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Tekila: Journal of Language Teaching and Literature
Published by Universitas Pendidikan Muhammadiyah Sorong
ISSN : -     EISSN : 31249590     DOI : -
Core Subject :
TEKILA: Journal of Language Teaching and Literature is a prestigious academic publication dedicated to advancing the fields of language teaching and literature. The journal covers a wide range of topics related to language teaching methodologies, curriculum development, language acquisition, linguistics, and literary analysis. TEKILA aims to foster a deeper understanding of language learning processes and enhance the quality of language education through evidence-based research and practical insights. This journal publish four times in every years. It is on March, June, September and December. The focus of TEKILA: Journal of Language Teaching and Literature is to publish research articles, reviews, and scholarly discussions related to language teaching methodologies, language acquisition, literature analysis, and pedagogical approaches in language education. The scope includes but is not limited to: 1. Innovative language teaching methods and techniques. 2. Language acquisition theories and practices. 3. Literature analysis, criticism, and interpretation. 4. Multilingualism and multiculturalism in language education. 5. Technology integration in language teaching. 6. Assessment and evaluation in language learning. 7. Sociolinguistics and its impact on language teaching. 8. Teacher training and professional development in language education. 9. Interdisciplinary approaches to language teaching and literature studies. 10. Comparative studies in language education and literature.
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Articles 47 Documents
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The Effectiveness of Substitution Drill in Teaching Simple Present Tense Yos Hendar Ambasalu; Raisa Anakotta; Ari Wibowo
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 1 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Simple present tense is the most useful tense in English since it is often used in daily life to express habits or regular activities and to talk about facts. Aware of this, the researcher decided to apply substitution drill to teach simple present tense at the eleventh grade of MA Emeyodere Kota Sorong to find out whether the substitution drill technique is effective or not in teaching simple present tense. The design of this research is one group pretest-posttest. The population of this research is the students of MA Emeyodere Kota Sorong with the total of 38 students. Based on the convenience sampling, the researcher chose the eleventh grade with the total of 14 students, but only 7 students involved as the sample from this class in this research. The results of this research show that there is a significant difference in students’ average score in pretest and posttest. The students’ average score before using the substitution drill (pretest) is 35.71. whereas the students’ average score after using the substitution drill (posttest) is 75. Meanwhile, the N-gain’s result is 61.11 or 61% interpreted as quite effective. It means that the alternative hypothesis (Ha) is accepted. So, the conclusion is that the substitution drill technique is effective for teaching simple present tense.
Investigating Factors Affecting Listening Comprehension Skills in University Students Ari Wibowo
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 1 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This research study delved into the investigation of factors influencing listening comprehension skills in university students, focusing on six key factors: language proficiency, motivation, exposure to English, teaching methodology, cultural background, and technology integration. Language proficiency emerged as a foundational element, emphasizing the importance of a strong linguistic foundation encompassing vocabulary, grammar, and pronunciation for effective listening comprehension. Motivation was identified as a critical driver of students' engagement and persistence in developing their listening skills, highlighting the significance of intrinsic motivation in fostering active participation and enhancing comprehension levels. Exposure to authentic English language input, effective teaching methodologies, consideration of cultural backgrounds, and integration of technology were all found to play essential roles in shaping students' listening abilities, underscoring the multifaceted nature of factors influencing listening comprehension skills in university students. The findings of this study provide valuable insights for educators and stakeholders seeking to enhance students' listening abilities and promote successful language learning experiences. By recognizing the interconnectedness of language proficiency, motivation, exposure to English, teaching methodology, cultural background, and technology integration, educators can tailor instructional strategies to support students in developing proficient and confident listening skills. Collaborative efforts to address these factors in language education programs can lead to improved language learning outcomes, enriched cultural understanding, and enhanced communication skills for university students in academic and professional contexts.
