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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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English Students’ Perspective in Participating the Praktisi Mengajar Program Lisnani Ulfah; Isnaniah Isnaniah; Novi Dwi Yuliani
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 2 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i2.1078

Abstract

The Teaching Practitioner Program is a flagship program of Merdeka Belajar Kampus Merdeka (MBKM). This research aims to examine students' perceptions regarding the importance of the program, its strengths and weaknesses, as well as how they adapt to it. This research is a qualitative study, conducted by distributing questionnaires to collect data from 15 English Education students at University of Nahdlatul Ulama Kalimantan Selatan who participated in the Teaching Practitioner Program during the academic year 2023/2024. The data were analyzed by distributing questionnaires to students then presented in the form of tables, bar charts, and percentages. The results of the study show that 72% of students consider this program important, 62% feel the program is adequate, 68% experience positive impacts, and 65% are able to adapt well to the program. Overall, the average positive rating is 67%, indicating that the Teaching Practitioner Program has a good impact on students.
Crafting Career-Ready Curriculum Vitae: A Genre-Based Instruction for Culinary Students Julian Adhitama
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 2 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i2.1081

Abstract

One of the requirements for vocational students' job readiness is the ability to create a curriculum vitae in English, primarily to fulfill the overseas job market. Therefore, this study explores further how to implement genre-based instruction in teaching CV writing to help understand and identify barriers that may occur in the teaching process, especially in culinary competency vocational high schools. This research used a qualitative case study approach. The research was conducted in a private vocational school in Bandung, Indonesia. Data collection techniques used included the observation of culinary competence in class XII, the interview of an English teacher, and field notes during the observation conducted by the researcher. The results showed that the implementation of genre-based instruction in one rotation for each step of the Building Knowledge of the Field (BKoF), Modeling of the Text (MoT), Joint Construction of the Text (JCoT), and Independent Construction of the Text (ICoT) genres was not enough for students to apply what they had learned. This is because it was the first time the students were exposed to genre-based learning. Although they paid more attention in class, the students lacked the knowledge and confidence to write their CVs in English. This study recommends that future researchers provide more rotation and implement the suggestions from this study when implementing genre-based learning.
The Role of Flip Charts in Improving English Vocabulary Acquisition Nur Hayati; Hidayah Nor
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 2 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i2.1082

Abstract

Students' motivation and interest in what they are learning can both be increased with the use of educational media. There is a wide range of media kinds that are utilized in the learning process, from basic to advanced. One basic sort of media is flip chart media. This study intends to ascertain how flip chart media is used in English vocabulary instruction and what tutors think about it. The participant in this study was a tutor who worked with Class Group 21 of UPB (Unit Pengembangan Bahasa) at the Islamic State University of Antasari Banjarmasin. In this study, data were gathered through interviews and observation using a descriptive qualitative methodology. According to the research findings, flip chart media can improve students' motivation and comprehension while also aiding in vocabulary learning. The findings indicate numerous crucial processes involved in using flip charts to aid in vocabulary development. The following strategies are used by the tutor: 1) self-preparation; 2) appropriate flip chart placement; 3) seating arrangement of students; 4) material introduction and informational picture and text presentation understandably and straightforwardly; 5) tutor makes sure every student can see the flip chart clearly; and 6) instructs students to form a semicircle or U position. Because of its adaptability and capacity to support more engaging and innovative instruction, the tutor also held a favorable opinion of the usage of this media. This study serves as a valuable resource for further research in the same field and significantly enhances the quality of vocabulary instruction in English.
Need Analysis of Teaching English for Mechanical Engineering at Vocational Universities in Banjarmasin : a Literature Review Rahma Pitria Ningsih; Sulaiman Sulaiman
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 2 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i2.1089

Abstract

This article explores the need analysis of teaching English for mechanical engineering students in vocational universities, focusing on the local context of Banjarmasin. The review draws on existing literature regarding English for Specific Purposes (ESP), vocational education, and mechanical engineering to identify the critical language skills required for students in this field. The research highlights the importance of curriculum alignment with industry demands and outlines key linguistic challenges faced by students. The analysis also emphasizes the necessity for vocational institutions to adapt their English language curricula to meet the specific needs of mechanical engineering students.
The Relationship Between the Big Five Personality Traits and Self-Regulated Learning Strategies Among University Student in Learning TOEFL Preparation Yudha Aprizani; Fitra Ramadani; Hartatya Novika; Andini Septama Sari
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 5 No. 2 (2023)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v5i2.1084

Abstract

The study portrays university-students’ personality traits concerning about their self-regulated learning during learning TOEFL preparation. This study examines the correlation between personality trait and self-regulated learning experienced by university-students during learning TOEFL Preparation. A total of 113 University-students are participated in this study. This study conducts online survey questionnaire for data collection. The Self-Regulation Questionnaire (SRQ) model developed by Brown et al., (1999) is employed to measure self-regulated learning during participated in learning TOEFL preparation. Moreover, the study The Big-Five Personality Inventory (BFPI) to measure university-students’ personality traits developed by Soto and John (2017). The result of this study shows that the correlation between the students’ personality traits and their self-regulated learning will gain a significant impact for the University-students in encountering their preparation in TOEFL test. This study is expected to be able to help the university students to be aware of how to overcome their difficulties to regulate their personality traits in encountering a process of learning TOEFL preparation.
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.

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