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The Art of Teaching English as a Foreign Language (TATEFL)
Published by Sekolah tinggi keguruan dan ilmu pendidikan Agama Hindu Singaraja
ISSN : 26568942     EISSN : 26848546     DOI : https://doi.org/10.36663/
Core Subject : Education,
Languange, Linguistic, Communication & Media
Tatefl is a scientific journal published by the English Department of Education STKIP Agama Hindu Singaraja. This journal aims to accommodate articles of research results of community service in the field of education and learning about English education. In the end this Journal can provide a description of the development of science and technology in the field of education for the academic community.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 9 Documents
 1 
Search results for , issue "Vol. 5 No. 1 (2024): May" : 9 Documents clear
Taboo in Balinese Language Spoken in Nusa Penida Based on Tri Hita Karana Concept Ni Kadek Ita Tristiani; I Gede Budasi; Dewa Putu Ramendra
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.646

Abstract

AbstractThis study aimed at identifying taboo words of Balinese language spoken in Nusa Penida based on the concept of Tri Hita Karana. Descriptive qualitative was used as the research design of this study. There were three of local people in Nusa Penida recruited as the research informants by using purposive sampling technique. The data were collected by conducting interview and taking-note. The instruments were interview guide and note or check-list. The obtained data were analyzed by using qualitative data analysis method consisting of data reduction, data display, and conclusion drawing. The finding showed that there were 60 taboo words of Balinese language spoken by the local people in Nusa Penida Island. It was found that there were eight forms of taboo words spoken by local people in Nusa Penida Island, such as; metaphor, metonymy, and euphemism, abusive, cursing, obscenities, blasphemies, swearing, and expletive. It also discovered that there were 16 categories of references used, such as; parents name, animal name, God name, name of people who have died, name of relatives, mentioning genitals, sexual activity, specific jobs, bodily function, wisdom of ruler, illness, nature, name of spirits, personal pronoun, specific activity.
Students’ Writing Anxiety in Learning English as a Foreign Language I Komang Janu Prianda Putra; Ni Nyoman Padmadewi; Ni Made Ratminingsih
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.648

Abstract

This research aimed to investigate the writing anxiety experienced by eleventh-grade students in learning English as a Foreign Language (EFL) in Bali. By conducting a quantitative research method, this research involved 76 students as the participant of the study. The research employed an adapted questionnaire from Cheng (2004), consisting of 27 designed statements. The result revealed that many students face challenges with writing anxiety in English. The findings showed that linguistic challenges, such as concerns about using expressions and sentence patterns incorrectly, and time constraints like feeling stressed under time pressure, significantly contribute to writing anxiety. Additionally, the positive aspect of the study demonstrated that students actively work to minimize mistakes in their writing, emphasizing the importance of accuracy in managing writing anxiety which may imply the motivation to learn English.
Making Use of Shape Poem Technique in Project-based Learning for Teaching Writing Ni Putu Tia Mahayoni; Ni Nyoman Padmadewi; Luh Putu Artini
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.652

Abstract

In English learning, students often struggle to understand the material, especially in mastering writing skills, one of the most difficult skills to be mastered. A well-chosen teaching technique and method will significantly impact students’ learning outcomes. The current study aimed to investigate the effect of the application of the shape poem technique combined with the project-based learning on students’ writing skills. This study employs a quantitative research approach using a pre-experimental design, one group pre-test post-test. This study involved 38 students of at SMPN 1 Singaraja as a sample. To conduct the study, tests were given before and after the treatment. The findings demonstrated that implementation of the shape poem technique led to substantial enhancements in students' writing skills, as evident from the pre-test and post-test scores. The test result shown that students’ gain better outcomes in post-test which after the treatment was given. It is also supported by the t-test result that shown the significant level was below the alpha level (α = 0.05), indicated the alternative hypothesis was accepted, that there is a significant effect on 7th grade students’ writing skills. The combination of shape poem technique and project-based learning might provide a fresh viewpoint for teachers in teaching writing.
Empowering First-Grade Students’ Learning: Enhancing Education Through English E-Storybooks Aligned with The Emancipated Curriculum Kadek Dhirapriyani; G.A.P. Suprianti; Luh Gd Rahayu Budiarta
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.665

Abstract

This research explores the development of English e-storybooks integrated with the Emancipated Learning curriculum for first-grade students at SDN 3 Banjar Jawa. Following the Design and Development (D&D) model, specifically the ADDE (Analyze, Design, Development, and Evaluation) framework, the study employs a mixed-method approach, combining qualitative and quantitative analyses. The research addresses the dearth of supplementary materials and the limited use of e-storybooks in the context of Emancipated Learning. The process involves a systematic analysis of needs, the design of a comprehensive blueprint, the development of e-storybooks, and an evaluation based on expert judgment, teacher assessments, and student feedback. The results indicate that the developed e-storybooks align with curriculum objectives and exhibit excellence in material development principles. The findings emphasize the potential of e-storybooks in enhancing language skills and supporting 21st-century learning principles. The research contributes valuable insights for educators, researchers, and curriculum developers interested in creating effective digital resources tailored to specific educational contexts.
Exploring Undergraduate Students' Perspectives on the Integration of Podcasts for Enhancing Listening Skills Agis Andriani; Dede Pertamana; Litany Tiara Novianti
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.690