Game-Based Learning: The Influence of Pictionary Game on Student Engagement and Speaking Proficiency Dian Hidayah; Andriani Sukmawati
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 1 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study investigates the impact of the Pictionary game on student engagement and speaking proficiency among eighth-grade students at SMPN 1 Teminabuan. Utilizing a pre-experimental research design, the study involved a sample of 21 students who participated in Pictionary sessions integrated into their English language classes. The primary instruments for data collection were speaking tests and observation sheets. The aim was to determine whether the game-based learning approach could enhance student engagement and improve their speaking skills. Observation data indicated a significant increase in student engagement during the Pictionary sessions compared to traditional teaching methods. The percentage of students who actively participated in class rose from an average of 40% during traditional lessons to 85% during the Pictionary sessions. Attentiveness, measured by the number of students who remained focused and on task, increased from 50% to 90%. Additionally, interactions among students, including discussions and collaborative problem-solving, were more frequent and dynamic during the game-based activities. The analysis of the speaking test scores revealed a marked improvement in speaking proficiency following the Pictionary intervention. The average pre-test score was 65 out of 100, while the average post-test score increased to 78 out of 100. A paired t-test conducted to analyze the significance of this improvement yielded a p-value of 0.001, indicating that the enhancement in speaking proficiency was statistically significant. In conclusion, the findings demonstrate that the use of the Pictionary game significantly boosts student engagement and speaking proficiency in English language classes. The interactive and enjoyable nature of the game motivates students to participate more actively and provides ample opportunities for practicing speaking skills. These results suggest that incorporating game-based learning strategies, such as Pictionary, can be a highly effective approach to improving educational outcomes in language learning contexts
A Study of Critical Thinking Development Through Literary Analysis in Language Education Rangga Winata; Sukoco Dwipantari; Anggi Prajadiningrat
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 1 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study investigated the development of critical thinking skills through literary analysis in a literary appreciation class. Employing a mixed-methods approach, the research utilized two main instruments: a critical thinking skills assessment test and structured literary analysis assignments. The critical thinking assessment test, adapted from the Watson-Glaser Critical Thinking Appraisal, measured students’ abilities in inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. A paired sample t-test comparison of pre-test and post-test scores indicated significant improvements in all dimensions of critical thinking. Specifically, the mean pre-test score of 65.3 increased to 78.6 post-test, reflecting substantial gains in critical thinking skills (t(39) = 9.45, p < 0.001). Qualitative data from student reflections and interviews further supported these findings, revealing key themes in the development of critical thinking skills. Students reported enhanced understanding of texts, improved analytical skills, and better interpretation abilities. Additionally, exposure to diverse socio-cultural contexts through literature allowed students to appreciate different perspectives. This was corroborated by students' feedback, which highlighted their growth in critical thinking through the structured analysis and discussion of literary texts. The study underscores the effectiveness of integrating literary analysis into language education to develop critical thinking skills. The combination of quantitative improvements and qualitative insights provides strong evidence of the positive impact of literary analysis on students' cognitive abilities and their ability to engage with complex ideas.
