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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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Boosting Vocabulary Skills in Young Learners Using Mnemonics and the Fly Swatter Game Fahira Namsa; Nursalim; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Vocabulary acquisition is a cornerstone of language learning, particularly for young learners, as it forms the foundation for effective communication and comprehension. This research aimed to examine the effectiveness of using mnemonic strategies combined with the Fly Swatter game to enhance vocabulary learning among 5th-grade students at SD Muhammadiyah Aimas, Sorong Regency. Vocabulary acquisition is a vital component of language learning, yet many young learners face difficulties in memorization and retention. By incorporating an engaging and interactive teaching method, this study sought to improve both learning outcomes and student motivation. Using a pre-experimental One Group Pre-test Post-test design and a quantitative approach, data were collected from 40 students through vocabulary tests consisting of multiple-choice and matching questions administered before and after the intervention. Statistical analysis revealed a significant improvement, with average scores increasing from 57.5 on the pre-test to 85.8 on the post-test. These results demonstrate that combining mnemonic strategies with interactive games effectively enhances vocabulary learning and retention. The findings underscore the importance of integrating creative teaching methods that foster active participation and create a dynamic learning environment. This approach not only supports better academic performance but also increases student engagement and interest in language learning. Teachers are encouraged to adopt such innovative strategies to address common learning challenges and make vocabulary acquisition more effective and enjoyable.
English Teachers’ Perceptions of the Transition from the 2013 Curriculum to the Merdeka Curriculum Adrianus Eban Lamadoken; Nurteteng; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study explores the perceptions of English teachers regarding the transition from the 2013 Curriculum to the Merdeka Curriculum at SMP Negeri 11 Sorong Regency and SMP Muhammadiyah Sorong Regency. Using a descriptive qualitative design, data were collected through interviews with five English teachers—three from SMP Negeri 11 and two from SMP Muhammadiyah. The interviews included ten questions aimed at understanding teachers’ views on curriculum implementation, their responses to the transition, and the challenges they face. The findings reveal that while the Merdeka Curriculum offers benefits such as flexibility and a focus on holistic student development, it also presents significant challenges. These challenges include inadequate training, limited resources, and difficulties in adopting new technologies. Teachers noted both positive and negative aspects of the transition, such as opportunities for personalized learning but also increased workload and the need for more preparation time. Furthermore, the training received was found to have varying levels of effectiveness, highlighting the need for consistent and comprehensive professional development. This study emphasizes the importance of addressing these challenges to ensure the successful and equitable implementation of the Merdeka Curriculum across Indonesia’s diverse educational landscape. Insights from this research can guide policymakers and educators in enhancing teacher support and curriculum adaptation strategies
An Analysis of Figurative Language in the Album Nicole by NIKI Joana Evelien Alexandra Yap; Rizqi Claudia Wardani
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 2 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study aims to analyze the types and meanings of figurative language used in NIKI’s album Nicole and to explain how figurative expressions contribute to the interpretation of song lyrics. The research employed a descriptive qualitative design using document analysis as the main method. The data consisted of song lyrics taken from 12 tracks in the album Nicole. Data collection was conducted by listening to the songs repeatedly and examining the official lyrics to ensure accurate interpretation. The analysis was guided by Perrine’s theory to identify and classify types of figurative language, while Leech’s theory of meaning was applied to interpret the semantic meanings conveyed in the lyrics. The findings reveal that the album contains six dominant types of figurative language, namely metaphor, personification, symbol, hyperbole, irony, and allusion. Among these, metaphor was found to be the most frequently used type. The use of figurative language allows the songwriter to express abstract emotions and complex experiences in a more vivid and engaging way. Through figurative expressions, the lyrics portray themes of love, heartbreak, nostalgia, and personal growth, reflecting emotional struggles and life transitions commonly experienced by young adults. Furthermore, the analysis shows that figurative language enhances the emotional depth of the songs by conveying connotative, affective, collocative, thematic, and reflected meanings. These meanings help listeners connect the lyrics with their own personal experiences, making the songs more relatable and meaningful. The findings suggest that figurative language is not merely decorative but plays a crucial role in constructing meaning and emotional impact in song lyrics. This study contributes to the field of linguistics and literary studies by demonstrating how semantic and stylistic analysis can deepen the understanding of meaning in contemporary music. It also provides useful insights for students and researchers interested in figurative language, semantics, and popular song lyrics.
