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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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Autodidactic English Learning Strategy of Tour Guide in the Raja Ampat Island Marlontinus Wair; Nursalim; Rizqi Claudia Wardani. H
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 1 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study explores the autodidactic English learning strategies employed by local tour guides in Raja Ampat Island, a prominent marine tourism destination in eastern Indonesia. Due to limited access to formal language education, many guides independently develop their English skills to meet the communication demands of international tourism. Adopting a mixed-methods approach, the study involved 10 participants through in-depth interviews and a structured questionnaire. Thematic analysis was used to interpret qualitative data, while descriptive statistics supported the quantitative insights. The findings reveal that tour guides employ diverse self-directed strategies, including setting personal learning goals, practicing English through direct interactions with tourists, mimicking native speakers, maintaining vocabulary notebooks, and using digital tools such as Google Translate, YouTube, and ELSA Speak. These strategies align with theoretical frameworks such as Heutagogy, Self-Directed Learning (SDL), and Constructivism. Among the most effective approaches was real-time communication with international visitors, offering authentic exposure and immediate language application. Despite their dedication, participants reported several challenges, including limited grammar knowledge, lack of corrective feedback, and irregular learning routines. However, their strong intrinsic motivation, adaptability, and problem-solving attitudes illustrate the potential of self-managed learning in remote areas. The study concludes that autodidactic learning can be a viable path for language development in tourism sectors where formal instruction is scarce. It also suggests the need for accessible digital resources and minimal structured support to optimize learning outcomes. These findings offer practical implications for language educators, tourism authorities, and policymakers interested in enhancing the communicative competence of tour guides in under-resourced regions.
From 2013 to Merdeka: Investigating Curriculum Change and Its Impact on Students’ Motivation in Learning English Setyowati
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 1 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This qualitative case study investigates the impact of the curriculum transition from the 2013 Curriculum to the Merdeka Curriculum on students’ motivation in learning English at SMP YPK Fakfak. The study involved 80 students across grades VII to IX, with grades VII and VIII learning under the Merdeka Curriculum and grade IX under the 2013 Curriculum. Data were collected using two main instruments: a motivation questionnaire and semi-structured interviews. The questionnaire assessed students’ motivation levels, while the interviews explored personal experiences and influencing factors in greater depth. The findings revealed that students taught under the Merdeka Curriculum consistently demonstrated very high levels of motivation, with scores ranging from 92.05 to 96.01. In contrast, students under the 2013 Curriculum showed slightly lower motivation, with scores between 80.47 and 82.04. Key internal factors contributing to motivation included personal interest, desire to communicate in English, and enjoyment of interactive classroom activities. External factors such as parental support, access to learning media, and school facilities also played a significant role. Students under the Merdeka Curriculum expressed greater enjoyment and engagement due to diverse and creative learning activities such as drama, videos, and songs, which helped boost their confidence and reduce anxiety. Meanwhile, the exam-focused and rigid structure of the 2013 Curriculum was perceived as limiting student interest and participation. The study concludes that the Merdeka Curriculum’s flexible, student-centered design positively influences learners’ motivation in English learning. It highlights the value of interactive media, teacher encouragement, and a supportive learning environment in enhancing student engagement.
Running Dictation as an Active Learning Strategy to Enhance Descriptive Writing in EFL Classrooms Yunice Mamoribo; Rizqi Claudia Wardani. H
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 1 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the effectiveness of the Running Dictation technique in improving students’ writing skills, particularly in composing descriptive texts, among eighth-grade students at SMP Negeri 8 Doom. The objective of this research is to determine whether this active, collaborative strategy significantly enhances students' writing performance and learning interest. Employing a pre-experimental design with a one-group pre-test and post-test model, ten students participated in a series of instructional sessions utilizing Running Dictation as the core method. Data were collected through descriptive writing tests and a student interest questionnaire. Quantitative analysis using a paired sample t-test revealed a statistically significant improvement in writing scores, increasing from a pre-test mean of 60.00 to a post-test mean of 72.02 (p = 0.011). Additionally, 80% of students reported high to very high interest in the learning process, indicating strong engagement and motivation. These findings suggest that Running Dictation is an effective and enjoyable strategy for enhancing writing competence in English as a Foreign Language (EFL) context. The study offers practical implications for language teachers seeking interactive, low-cost methods to improve student writing outcomes.
