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Tekila: Journal of Language Teaching and Literature
Published by Universitas Pendidikan Muhammadiyah Sorong
ISSN : -     EISSN : 31249590     DOI : -
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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 Implementation of Explicit Instruction with Hyponymy Game in Teaching Vocabulary Jenifer Niske Sangkek; Rizqi Claudia Wardani.H
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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Abstract

The objective of this research was to determine whether the implementation of explicit instruction combined with the hyponymy game has an impact on students’ vocabulary at the eighth grade of SMPN I Aitinyo. This study applied a pre-experimental quantitative research design using a one-group pretest–posttest design. The sample consisted of 20 eighth-grade students in one class. Data were collected using a vocabulary test consisting of 20 items (15 multiple choice and 5 matching items). The data were analyzed using SPSS 31. The findings showed that the P-value (0.001) was lower than 0.05, meaning that H₀ was rejected and Hₐ was accepted. This indicates that there was a significant impact of teaching vocabulary using explicit instruction combined with the hyponymy game between the pretest and posttest. The mean score increased from 49.25 in the pretest to 71.5 in the posttest. The results imply that explicit instruction supports clear word understanding, while the hyponymy game makes learning more engaging. This study suggests that creative approaches can enhance vocabulary teaching. However, this research has several limitations: it involved only one class without a comparison group, focused only on noun vocabulary, and observed students only during classroom activities without examining learning outside the classroom.
The Influence of Papuan Folklore to Improve Speaking and Self-Confidence With Show and Tell Method in SMK Modellink Sorong Janet Marlon Yoseph Marisan; Rizqi Claudia Wardani.H; Agus Setiawan
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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Abstract

The purpose of this study was to determine whether the integration of Papuan folklore could improve students’ speaking skills and self-confidence through the show and tell method at SMK Modellink Sorong. Speaking is widely recognized as one of the most challenging skills for EFL learners because it requires the simultaneous use of vocabulary, grammar, pronunciation, and fluency (Rizky & Suharmoko, 2019). In addition, affective factors such as self-confidence strongly influence students’ willingness to communicate (Akbari & Sahibzada, 2020). Preliminary classroom observations revealed that many students experienced hesitation, anxiety, and limited vocabulary when asked to speak in English. To address this issue, this study implemented culturally responsive instruction by integrating Papuan folklore into the show and tell learning method. The research employed a quantitative pre-experimental design using a one-group pretest–posttest model. The participants were 20 students of class X TKJ. Data were collected through speaking tests, self-confidence questionnaires, and classroom observations. Speaking performance was assessed based on comprehension, vocabulary, grammar, pronunciation, and fluency. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired sample t-test with SPSS version 31. The findings showed that the significance value was 0.000 < 0.05, indicating a significant difference between pretest and posttest scores. The mean score increased from 49.15 to 68.70. Questionnaire results also showed that most students reached the confident category after the treatment. These findings suggest that Papuan folklore combined with the show and tell method is effective in improving both speaking performance and self-confidence among vocational high school students, although future studies with control groups are recommended.
Analysis of Code-Mixing Patterns in English Students Daily Conversation Apriani Sarce Mince Kalasuat; Rizqi Claudia Wardani.H; 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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Abstract

This study investigated the patterns of code-mixing used by students of the UNIMUDA English Department in daily conversational interactions and the factors influencing its use. A descriptive qualitative design was applied. The data were collected through naturalistic observation, questionnaires, and interviews involving five active students. The conversational data were analyzed using thematic analysis and categorized based on Muysken’s (2000) code-mixing theory.The findings showed that three patterns of code-mixing occurred: intra- sentential code-mixing, inter-sentential code-switching, and tag switching. Intra- sentential code-mixing was the most dominant pattern, as participants frequently inserted English lexical items into Indonesian sentence structures to maintain fluency and efficiency. Inter-sentential switching was used to clarify meaning and emphasize ideas, while tag switching functioned as a pragmatic marker in interaction. The study also revealed that code-mixing was influenced by internal factors, namely language identity and language proficiency, and external factors, including social situation and communicative purpose. Among these factors, communicative purpose was the most dominant, as code-mixing helped participants achieve clarity, emphasis, and smooth communication. Overall, code- mixing functioned as a strategic communicative practice rather than merely a linguistic habit.
The Effectiveness of LingQ Application as Learning Media on the Student’s Reading Comprehension Hayatun Nufus Rumaf; Agus Setiawan; Nursalim
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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Abstract

