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The Art of Teaching English as a Foreign Language (TATEFL)

tatefl
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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 71 Documents

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The Implementation of Reinforcement Skill in Teaching English in The Pandemic Situation Diah Kusuma Werdi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November
Publisher : STKIP AGAMA HINDU SINGARAJA

This study aimed to identify the types of reinforcement skills and investigate the implementation of reinforcement skills used during the online learning process at SMP Laboratorium Undiksha Singaraja. This study used a qualitative descriptive method as the research design. This study also used an English teacher as the research subject. In collecting data, this study used three methods, namely; observation, interview, and questionnaires. This research was conducted online due to the COVID-19 pandemic. Through the data obtained, this study found the results of the type of reinforcement and the implementation used by teachers during online learning. There are four types of reinforcement used by the teachers, such as; (1) positive verbal reinforcement in the form of praise and partial reinforcement, (2) positive non-verbal reinforcement in the form of gestures, (3) negative verbal reinforcement in the form of enforceable statements, questions, calling out the students' names, and (4) negative non-verbal reinforcement in the form of facial expressions and record the students' misbehavior. In addition, the reinforcement implementation was relevant to the theories suggested by experts by following the five principles in giving reinforcement. Further study is needed to get a deeper understanding toward the implementation of reinforcement in EFL classroom.

EFL Pre-Service Teachers’ Perception of Their Readiness in Teaching Online during Covid-19 Pandemic Ni Komang Sarini Dewi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November
Publisher : STKIP AGAMA HINDU SINGARAJA

As teacher candidate, students majoring in English Education is required to take a teaching practice in real classroom setting. However, due to Covid-19 pandemic, the scheme of teaching practice is changed to online setting. The current study investigated pre-service teachers’ perception of their readiness in teaching English online. This study was a qualitative study followed by five English teacher candidate. The data were collected using interview guide and were analyzed using thematic analysis. It was found that the pre-service teachers were already familiar with the use technology for teaching such as google classroom, Schoology, and Zoom. They mentioned that in terms of pedagogy, they are still uncertain about their readiness because of their lack experience. The study highlighted that the role of supervision in really importance in enhancing pre-service teachers’ competencies.

Developing an Android-Based English Reading Material for the Eighth Grade Students in Mtsn Karangasem Risci Ayu Rahmanita; Ni Made Ratminingsih; Putu Adi Krisna Juniarta
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November
Publisher : STKIP AGAMA HINDU SINGARAJA

This study intended to find out the needs of the eighth-grade students in learning English and to develop an android-based application for learning English reading material in MTsN Karangasem. This study used the design and development research design model proposed by Richey & Klein (2014) which consisted of three major steps namely; 1) Design, 2) Development, 3) Evaluation. The subjects of this study were the eighth grade students of MTsN Karangasem, the English teacher in MTsN Karangasem, and integrated technology experts. The instruments used in this study were questionnaire, interview guide, and product evaluation sheets. The data were collected and analyzed qualitatively and quantitatively. The results showed that the students’ motivation to learn English was lack and need more learning resources or materials to learn reading comprehension. The eighth-grade students need a smartphone application that provides reading material learned in the class. The material developed in this study was limited to Recount Text material. The quality of the application got a high score from experts, which categorized in the excellent category. The use of the effective application with meaningful learning activities for learning reading comprehension for the eighth-grade students is strongly suggested

The Identification of Higher Order Thinking Skill Domain in The Eleventh Grade English Lesson Plan at SMK N 1 Singaraja Cok Istri Rahma Pratami Surya; Nyoman Karina Wedhanti; Putu Adi Krisna Juniarta
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 2 No. 2 (2021): November
Publisher : STKIP AGAMA HINDU SINGARAJA

This research aimed to identify the cognitive domains of Higher Order Thinking Skills that appear in the four English Lesson Plans in eleventh grade and the most dominant cognitive domain of Higher Order Thinking Skill used in the four English lesson plans in eleventh grade. This research used descriptive qualitative research design. The setting of this research is in SMK N 1 Singaraja. The subject of this research were the English lesson plans and one of the teachers in SMK N 1 Singaraja. The data were collected by using documentation, checklist, and interview guide. The results of this research are, (1) There are two cognitive domains (C4 & C6) appear in those four lesson plans, (2) The most cognitive domain appear in the four English lesson plans is C6 with the operational verb is arrange.

Teachers’ Challenges in Teaching Speaking Through Online Learning During Covid-19 Pandemic Putu Maha Anugrah
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 3 No. 1 (2022): May
Publisher : STKIP AGAMA HINDU SINGARAJA

This research aims at at finding out 1) the challenges of the teachers in teaching speaking during online learning in SMAN 2 Abiansemal, 2) the teachers’ ways to cope with the challenges in teaching speaking during online learning in SMAN 2 Abiansemal and 3) the strengths and the weaknesses of the strategy used by the investigated teachers during online learning in teaching speaking. The subjecs of this research were three English teachers in SMAN 2 Abiansemal. To collect the data, two instruments were needed, observation sheet and interview guide. The obtained data were analyzed qualitative by using Interactively Data Analysis Model by Miles and Huberman (1994). This research discovers that there were 9 challenges in online learning. Teachers also had implemented strategies to cope the challenges. This study also discussed the weaknesses and strengths of the strategies.