Abstract

Podcasts have gained popularity among a vast number of listeners who utilize them to enhance their English listening skills. However, limited classroom time is allocated for focused listening practice. This research aims to investigate students' perceptions of using podcasts as an effective means of improving their listening abilities. Three participants volunteered to take part in the study, and additional recruitment efforts were made to encourage more student volunteers. Semi-structured interviews were conducted to gather data, allowing for the exploration of individual experiences, attitudes, perceptions, and beliefs related to the use of podcasts. Four key themes emerged from the participants' perceptions: 1) Hearing the message, 2) Interpreting the message, 3) Evaluating the message, and 4) Responding to the message. Listening involves interpreting the communicative behavior of others to comprehend its meaning, and effective listeners ensure they have all the necessary information before forming opinions. The findings indicate that podcasts facilitate clear message reception, provide verbal and non-verbal cues for deeper interpretation, offer features to optimize the listening process, and provide an authentic experience of listening to native speakers. Future research is recommended to explore students' perceptions of using podcasts for improving other English language skills.
Burnout Among EFL Teachers in Indonesia: Levels and Factors A. A. Istri Dewi Adhi Utami; Ni Nyoman Asri Sidaryanti; Kadek Wirahyuni
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.691

Abstract

Having highly motivated teachers is vital for effective teaching in foreign language classroom. Nevertheless, burnout may impair teachers' performance and negatively impact how they engage with students. The current study aimed at investigating the level of burnout among EFL teachers in Indonesia. This study was a mixed method study followed by forty-five EFL teachers who are currently teaching in high school level. Using Maslach Burnout Inventory Educators Survey, it was found 57.8% of participants responded they felt high levels of emotional exhaustion, followed by moderate levels (31.1%) and high levels (11.1%). Comparably, approximately 17.8% of the teachers felt they were not depersonalized, compared to 37.8% who felt it was moderate and 44.4% who felt it was extreme. High level of burnout was experienced by teachers with less than five years of teaching experience. Low to moderate level of burnout was found in teachers with more than five years experiences. Regression analysis found that length of experience significantly influences EFL teachers’ level of burnout (Sig. <.05). A further interview confirmed the factor that caused burnout among teachers such as teaching administration, adapting with technology, and dealing with misbehave students. This study highlighted the importance of addressing teachers’ burnout level.
The Implementation of Problem-based Learning on Students’ Speaking Skills in English for Personality Development Course Ketut Herya Darma Utami; Ni Wayan Monik Rismadewi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.703

Abstract

This research aimed to determine the effect of the implementation of Problem-based Learning on improving students' speaking skills in the English for Personality Development course. This research was qualitative research supported by quantitative data, involving 28 students of the Ganesha University of Education. The data were collected using pretest and posttest, questionnaires, semi-structured interviews, and observation sheets. This research used one group pre-test post-test, to determine the effect of PBL on students’ speaking skills. Meanwhile, qualitative data were obtained from observation sheets, questionnaires and semi-structured interviews with students regarding their perceptions of the PBL learning model. Based on the results obtained from statistical data, questionnaires, and observations, it can be concluded that the PBL model influences on improving students' English-speaking skills in the English for Personality Development course. The average score of the pretest and post-test shows a significant difference (Sig. <0.005). This is also supported by the result of the questionnaire and observation data where students responded positively to the PBL model in class in improving their speaking skills. This means that there is an influence of the PBL model in improving students’ English-speaking skills
English Novice Teachers’ Beliefs on Teaching in Inclusive Classroom Neni Nurkhamidah; Rizka Patrika Rizal; Sri Marleni
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.713

Abstract

To achieve educational objectives on inclusive class in Merdeka Curriculum setting, teachers should possess awareness of their personal beliefs. As the ones who play important roles in the classrooms, teachers have to decide what will be needed or what will work best for their students, including in the inclusive classes. Therefore, this qualitative study aims to find out English pre-service teachers' beliefs toward the implementation of inclusive class on Merdeka Curriculum. The data were collected by interviewing five English pre-service teachers who have conducted the inclusive class in their internship program. The results of this study indicated that the novice teachers have various beliefs; 1) concerning on the teachers’ important roles in the inclusive classes that they have to work harder than in general classes; 2) regarding the teachers’ skills to be possessed, they are planning and class management skills; 3) respecting the factors that lead them to be successful in the inclusive classes; and 4) relating to the training that might help them in conducting the inclusive classes.
A Systematic Review on Artificial Intelligence Applications for Enhancing EFL Students’ Pronunciation Skill Risma Dwi Aryanti; Made Hery Santosa
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 5 No. 1 (2024): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v5i1.718

Abstract

This systematic literature review examines the impact of AI applications, including ELAi app, ELSA Speak, and Lyra Virtual Assistant, on the pronunciation skills of English as a Foreign Language (EFL) students. By analyzing ten relevant articles published between 2018 and 2023, this review identifies the unique features and effects of these AI tools. ELAi app emphasizes spontaneous speech and topic development, offering comprehensive feedback. ELSA Speak accurately detects pronunciation errors and provides a wide range of lessons. Lyra Virtual Assistant acts as a conversational companion, supporting speaking abilities. The findings reveal that these AI applications have a positive influence on EFL students' pronunciation development, as evidenced by empirical research. Further recommendations for future research in the integration of AI in EFL education is enhancing personalization through AI tools that adapt to individual students' learning styles and needs. In summary, utilizing AI technology can empower EFL students to improve their pronunciation proficiency and enhance their overall English language learning experience.

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