An Analysis of Moral Value in Guru-Guru Gokil Movie Based on Its Main Characters Nur Mardiyani Fauziah Fuad; Raisa Anakotta; Rizqi Claudia Wardani
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 1 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The objective of this research is to analyse the moral values of the characters Taat Pribadi, Rahayu, Nirmala, Nelson Manulang, Purnama, dan Indah. Related to the research objective, a descriptive qualitative research design was used. This research design used library research. The main characters studied in this movie are 6 teachers. The writer chose guru-guru gokil movie which focused on the teacher because currently, the moral value of the teacher is quite low so that through this movie the teacher can learn good moral values and implement it in their lives. In collecting data, the write download guru-guru gokil movie from the internet and watch the movie and then observed it. In analyzing the data, the writer uses the theoretical basis of moral value according to several experts and thesis to find out what the moral values are in the movie and classify it. The research findings show that there are 13 good moral values that are honesty, bravery, confidence, self-discipline, purity, hard work, loyalty and trustworthy, respect, affection, caring, fair, responsibility, and cooperativeness. That moral value should be applied in the daily life of teacher candidates and the teachers in school. It can be concluded that guru-guru gokil movie is worthy of being watched by teachers to increase moral values in their lives. The research implications of this study suggest that the findings can serve as a valuable resource for teacher training programs and educational institutions. By identifying and classifying the moral values depicted in the "guru-guru gokil" movie, educators can incorporate these values into their curricula and professional development workshops. This can help in fostering a more ethically aware teaching community, ultimately enhancing the moral standards of current and future teachers. Additionally, the study highlights the importance of using media as a tool for moral education, encouraging educators to utilize films and other visual narratives to promote discussions around ethical behavior and character development in the classroom
Adapting English Language Curriculum for Senior High School Students: Challenges and Innovations in the COVID-19 Era Andini Khairunnisa; Winda Triyani
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 2 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The COVID-19 pandemic necessitated a rapid shift to remote and hybrid learning environments, significantly impacting the adaptation of the English language curriculum for senior high school students. This study examined the challenges and innovations associated with this transition. Data were collected through semi-structured interviews with English teachers, school administrators, and curriculum developers, complemented by document analysis of curriculum plans, lesson materials, and online platforms utilized during the pandemic. The findings revealed several key challenges. A major issue was the limited access to technology among students and teachers, particularly in rural areas, which hindered effective implementation of the adapted curriculum. The digital divide forced educators to rely on less interactive communication methods, impacting student engagement. Additionally, insufficient training for educators exacerbated the problem, as many teachers were unprepared for the rapid transition to online teaching and struggled with new digital tools. The rigidity of the pre-existing curriculum, designed for in-person instruction, further complicated adaptation efforts. Traditional interactive and communicative activities proved difficult to translate into an online format, leading to reduced instructional quality and engagement. Moreover, assessing student performance remotely posed challenges, with concerns over the validity and reliability of new assessment methods. In response to these challenges, several innovations emerged. Educators developed online resources and digital materials to enhance remote learning, including interactive lessons and quizzes. Flexible learning approaches, such as asynchronous learning options, were implemented to accommodate students' varying needs and internet access issues. Increased teacher collaboration and the integration of multimodal teaching approaches, including videos and interactive simulations, further supported curriculum adaptation.
Exploring the Impact of Limited English Exposure on Language Proficiency Among Junior High School Students in Rural Areas Handayani Samosir
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 2 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Limited English exposure remains a significant barrier to language acquisition, particularly in rural educational settings where resources and opportunities for practice are scarce. This study explores the impact of limited English exposure on language proficiency among junior high school students in rural areas, focusing on SMPN 1 Kokoda, South Sorong Regency. Employing a quantitative methodology, the research examines a sample of 50 students from grades 7, 8, and 9, selected through purposive sampling based on varying levels of English exposure. Data were collected using a standardized English proficiency test, assessing listening, speaking, reading, and writing skills, alongside a questionnaire on English exposure outside the classroom. The analysis, conducted with SPSS software, includes descriptive statistics and correlation analysis to determine the relationship between English exposure and proficiency. The findings reveal that students generally perform better in reading compared to listening, speaking, and writing, with reading skills showing the highest mean score and writing the lowest. Correlation analysis indicates a positive and significant relationship between English exposure and proficiency across all skills, with reading exhibiting the strongest correlation (r = 0.67, p = 0.000). Students with daily exposure to English achieve higher proficiency levels, while those with rare exposure are predominantly in the low proficiency category. This underscores the crucial role of frequent English engagement in enhancing language skills. The study highlights significant challenges faced by rural students, including limited opportunities for English practice and exposure. The results suggest that increasing access to English through media, extracurricular activities, and daily practice could effectively bridge the proficiency gap in such contexts. This research provides valuable insights for educators and policymakers, emphasizing the need for targeted interventions to improve English proficiency in rural educational settings.