Reading comprehension ability is one of the most important basic skills in learning English. However, the reality is that many junior high school students still struggle to understand reading texts, which is caused by limited vocabulary, monotonous teaching methods, and low learning motivation. Therefore, innovative and engaging learning media are needed, one of which is through the use of the LingQ application. This research aims to determine the effectiveness of using the LingQ application as a learning medium on the reading comprehension ability of eighth-grade students at Muhammadiyah Aimas Junior High School. This research uses a quantitative method with a pre-experimental design in the form of a one-group pre-test and post-test design. The research sample consisted of 20 students from class VIII B. The instrument used was a multiple-choice reading comprehension test with 20 questions. Data analysis techniques include descriptive statistical analysis, normality tests, and N-Gain tests. The research results indicate an effective in students' reading comprehension after being treated using the LingQ application. The average pre-test score was 48.00, which increased to 65.20 on the post-test. The N-Gain test results showed a value of 0.33, which falls into the moderate category, meaning that using the LingQ application is quite effective in students' reading comprehension.
Utilizing Visual Grammar Cues to Support Students’ Writing in the Simple Present Tense Gita Christ Natalia Faidiban; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (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 effectiveness of visual grammar cues in enhancing students’ ability to write using the simple present tense. The research was conducted at MTs Muhammadiyah 1 Salawati and involved 22 eighth-grade students. The objective was to determine whether visual grammar-based instruction could improve students’ grammar mastery in writing, particularly in understanding and applying the simple present tense. Using a pre-experimental design with a one-group pre-test and post-test approach, students’ writing performance was measured before and after the intervention. Data were analyzed using SPSS version 25.0, specifically the Paired Sample T-Test, to determine statistical significance. The results revealed a notable improvement in students’ scores from an average of 54.77 on the pre-test to 76.86 on the post-test with a significance value of 0.00 (p < 0.05). These findings indicate that the use of visual grammar cues significantly supports students’ comprehension and usage of grammar rules in writing. The implications suggest that visual grammar is a promising instructional strategy, particularly for visual learners, as it simplifies abstract grammatical concepts into more concrete and engaging forms. In conclusion, incorporating visual grammar cues into English instruction can be an effective method to improve students' mastery of verb tenses and sentence structure in writing.
Game-Based Learning for Vocabulary Acquisition: Snake and Ladder and Spelling Bee Leoni Marlina Fadimpo; Rizqi Claudia Wardani.H
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

This study examines the effectiveness of combining Snakes and Ladders and Spelling Bee games to improve students’ English vocabulary learning at SMP Muhammadiyah Aimas, Sorong Regency. The study aims to determine whether the integration of these game-based activities can enhance students’ vocabulary mastery, pronunciation, and learning engagement. A quantitative approach was employed using a pre-experimental one-group pre-test and post-test design involving 23 eighth-grade students. Vocabulary mastery was measured using a multiple-choice test administered before and after the treatment. The collected data were analyzed using SPSS version 22 to calculate descriptive statistics and the normalized gain (N-gain) score. The results indicate that students’ vocabulary achievement improved after the implementation of the game-based learning activities. The mean score increased from 76.09 in the pre-test to 83.70 in the post-test, showing a positive change in students’ vocabulary mastery. The N-gain score of 0.31 falls into the moderate improvement category, indicating that the treatment had a meaningful effect on students’ vocabulary learning. These findings suggest that the integration of Snakes and Ladders and Spelling Bee games can support vocabulary acquisition by providing students with opportunities to practice vocabulary in an interactive and engaging learning environment. The Snakes and Ladders game encouraged students’ participation, collaboration, and motivation during classroom activities, while the Spelling Bee activity helped students improve their spelling accuracy and pronunciation. The use of these game-based strategies created a more active and enjoyable learning atmosphere, which contributed to increased student engagement and participation in vocabulary learning. Based on these findings, the study concludes that integrating Snakes and Ladders and Spelling Bee games can be an effective instructional strategy for teaching English vocabulary. Therefore, English teachers are encouraged to incorporate interactive game-based activities into their teaching practices to support vocabulary development and create more engaging language learning experiences.
Multimedia and Game-Based Approaches in Vocabulary Instruction: A Study on Young EFL Learners Using YouTube and Taboo Games Rhika Sary Amriyanti; Nurteteng
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (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 integrating YouTube videos and the Taboo game in improving vocabulary acquisition among young EFL learners at SD Muhammadiyah Aimas. The study aimed to determine whether the combination of multimedia learning and game-based activities could enhance students’ vocabulary mastery and engagement in the learning process. A quantitative approach was employed using a pre-experimental one-group pre-test and post-test design involving 20 fourth-grade students from Class IVA. Data were collected through vocabulary tests consisting of multiple-choice and matching items administered before and after the intervention. The collected data were analyzed using SPSS to examine descriptive statistics and conduct a paired sample t-test. The results indicate a substantial improvement in students’ vocabulary performance after the implementation of the instructional strategy. The mean score increased from 50.75 in the pre-test to 80.75 in the post-test, demonstrating a significant gain in vocabulary mastery. The paired sample t-test produced a p-value of 0.000, which is lower than the significance level of 0.05, indicating a statistically significant difference between the pre-test and post-test scores. These findings suggest that the integration of YouTube videos and the Taboo game provides an effective learning environment that supports vocabulary development among young learners. The use of YouTube videos provided rich audiovisual input that helped students understand vocabulary through contextualized visual and auditory cues, while the Taboo game encouraged active participation, collaboration, and vocabulary retrieval during classroom interaction. Together, these approaches created an engaging and student-centered learning atmosphere that increased motivation and participation in vocabulary learning activities. The integration of multimedia learning and game-based instruction can effectively enhance vocabulary acquisition among young EFL learners. The findings highlight the potential of combining digital media and interactive games as an innovative strategy for vocabulary instruction in elementary school contexts. Future studies are recommended to involve larger participant groups and explore different vocabulary categories to further validate the effectiveness of this approach.
Innovative Strategies for Vocabulary Acquisition: Integrating Suggestopedia and Word Search Games in EFL Classrooms Selfin Jesika Loblobly; Nursalim
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (2025): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Abstract