The Combination of Scramble Word Game and Make a Match Method in Teaching Narrative Text on Reading Comprehension Juria Ulfah Rumodar
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 2 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study aimed to investigate the effect of the Scramble Word Game combined with the Make a Match method on students’ reading comprehension. Reading comprehension remains a challenging skill for many EFL learners, particularly at the junior high school level, where students often struggle to understand texts due to limited vocabulary and low learning motivation. To address this issue, this study employed a pre-experimental research design using a one-group pre-test and post-test approach. The participants of the study were 24 eighth-grade students at a junior high school. Data were collected through a reading comprehension test administered before and after the implementation of the Scramble Word Game and Make a Match method. The treatment was conducted over several instructional sessions, in which students actively participated in game-based reading activities designed to improve vocabulary recognition, text understanding, and learner engagement. The collected data were analyzed using a paired sample t-test to determine whether there was a statistically significant difference between students’ pre-test and post-test scores. The findings revealed a significant improvement in students’ reading comprehension after the treatment. The post-test mean score was higher than the pre-test mean score, indicating that the combined use of the Scramble Word Game and Make a Match method had a positive effect on students’ reading comprehension. These results suggest that interactive and collaborative learning activities can enhance students’ motivation, participation, and understanding of reading texts. This study highlights the pedagogical value of integrating game-based learning strategies into English reading instruction and provides practical implications for EFL teachers seeking to create a more engaging and effective learning environment.
A Comparative Study of Students Motivation in Learning English with Curriculum 2013 and Merdeka Curriculum Yosafat Watem; Nurteteng; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (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 curriculum design on student motivation in learning English, comparing the Merdeka Curriculum and Curriculum 2013 at SMAN 4 Raja Ampat. A total of 80 students participated, with 40 first-grade students taught under the Merdeka Curriculum and 40 second-grade students taught under Curriculum 2013, selected through random sampling. Motivation levels were assessed using a 20-item Likert-scale questionnaire measuring intrinsic and extrinsic motivation. Data were analyzed using descriptive statistics and an independent samples t-test to determine significant differences between the two groups.The findings revealed that students in the Merdeka Curriculum group demonstrated significantly higher motivation levels (Mean = 4.20, SD = 0.40) compared to those in the Curriculum 2013 group (Mean = 3.80, SD = 0.50). A statistically significant difference was observed (t = 3.36, p = 0.001), highlighting the Merdeka Curriculum’s effectiveness in fostering student motivation through its flexibility and contextual relevance. Additionally, 62.5% of students in the Merdeka Curriculum group exhibited high motivation, compared to only 30% in the Curriculum 2013 group. These results underscore the importance of adopting student-centered and adaptive curricula, particularly in remote and diverse educational settings. The study recommends professional development for teachers to maximize the potential of flexible curricula and further research on their long-term academic impacts.
Teachers' Strategies for Teaching Speaking Skills in Online Classes During the COVID-19 Pandemic Venni Devita Mayor; Nurteteng; Rizqi Claudia Wardani H
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study examines the strategies used by teachers to teach speaking skills in online classes during the COVID-19 pandemic. A qualitative descriptive approach was used, with data collected through observations, interviews, and documentation. The findings show that teachers effectively used digital tools like WhatsApp, Zoom, and Google Meet to support speaking instruction. Key methods included conversation-based learning, such as role-playing and dialogue creation, and discussion-based strategies, like group debates. Teachers also provided regular feedback on live and recorded tasks to help students improve their speaking fluency and confidence. Despite challenges like limited internet access and varying digital skills, teachers adapted by simplifying tasks, offering flexible submission options, and maintaining communication. One significant finding is that using recorded dialogue submissions allowed students to practice at their own pace, reducing anxiety and improving participation. This study highlights how combining technology with student-focused teaching methods can overcome the limitations of online learning, offering practical insights for educators and policymakers to enhance speaking instruction in virtual classrooms.
The Impact of Radiotelephony Practice on Developing Communication Skills in Aviation for Initial Student Pilots Refly R. Woisiri; Agus Setiawan; Rizqi Claudia Wardani. H
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study examines the impact of radiotelephony practice on the speaking and listening skills of initial student pilots at the Lombok Institute of Flight Technology, emphasizing its role in developing essential communication competencies. Employing a pre-experimental design with pretest and posttest assessments, the research involved a sample of seven students. Standardized speaking and listening tests were used to collect data, which was analyzed using the paired T-test in SPSS software. The results demonstrated significant improvements in both speaking and listening skills, with T-test scores confirming statistical significance (p < 0.05). Speaking scores improved notably, with four students achieving fair scores and three attaining good scores in the posttest, compared to predominantly poor scores in the pretest. Listening skills also improved by an average of 20 points, although they remained within the poor classification, highlighting a critical area for further intervention. This study’s focus on initial student pilots offers a novel perspective, showcasing the potential of targeted radiotelephony practice in building foundational communication skills necessary for professional aviation roles. The findings underscore the need for continued practice and tailored strategies to address listening skill gaps, ensuring comprehensive communication proficiency for aspiring pilots.
