. In the implementation, there are some challenges faced by the English teachers. Therefore, the purpose of this study is to describe issues faced by teachers in highlighting multiculturalism value to the teaching of English in a vocational school in Kalimantan Selatan. Four schools are taken as the subject of the study. They are SMKN 4 Banjarmasin, SMKN 3 Banjarbaru, SMKN 1 Bati-Bati, and SMKN 1 Tapin Selatan. Interview and observation are conducted to gather the data that is presented descriptively by following Cresswell’s stages; data transcribing, coding and data classification, data interpretation, and drawing the conclusion. The result of the study concludes the challenges faced by the teachers to highlight the multiculturalism aspect in the classroom. The challenges are in terms of media, material, teaching strategies, and support.
A NARRATIVE INQUIRY OF TEACHING TRANSLATION FOR ENGLISH DEPARTMENT STUDENTS Jumainah Jumainah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 1 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i1.1060

Abstract

The focus of this study is to share how to teach translation to the English Department students. Majoring in English does not instantly qualify the students as good translators. As a lecturer frequently assigned to teach translation classes, thereseacher finds that teaching translation to the English Department students is often as challenging as the translation process itself. Therefore, this paper is presented as the researcher’s shares of contribution to the field of translation teaching and training. The approach applied in this study is narrative inquiry.The researcher narrates the stories of how to teach translation based on her personal teaching experiences since 2015. The findings on how to teach translation are arranged into three orders: pre-teaching preparation, while teaching focus, and after teaching focus. The results of this study are expected to give insights and ideas for fellow translation lecturers and learners.
IMPROVING LEARNING OUTCOMES IN PERSONAL PRONOUNS LESSONTHROUGH STUDENT TEAMS ACHIEVEMENT LEARNING MODEL FOR TENTH GRADERS OF SCIENCE CLASS OF A PUBLIC SENIOR HIGH SCHOOL IN INDONESIA Rasyidah
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.v2i1.1061

Abstract

To obtain optimal learning outcomes, the teacher should be able to develop and improve teaching quality and student learning activities. One of the ways to improve learning outcome is that through cooperative learning in the form of Student Team Achievement Division Model. An action research was conducted to capture the learning activities in improving learning outcomes on personal pronouns lesson of tenth graders of science class of a public senior high school in Indonesia. The method used is based on a research design with research CAR with subject of the 32 students. The result of this research indicated that student learning outcomes increased, mastery learning from 37,00% in cycle 1 of action 1 to 65,63% in cycle 1 of action 2. There are as many as 21 completed from 32 students. Then in cycle 2 action 1 reached 93,75% of students who completed the excellent category of 30 students from 32 students. As for the cycle 2 action 2, student learning outcomes that individually have reached 100% complete, and classically completeness reaches 87,19% or an average value 87,19.
QUESTIONING STRATEGIES IN EFL CLASSROOM: THE TEACHER’S PERCEPTIONS Indri Astutik; Novi Indriani; Nurkamilah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1062

Abstract

A crucial ability expected of EFL students is a critical and creative thinking ability. Questioning method is regarded as the most important technique for encouraging students to build this ability. Because the students are anxious about making mistakes, they remain silent when teachers ask them. Thus, using questioning strategies in giving questions can be a way to engage them in interactive activities. This research, therefore, was aimed to investigate teacher’s questioning strategies in teaching English and the reasons for using them. This study employed qualitative descriptive design by conducting an online interview and giving questionnaire to an English teacher of a private junior high school in Jember. The results of this study showed that the English teacher always (100%) used divergent questions in class in the middle and at the end of learning process. The goals were to know students’ opinion, develop their critical and creative thinking skills and improve their knowledge. Further, the teacher usually (80%) used procedural questions in the beginning of the lesson to maintain time management, check students’ conditions and class routine. Finally, the teacher sometimes (60%) used convergent questions to get short answers from the students and help them recalled the material.
COMMON ERRORS OF ENGLISH FINAL CONSONANT CLUSTERS BY ADVANCED ENGLISH EDUCATION STUDENTS Luthfy Al Razieb; Saadillah; Sovia Rahmaniah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1063

Abstract

Student of English Education Department as a teacher candidate have to be good in producing English sounds, because they will be a teacher in the future which is students will imitate what they are saying. But, in reality mispronunciation is still frequently found in students of English Education Department, moreover to the advanced English education students. This research was using descriptive quantitative approach. And the objectives of this research were to know advanced English education students’ ability in pronouncing English final consonant clusters and what are the factors influences. The result showed that there were 44 pronunciation errors from 50 final consonant clusters that has been tested. Furthermore, many Advanced English Education students are unable to pronounce particular final consonant clusters. They tend to make error when they pronounce words containing /nd/, /mp/, /rst/, and /kst/ final consonant clusters. Based on the findings and discussion, it can be concluded that many of Advanced English Education students are still unable to pronounce English final consonant clusters correctly. They tend to get rid one sound at the end of the word because of interlingual factor, their friendship circle and their efforts in exploring the target language.
HEADWAY TEST AS AN ALTERNATIVE ONLINE ENGLISH PROFICIENCY TEST: INDONESIAN EFL TEACHERS’ PERCEPTION Tenny Murtiningsih
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1064

Abstract

Teaching learning process mostly has used online method since Covid-19 pandemic. It happens also in language assessment. Language assessment must be given by online to prevent the spread of Covid-19. Giving online English Proficiency Test is one of the examples. HeadWay Test is as one of English Proficiency Tests designed to answer this needs. Actually, HeadWay Test has been used for language assessment since 2010. It was before this pandemic happens. This research is qualitative research. It describes teachers’ perception of the using of online HeadWay Test. It invited 58 English teachers from teacher association in South Kalimantan as the participants. In this case, they were given online HeadWay Test firstly. Then, the researcher gave them the questionnaires. There were 12 questions to answer in the questionnaire. The question asked about what their perception after they took online Headway Test. Generally, the result of this questionnaire showed that they have good perception of online HeadWay Test. They claimed that online HeadWay Test can be used as an alternative of online English Proficiency Test.
ONLINE LEARNING AND FACE-TO-FACE LEARNING: STUDENTS’ PREFERENCES AND PERCEPTIONS Norhasanah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1065

Abstract

The Covid-19 pandemic has shifted face-to-face learning into online learning. This learning system has been conducted for more than a year. Teachers and students have to adapt to this condition. With such experience, students must have their opinions on these two learning modes. This study is aimed to find out students’ preferences and perceptions toward online learning that has been carried out during the pandemic and face-to-face learning that many educational institutions usually offer. It is also tried to investigate whether their perceptions influence their preferences for the learning mode. The data was collected using a survey and then analyzed using SPSS Statistics. Pearson Product Moment was used to analyze the correlation between variables, while students’ preferences and perceptions were explained through descriptive statistics. The results showed that 83 percent of students preferred face-to-face learning; they gave more positive responses toward face-to-face learning even though they also admitted the advantages offered by online learning. Another finding indicated that flexibility, ease of course, convenience, and time-saving influence students’ preference for online learning, while interaction and learning experience became some reasons for students to choose face-to-face learning. Most of the students had internet access to take online classes. However, they still considered face-to-face learning as an ideal class because 87 percent of students agreed that not all regions in Indonesia had good internet access to conduct online learning. This study was limited in generalizability since it was conducted in one university with only 64 students as participants; it was a small number of populations. However, this research could provide a little description and information related to students’ opinions on online learning. This study still needs to be improved with more participants and conducted in other places and situations.

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