TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal)

Enhancing Engagement: Effective Strategies for EFL Teachers in Online Classes during the Pandemic Era

Andi Irlina, Hidayah Nor, Akhmad Zaini — Tue, 30 May 2023 00:00:00 +0000

In online learning, teachers use a number of support strategies to engage learners. The right strategies at the right time make distance learning effective and keep students engaged. The purpose of the research is to find out the strategies that teachers use to maintain performance in English language learners during the pandemic, and to find the most appropriate strategy that teachers use to maintain performance in English language courses during the pandemic. The researchers used descriptive qualitative research to examine the strategies of teachers in online English lessons in this study. It explains the teaching strategies used in MTs Negeri 1 Banjarmasin and the participants were three English teachers which teach on VII A, VII B, and VII C. The researchers uses two techniques to collect data. There are observations and interviews. Observations were made in Online Class VII (A, B and C) MTs Negeri 1 Banjarmasin. The interview was then conducted face-to-face with three English teachers. The results showed that the teacher's strategy in teaching VII grade students (A, B and C), the researchers concluded that six active learning strategies were used in the online learning of the three participating teachers. Learning strategies include discussion, problem solving, brainstorming, peer teaching, case studies and discussions. The researchers also found that three teachers preferred to use the conversational strategy because that strategy is very easy for teachers to implement, especially in class VII, where that strategy has become the most suitable strategy for teaching English in online learning.

Enhancing Reading Instruction through Multimodality: A Pathway to Success

hidayah nor, Amaliya Septiani — Tue, 30 May 2023 00:00:00 +0000

This qualitative study investigates the use of multimodality in teaching reading to junior high school students at SMPN 1 Pulau Laut Tengah Kotabaru. Multimodality refers to the integration of various modes, such as images, sound, and writing, to convey meaning and enhance the learning process. The research involves one English teachers and 24 eighth-grade students as participants. The researchers used Descriptive qualitative as the research methods. In addition, observation, interviews, and documentation were utilized as data collection instruments. The findings reveal that teachers frequently employ multimodality, particularly in English reading lessons, utilizing a combination of digital and printed resources such as videos and images to engage students actively in the learning process. The application of multimodality in teaching reading yielded positive responses from students, fostering enthusiasm and improving their participation in learning activities.

Unveiling Emotional Experiences: Factors Affecting Anxiety in Undergraduate English Language Learning

Neneng Islamiah, Yudha Aprizani, Tenny Murtiningsih — Tue, 30 May 2023 00:00:00 +0000

The objective of this research was to delve into the emotional experiences of undergraduate English students, specifically focusing on their feelings of anxiety and nervousness. Furthermore, the study aimed to identify the various factors that contribute to these feelings among undergraduate English students while learning to speak English. This research was qualitative research conducted at a private university in Banjarmasin with four participants. In collecting the research data, researcher semi-structured interview techniques and the data were analysed using thematic inductive analysis. From the results of the research conducted, it was found that there were three undergraduate students who experienced dominant negative emotions during learning to speak English, while another student considered that negative emotions did not dominate him too much. There were two main factors that cause anxiety and nervousness, namely external factors (such as lack of confidence and the environment) and internal factors (such as lack of mastery of grammar and vocabulary)

Crafting Effective Captions: Strategies for Enhancing Students’ Engagement and Writing Skill

Sri Wardani — Tue, 30 May 2023 00:00:00 +0000

This research aims to investigate students' proficiency in writing skills through the utilization of photographs as writing prompts (captions). The study focuses on analyzing the outcomes of students' caption writing using a four-step writing process, namely drafting, revising, editing, and publishing. The assessment involved a caption writing test to evaluate students' progress, supplemented by a questionnaire to gather additional data. The participants consisted of 32 students from XII MIPA 4 of SMA N 1 Malang. Following one cycle of the teaching and learning process, the findings of this research demonstrate that the implementation of the four-step writing process in caption writing enhances students' writing skills and fosters greater student engagement. Specifically, 26 out of the 32 students achieved a score of 75 or higher. The result of sample paired test also shows there is significant difference between before and after the interviention. Consequently, employing the process of caption writing proves to be effective in improving students' writing abilities and promoting increased student engagement.

Inside Assessment Practices: Exploring Perspectives of Vocational High School Teachers

Agus Supriyadi — Tue, 30 May 2023 00:00:00 +0000

This study delves into the assessment practices of vocational high school language teachers, aiming to gain insights into their perspectives on evaluating student learning outcomes. The research design encompasses both qualitative and quantitative approaches, focusing on teachers of Bahasa Indonesia and English language subjects in SMK Negeri 10 Malang. Data collection involved interviews and document analysis, providing a comprehensive understanding of teachers' understanding and implementation of assessment concepts. The findings reveal that a significant portion, approximately 25% of teachers, possess a solid grasp of assessment principles and effectively apply them in practice. However, it is evident that many teachers struggle to utilize a variety of assessment techniques to evaluate and assess student learning outcomes accurately. The study highlights the need for professional development initiatives that address these gaps in understanding and provide guidance on effective assessment practices. By shedding light on vocational high school English teachers' perspectives and practices related to assessment, this research contributes to the broader discourse on improving assessment methodologies in language education.

Factors Influencing Students' Adoption of Cognitive Strategies in English-Speaking Learning: A Narrative Inquiry

Tue, 30 May 2023 00:00:00 +0000

This study employs a narrative inquiry approach to investigate the factors influencing students' adoption of cognitive strategies in English-speaking learning. By engaging with five students from various disciplines as resource persons, the research aims to uncover the motivators behind students' preference for cognitive strategies. Through data collection via observation and interviews, the study reveals that students gravitate towards cognitive strategies due to their inclination to practice and learn English within their social circles, such as friends and relatives. Additionally, the findings highlight the influence of social media platforms like Instagram, TikTok, Youtube, and Twitter, which students utilize to enhance their English-speaking skills. These platforms provide exposure to authentic English content and opportunities for interaction with native or proficient speakers. Considering the personal, social, and technological factors at play, educators and language practitioners can harness the impact of interpersonal connections and digital spaces to create a supportive learning environment that fosters collaborative interactions and maximizes language learning potential. This research contributes valuable insights into the intricate dynamics surrounding students' adoption of cognitive strategies and offers guidance for optimizing English-speaking learning practices.