Transformation of Character Education in Madrasahs: Implementing Value-Based Islamic Education Management Muhamad Siswanto
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

Character education in madrasahs plays a crucial role in shaping the morals and personalities of students, grounded in the values of Islam as reflected in the Qur'an and Hadith. Despite the challenges posed by globalization and technological advancements that influence students' mindsets, character education in madrasahs must continue to emphasize moral and spiritual values. Value-based Islamic education management is an effective approach to managing character education, involving all stakeholders, from madrasah administrators and educators to parents. This research employs a qualitative method with a literature study. The findings of this study indicate that character education in madrasahs has a strong foundation in Islamic teachings that emphasize the development of noble character as an integral part of education. Despite facing challenges such as external cultural influences and value mismatches between school and family, character education in madrasahs can still thrive through collaboration between madrasahs, parents, and the community. Value-based Islamic education management plays a vital role in organizing education with Islamic principles that prioritize the development of students' spiritual and social values. The transformation of character education through an effective managerial approach, including visionary leadership, careful planning, and continuous evaluation, will create an environment conducive to the development of students' character. With proper management and cooperation from all parties, character education in madrasahs can produce students who are not only intelligent but also virtuous, ready to face life’s challenges with strong integrity.
Digital Revolution in Madrasah Aliyah: Adaptation and Innovation in the Implementation of the Independent Curriculum Muhamad Siswanto
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 4 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Education in Indonesia continues to transform with the implementation of the Merdeka Curriculum, which provides flexibility to tailor learning to the needs of students. Digital technology plays an important role in enhancing the quality of education and developing 21st-century skills. Despite challenges such as access gaps and teacher readiness, digital technology offers opportunities to create more interactive and relevant learning experiences. With the right support, madrasahs can leverage technology to prepare students for future challenges. The research method used is qualitative with a literature study. The findings of this research are as follows: digital technology has great potential to improve the quality of education in Madrasah Aliyah, especially with the implementation of the Merdeka Curriculum, which allows for more flexible, competency-based learning that aligns with technological developments. This provides opportunities for students to learn independently, creatively, and develop the 21st-century skills that are highly needed in the workforce. However, challenges in the implementation of digital technology include access gaps to infrastructure and resources, as well as the need to improve teachers' competencies in utilizing technology effectively. Nevertheless, the opportunities provided by digital technology are vast, in creating inclusive, adaptive, and data-driven learning, as well as supporting the holistic development of students' character. The Merdeka Curriculum plays a key role in encouraging the adoption of digital technology in madrasahs, offering the freedom to integrate technology according to local needs, and preparing students to face global challenges. With this policy, madrasahs can optimize technology to create more engaging, relevant, and impactful educational experiences that contribute to students' development in the future
Educational Quality Transformation at MAN 2 Banyumas Through a Total Quality Management (TQM) Approach Muhamad Siswanto
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 3 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Education in Indonesia plays a crucial role in developing high-quality human resources, yet it continues to face major challenges related to quality, equity, and relevance to global needs. One affected sector is the madrasah, which is often perceived as lagging behind general schools, particularly in terms of quality management and resources. Total Quality Management (TQM) is an approach that can enhance the quality of education in madrasahs through continuous improvement in management, teaching, and evaluation. This study employs a qualitative method. The findings reveal that the implementation of TQM at MAN 2 Banyumas has led to significant transformations in both management and educational practices. Guided by the principle of continuous improvement, all elements of the madrasah are actively engaged in quality enhancement through planning, monitoring, and evaluation processes involving all stakeholders. A more participatory and collaborative leadership style has fostered open communication between the school and parents, strengthening an organizational culture that encourages active contributions from every individual. TQM has also improved the quality of teaching and curriculum—not only academically but also in the development of students’ life skills and character—through ongoing evaluation. Parental involvement in the learning process has been reinforced, fostering stronger ties between the madrasah and families. Furthermore, TQM in student services and management enables earlier problem identification and more effective solutions, resulting in a more holistic and meaningful learning experience.

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