Gender Communication Difference Between Students in Online Learning I Gede Putu Dharma Dewangga Putra
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 3 No. 1 (2022): May
Publisher : STKIP AGAMA HINDU SINGARAJA

This study was focused on exploring the communication difference between male and female students during the online learning. The study was conducted by employing mixed method as the method of the research. This study was conducted at one vocational school in one vocational school at Tabanan regency, Bali. The researcher used Google Form order to obtain the data from the sample of the research. The data gathering was implemented virtually due to the pandemic of Covid-19. The researcher was using WhatsApp to send the online survey the sample of the research. During the online learning, there were any differences between the male and female students in terms of communication. The data showed interesting data that showed the differences between male and female students in terms of language politeness during the communication.

English Language Education Student-Teachers’ Perception on TPACK I Nyoman Arga Wijaya; Ni Made Ratminingsih; Ni Luh Putu Eka Sulistia Dewi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 3 No. 1 (2022): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Technological advances in the 21st century have had a major influence on the development of education today. The integration of technology into the classroom affects the learning process as well as the way teachers implement and develop learning activities in the classroom. This study aims to find out about the perception of student-teachers towards Technological Pedagogical Content Knowledge (TPACK). This study uses a quantitative design to determine student-teacher perceptions of the TPACK framework. Survey was conducted to view and collect data using questionnaires, the participants were given the questionnaire, which contains five Likert scale scales to gain the data and TPACK of the student teachers. The subjects of this research are 141 participants of 2017-years students-teachers of ELE in Ganesha University of Education, Singaraja, Bali. The result showed that the student-teachers have a positive perception toward the implementation of TPACK in the teaching process.

The Use of Discovery-Based Learning to Encourage Students’ Motivation in Classroom I Kadek Wahyu Widana; Made Sonia Handayani
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 3 No. 1 (2022): May
Publisher : STKIP AGAMA HINDU SINGARAJA

The students’ motivation in learning English is very important, due to English language mastery. Besides, the teacher needs an effective learning method, to encourage the students’ motivation in the learning process. This research aims to analyze the use of Discovery-based Learning to encourage students’ activeness in the classroom. This research was an experiment. The instrument used in this study were observation sheet and motivation questionnaire. The results of this research showed that the use of discovery-based learning in the classroom is very effective to engage the learners’ motivation to participate actively in the classroom. The mean score of motivation is achieved in posttest (4.17) compared to pretest (3.81). From the result of t test, the value of Sig. (2-tailed) is .041 which is lower than .05. The application of discovery-based learning is focused on student-centered activity, so that the learners can be more active in the learning process. In other words, the application of discovery-based learning is very appropriate to encourage the students’ motivation to participate actively in the classroom.

Jigsaw in Teaching Reading for Elementary School Students Made Sonia Handayani; I Kadek Wahyu Widana; Ni Wayan Febiyanti
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 3 No. 1 (2022): May
Publisher : STKIP AGAMA HINDU SINGARAJA

The current study investigated the effect of jigsaw on students’ reading comprehension. In doing the study, the pretest and posttest design was used. The participants of the study were 6th grade students in one public school in Singaraja, Bali. Through descriptive analysis, it was found that the mean score of pre-tests was 66.25, and the posttest was 75.42. The mean difference between pretest and posttest was 9.17. The result of paired sample t test showed a significant value (Sig. 2-tailed=.000). Thus, it can be concluded that jigsaw technique significantly affected students’ reading comprehension. English teachers are encouraged to implement jigsaw technique in classroom.

Teacher and Student’s Self-Directed Learning Readiness in Using Technology in the Urgency of Online Learning Ni Luh Tu Oktariani; Made Hery Santosa; Ni Putu Astiti Pratiwi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 3 No. 1 (2022): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Education nowadays shifted from face-to-face learning into online learning. Teacher and student readiness are the essential factors to the success of online learning. The present study aims to analyze the teacher and student’s self-directed learning readiness in using the technology in the urgency of remote education. The participants were an English teacher and a student of SMP Negeri 2 Melaya. The data collection was done by interviewing and observing the teacher and student in online learning. The instruments were an interview guide and an observation checklist. The data analysis was implemented the interactive model analysis. It involved data collection, data reduction, data display, and conclusion. The results showed that the teacher and student were ready to use the technology in online learning analyzed by their self-directed learning. The result of perceived and observed readiness showed similar results. The results of the current research is the same as the previous reserch which most of the students observed that they have good self-directed learning in learning. It also supported by the participants which familiar on using the technology.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
I Gede Yoga Permana

Contact Email
yogapermana@stkipahsingaraja.ac.id

Phone
+6287762000182

Journal Mail Official
tatefljournal@gmail.com

Editorial Address
Jalan Pulau Timor nomor 24, Banyuning, Buleleng, Bali

Location
Kab. buleleng,

Bali

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name I Gede Yoga Permana

Contact Email yogapermana@stkipahsingaraja.ac.id

Phone +6287762000182

Journal Mail Official tatefljournal@gmail.com

Editorial Address Jalan Pulau Timor nomor 24, Banyuning, Buleleng, Bali

Location Kab. buleleng, Bali INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
I Gede Yoga Permana

Contact Email
yogapermana@stkipahsingaraja.ac.id

Phone
+6287762000182

Journal Mail Official
tatefljournal@gmail.com

Editorial Address
Jalan Pulau Timor nomor 24, Banyuning, Buleleng, Bali

Location
Kab. buleleng,

Bali

INDONESIA