Think Pair Share Integrated with Make a Match: A Cooperative Learning Strategy to Improve Vocabulary Mastery among Young EFL Learners Stella Siwalette; Nursalim
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 1 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Vocabulary is essential for developing language proficiency, particularly among young EFL learners who rely on vocabulary knowledge to support their reading, writing, listening, and speaking skills. However, many elementary students in Indonesia struggle with vocabulary retention and application due to traditional, teacher-centered instruction and limited engagement. This study examines the effectiveness of integrating two cooperative learning strategies Think Pair Share (TPS) and Make a Match (MaM) to improve vocabulary mastery among fifth-grade students at SD YPPK Kristus Raja I Kampung Baru. Using a pre-experimental one-group pretest-posttest design, the research involved 18 purposively selected students from a single fifth-grade class. A 20-item vocabulary matching test focused on basic English nouns and verbs was administered before and after the intervention. The instructional treatment was implemented over four sessions, combining structured peer discussion using TPS and interactive word-matching activities using MaM. The data were analyzed using descriptive statistics and a paired sample t-test with SPSS. The results revealed a statistically significant improvement in students’ vocabulary scores (p = 0.000), with an average gain of over 30 points from pretest to posttest. Most students moved from the “poor” and “fair” categories to “good” and “very good,” indicating substantial vocabulary growth. The findings suggest that the integration of TPS and MaM not only enhances vocabulary comprehension and retention but also promotes higher student engagement and confidence in using new words. This study provides empirical evidence that interactive, cooperative learning strategies can be highly effective in supporting vocabulary development among young EFL learners. Teachers are encouraged to implement these methods to create more student-centered, engaging vocabulary instruction. Further studies with larger samples and varied contexts are recommended to validate and expand on these results.
Busy Book Media and Vocabulary Mastery: An Experimental Study with Fifth Graders in Rural Area Amelia Safuf; Rizqi Claudia Wardani.H
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 1 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the effectiveness of educational games in enhancing vocabulary mastery and learning engagement among young English as a Foreign Language (EFL) learners in a rural context. The research was conducted at SD Negeri 14 Kabupaten Sorong over a two-week period and involved eight fifth-grade students, selected through purposive sampling. Employing a pre-experimental design with a one-group pre-test and post-test model, the study aimed to determine whether the use of tactile and interactive educational media—specifically Busy Book games—could significantly improve students’ English vocabulary acquisition and classroom activeness. Data were gathered using vocabulary tests and structured observation checklists, with results analyzed through SPSS version 20 and descriptive percentage analysis. The vocabulary test scores showed a marked improvement, with the average score rising from 32.50 in the pre-test to 81.25 in the post-test. A paired sample t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant difference in students’ vocabulary mastery after the intervention. Observation data also demonstrated a high level of student activeness, with 75% of participants categorized as “very active” during the learning sessions. These findings suggest that the Busy Book, as a low-cost and reusable educational game, is highly effective in fostering vocabulary development and classroom engagement in under-resourced learning environments. Although the study's small sample size limits the generalizability of the results, the outcomes offer valuable insights into the practical application of game-based, multisensory learning tools for improving English instruction at the primary level. The study highlights the potential of contextually appropriate, student-centered strategies for supporting equitable language education in rural Indonesian schools
The Effectiveness of the Phonics Method on Second-Grade Students’ Reading and Writing Literacy Skills Yusina Wair; Ismail Marzuki
TEKILA: Journal of Language Teaching and Literature Vol. 3 No. 1 (2026): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Reading and writing literacy is a fundamental foundation for students to understand learning materials, as every aspect of learning requires effective literacy skills. The low reading and writing literacy skills among second-grade students at Muhammadiyah Aimas Elementary School in Sorong Regency is an urgent issue that needs to be addressed. Based on observations, several students experience difficulties in recognizing letters, sounds, and forming words, which hampers their learning process. This study aims to determine the effectiveness of the phonics method in improving the reading and writing literacy skills of students. The method used is a pre-experimental design without a control group, specifically the One Group Pretest-Posttest Design. The study sample consists of 22 students. The independent variable in this research is the phonics method, while the dependent variable is the students' reading and writing literacy skills. Data were collected using tests and questionnaires. The results indicate a significant increase in the average scores of students, from 57.09 (pretest) to 76.09 (posttest), with a significance level of 0.001. This improvement suggests that the phonics method is effective in helping students understand the relationship between letters and sounds, thereby facilitating their ability to read and write correctly. Additionally, students became more active and enthusiastic during the learning process. These findings align with previous research indicating that the phonics method is an effective instructional strategy for enhancing basic literacy skills in early elementary students.
Students’ Perceptions of Using Yanto Tanjung’s YouTube Channel for Learning TOEFL Reading Tri Devi Dian Lestari
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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This study explores students’ perceptions of the Yanto Tanjung YouTube channel as a self-learning tool for TOEFL Reading. In recent years, the integration of digital platforms like YouTube into language education has gained increasing relevance, especially as students seek more flexible and engaging methods for mastering specific language skills. This research aims to investigate how learners perceive and utilize the YouTube channel as part of their independent study routines, particularly for improving their TOEFL Reading skills. A qualitative case study approach was employed, involving five undergraduate students from the English Education Department at Universitas Pendidikan Muhammadiyah Sorong. Participants were selected through purposive sampling and interviewed using semi-structured questions. Prior to the interview, students were given approximately three weeks to watch and explore the Yanto Tanjung YouTube channel. Thematic analysis revealed four major themes: perceived usefulness, motivation, autonomous learning, and the perceived effectiveness and limitations of the channel. The findings show that students viewed the channel as highly beneficial in helping them understand TOEFL Reading strategies, with its structured explanations, example-based learning, and approachable teaching style. The channel also played a significant role in enhancing student motivation, fostering engagement, and encouraging note-taking and repetition. Furthermore, students reported that the flexible and on-demand nature of the content supported their autonomous learning, allowing them to review material at their own pace. Despite the overall positive perception, some limitations were noted, such as rapid delivery in certain videos, limited topic coverage, and access restrictions due to paid content. Nevertheless, the study suggests that the Yanto Tanjung YouTube channel serves not only as a supplementary tool but also as a meaningful, adaptive learning strategy in the digital era. It promotes student autonomy, deeper engagement, and can be an effective form of preparation for students planning to take the TOEFL test.