Vocabulary acquisition remains a significant challenge for many junior high school students in English as a Foreign Language (EFL) context. This study aims to examine the effectiveness of integrating the Suggestopedia method and Word Search Games in improving students’ vocabulary mastery. The research employed a pre-experimental one-group pretest–posttest design involving 20 seventh-grade students from class VII B at SMP Negeri 3 Kota Sorong. Data were collected through a vocabulary test consisting of 20 items focusing on verb-related vocabulary administered before and after the treatment. The collected data were analyzed using SPSS through descriptive statistics and a paired sample t-test. The results showed a clear improvement in students’ vocabulary achievement. The mean score increased from 60.00 in the pre-test to 79.75 in the post-test, indicating a substantial improvement after the implementation of the instructional strategy. The paired sample t-test produced a significance value of 0.000 (p < 0.05), demonstrating a statistically significant difference between the pre-test and post-test scores. These findings indicate that the integration of Suggestopedia and Word Search Games effectively improves students’ vocabulary acquisition. The results suggest that combining a relaxed learning environment through Suggestopedia with interactive game-based activities such as Word Search Games can support vocabulary learning in EFL classrooms. This integrated approach encourages student participation and facilitates repeated exposure to target vocabulary. Therefore, the study concludes that the combined use of Suggestopedia and Word Search Games provides an effective alternative strategy for vocabulary instruction in junior high school EFL contexts.
Technology-Enhanced Vocabulary Learning: The Use of Canva and Quizizz in PrimaryEducation Madhulika Sevwandi Dissanayaka; Agus Setiawan
TEKILA: Journal of Language Teaching and Literature Vol. 2 No. 3 (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 integrating Canva and Quizizz as technology-enhanced learning tools to improve English vocabulary mastery among fifth-grade students at SD Inpres 14 Kabupaten Sorong. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 11 students who participated in six learning sessions using Canva-based instructional materials and Quizizz as a gamified assessment tool. Data were collected through vocabulary tests administered before and after the instructional intervention. The test consisted of 20 items, including multiple-choice and matching questions designed to measure students’ vocabulary knowledge. The results showed a clear improvement in students’ vocabulary performance after the implementation of the learning strategy. The mean score increased from 44.55 in the pretest to 70.00 in the posttest, indicating a substantial improvement in students’ vocabulary mastery. The N-Gain score of 0.45 suggests that the intervention had a moderate level of effectiveness in improving students’ vocabulary learning outcomes. These findings indicate that the integration of Canva and Quizizz can create a more engaging and interactive learning environment for young learners. Canva supports vocabulary learning through visually rich instructional materials, while Quizizz reinforces learning through gamified practice and immediate feedback. The combination of visual presentation and interactive assessment helps students retain vocabulary more effectively and increases their participation during the learning process. Therefore, Canva and Quizizz can be considered practical and effective digital tools for supporting vocabulary instruction in elementary EFL classrooms.
Critical Analysis of Family Warmth, Love, and Women's Struggles in Little Women Yullyn Kestty Howay; Feraningsih Ethany Hegemur
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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This study presents a critical analysis of Little Women by Louisa May Alcott, focusing on the themes of family warmth, love, and women’s struggles as reflected in the experiences of the March sisters. The study aims to examine how characterization, conflict, and thematic development in the novel represent women’s identity, independence, and social expectations. This research employs a qualitative descriptive approach using literary analysis to interpret narrative elements such as characterization, plot development, themes, and moral messages in the novel. The analysis focuses on the four main characters Meg, Jo, Beth, and Amy whose personalities and life choices illustrate the process of personal growth from adolescence to adulthood in the midst of economic hardship and social limitations. The findings show that Jo March symbolizes women’s independence and resistance to traditional gender roles, while the other sisters reflect different aspects of responsibility, sacrifice, and emotional maturity. The conflicts in the story develop through family challenges, differences in character, romantic relationships, and experiences of loss, particularly the death of Beth, which strengthens the theme of family solidarity. The study also reveals that the novel conveys moral values such as perseverance, empathy, responsibility, and the importance of family relationships. Furthermore, the narrative highlights feminist perspectives by portraying women’s efforts to determine their own futures despite social restrictions. This study contributes to literary studies by providing a deeper understanding of how Little Women represents women’s struggles, personal identity, and family values, demonstrating the continued relevance of the novel in contemporary discussions about gender roles and women’s empowerment.

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