Students' Perceptions of Using Google Translate as a Translation Tool in Writing Class Indah Istiqomah; Ari Wibowo
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 2 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

In an increasingly digitalized academic environment, the use of translation tools like Google Translate has become commonplace, especially among students in non-native English-speaking regions. This study explores students' perceptions of using Google Translate as a translation tool in writing classes within the English Education Department at UNIMUDA Sorong. Observations reveal that approximately 20 out of 30 students in the program regularly utilize Google Translate to assist with their writing assignments. This reliance is attributed to the tool's ease of use, accessibility, and ability to expedite the completion of assignments by translating ideas from Bahasa Indonesia to English. The research aims to assess how students perceive the benefits and drawbacks of using Google Translate in their academic writing. Through qualitative interviews with six randomly selected students, the study investigates their experiences with the tool, its impact on their writing quality, and its influence on their language learning process. The study highlights the convenience of Google Translate in facilitating timely submission of assignments and alleviating the challenges of vocabulary and grammar. However, it also addresses concerns regarding potential overreliance on the tool, which may undermine students' engagement with language learning fundamentals and affect the accuracy of their translated texts. Findings indicate that while students appreciate the tool’s functionality and efficiency, they acknowledge its limitations in producing contextually accurate translations. This suggests a need for a balanced approach to integrating technology in language education, where students are encouraged to use translation tools judiciously while still engaging deeply with language learning processes. The study contributes to the broader discussion on the role of digital tools in education, providing insights into students' attitudes towards Google Translate and offering recommendations for educators to support effective language development strategies.
Engaging Students Interest in Learning Traditional Literature through Visual Novel Mokhammad Sudrajat; Rizqi Claudia Wardani
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 2 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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The preservation of traditional literature in contemporary educational settings presents a significant challenge. These forms of entertainment have captured the interest of students, often at the expense of more classical literary forms. This study aims to maintain the existence of traditional literature by attracting students' interest in the learning process using visual novels as the medium, then we can rechange the students’ interest from other country products such as manga, webtoon, Korean drama back to traditional literature. As samples, students from the first semester of English Language Education program, University of Education of Muhammadiyah have been selected with a total of 19 students as respondents, there are 17 female students and 2 male students. The data collection technique used was a questionnaire with 20 statements, that using scale Likert from strongly disagree, disagree, agree, to strongly agree. The research method used is the Chi square method, in which this method is used to determine the correlation between students' interests and traditional literature in the form of visual novels. The research results obtained were that there was no relationship between student interest and traditional literature in the form of visual novels for English Education students. This is evidenced by the asymp value. Sign (2 sides) is greater than 0.05, so it can be concluded that H0 is accepted, and Ha is rejected. his outcome suggests that the intervention did not successfully alter students' preferences towards traditional literature. However, further analysis revealed an overall improvement in students' engagement and understanding of literary content when exposed to visual novels, as reflected in their feedback and academic performance. These findings highlight the potential of visual novels as a supplementary tool in literature education, even if they do not directly shift students' interests away from modern media.
Enhancing Students' Speaking Skills in Expression Through the Dubbing Technique Zainal Abidin; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 2 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study investigates the effectiveness of the dubbing technique in enhancing students' speaking skills, particularly in terms of pronunciation, fluency, and overall expression. Conducted with a pre-experimental one-group pretest-posttest design, the research involved nine students from the XII IPA class at SMA Muhammadiyah Al-Amin. Initial assessments indicated that 75% of the participants struggled with accurate pronunciation, leading to issues such as pauses, mumbles, and a lack of fluency. Through a series of dubbing activities, where students imitated native speakers and practiced dialogues within context, notable improvements were observed. Post-intervention results showed significant progress in students' speaking abilities, with enhanced pronunciation accuracy, increased fluency, and greater confidence in expression. The study concludes that the dubbing technique is a valuable tool in language education, offering an engaging and practical approach to improving speaking skills. The findings suggest that incorporating dubbing exercises into language curricula can effectively address common challenges in speaking proficiency, leading to more confident and competent speakers.

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