Exploring the Challenges Encountered by Sixth-Semester Students of English Education in Comprehending English Academic Journal Articles Nurul Tri Wahyuni
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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This study explores the challenges faced by sixth-semester students of an English Education program in comprehending English academic journal articles. While previous studies have discussed general reading comprehension in EFL contexts, limited attention has been given to students lived experiences in reading authentic academic journals and the strategies they use to cope with these difficulties. To address this gap, this study employed a qualitative approach using in-depth interviews with six students who regularly engage with academic journal articles. The findings reveal that students experience major difficulties related to academic vocabulary, technical terms, and complex sentence structures. The methodology and results sections were identified as the most challenging due to their use of statistical terminology and dense explanations. Topic familiarity also played a significant role in comprehension, with unfamiliar or highly theoretical topics increasing reading difficulty. To overcome these challenges, students relied on rereading, digital tools such as online dictionaries and translation applications, peer discussions, and summarizing key points. These findings indicate that students’ difficulties in reading academic journals are influenced by both linguistic and disciplinary factors. The study highlights the need for targeted academic reading instruction that focuses on academic vocabulary development, structural awareness, and guided practice with research articles. By presenting students’ perspectives, this research contributes to a deeper understanding of academic reading challenges in EFL higher education contexts.
Teachers’ Strategies and Challenges in Implementing the Independent Curriculum in English Language Teaching: A Qualitative Descriptive Study Nurian Supriyatin
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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This study explores English teachers’ strategies and challenges in implementing the Independent Curriculum in English language teaching. The Independent Curriculum emphasizes learner autonomy, differentiated instruction, and flexible learning pathways; however, its implementation in English classrooms presents practical challenges for teachers. This study employed a qualitative descriptive design involving English teachers at the secondary school level. Data were collected through semi-structured interviews and classroom observations to capture teachers’ experiences in planning, implementing, and evaluating English instruction under the Independent Curriculum framework. The data were analyzed using thematic analysis. The findings reveal that teachers employed various strategies to support curriculum implementation, including adapting teaching materials to students’ needs, integrating project-based learning, and using digital media to enhance student engagement. Despite these efforts, teachers faced several challenges, such as limited understanding of curriculum guidelines, insufficient training, time constraints, diverse student proficiency levels, and limited teaching resources. These challenges affected teachers’ confidence and consistency in applying the curriculum principles in English classrooms. The study concludes that while English teachers show positive attitudes and adaptability toward the Independent Curriculum, effective implementation requires continuous professional development, clearer instructional guidance, and institutional support. The findings provide practical insights for teachers, school administrators, and policymakers to improve the implementation of the Independent Curriculum in English language teaching contexts.
The Influence of The Arabic Curriculum on Students’ Motivation and Perception in English Learning Abdul Rahman Dzulhijah Sofyan; Agus Setiawan; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 4 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This study investigates the influence of an Arabic-oriented curriculum on students’ motivation and perceptions in learning English at a modern Islamic boarding school. English learning in multilingual educational contexts often presents unique challenges, particularly when another foreign language dominates daily instruction. This research aims to explore how the Arabic curriculum shapes students’ motivation and perceptions toward English learning. A qualitative case study design was employed. The participants were ten male students of Grade 3 TMI at Al-Ghuroba Modern Islamic Boarding School. Data were collected through questionnaires, in-depth interviews, and documentation. The questionnaire was used to identify students’ levels of motivation, while interviews explored students’ perceptions and learning experiences. The data were analyzed using descriptive qualitative analysis and thematic analysis to identify recurring patterns and meanings. The findings reveal that most students demonstrate moderate to high motivation in learning English, particularly when learning activities involve vocabulary practice and game-based tasks. These activities make English learning more enjoyable and meaningful for students. However, students still experience difficulties in grammar, translation, and sentence construction. Students’ perceptions of the influence of Arabic on English learning vary, indicating that multilingual exposure affects learners differently. Despite these challenges, students generally perceive English as useful for school activities and future opportunities. This study suggests that maintaining interactive learning strategies and providing clearer guidance in challenging areas can enhance English learning in Arabic-oriented educational settings

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