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All Journal Al-Lisan English Review: Journal of English Education JEES (Journal of English Educators Society) Indonesian Journal of Learning and Instruction Indonesian EFL Journal Jurnal SOLMA Edulitics (Education, Literature, and Linguistics) Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JET (Journal of English Teaching) Adi Buana Martabe : Jurnal Pengabdian Kepada Masyarakat British: Jurnal Bahasa dan Sastra Inggris Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jendela Pendidikan Al-Lisan: Jurnal Bahasa Edulitics (Education, Literature, and Linguistics) Journal JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Conscilience: Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Journal International Journal of Teaching and Learning (INJOTEL) REGISTER JOURNAL Jurnal Pendidikan Progresif
Nirwanto Maruf
Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : TELL - US JOURNAL

 1 
ASSESSING LEARNERS' INTERACTION QUALITY DURING DIGITAL STORY TELLING PROCESS Yazid, M; Anwar, Khoirul; Arifani, Yudhi; Maruf, Nirwanto
TELL - US JOURNAL Vol 9, No 4 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i4.7590

Abstract

This qualitative study delves into digital storytelling, focusing on the quality of interactions among learners engaged in this innovative pedagogical approach. This research aims to provide a comprehensive description of these interactions, analyze the outcomes, and critically evaluate the advantages and disadvantages of interaction quality in the context of digital storytelling. Through in-depth interviews and participant observation, we explored the experiences of 21 grade X students at MA Al-Aman in Lamongan, East Java. Thematic analysis of the collected data revealed that digital storytelling fosters collaborative engagement, allowing students to work together, share ideas, and co-create narratives. It enhances their understanding of subject matter, nurtures meaningful discussions, and fosters improved communication skills. The advantages of this approach far outweigh the recognized disadvantages, such as occasional disagreements and time constraints for collaboration. This research contributes to the educational discourse, emphasizing the profound impact of interaction quality on learning experiences. However, this study has limitations related to its scope and qualitative nature. Future research should explore diverse educational settings, digital storytelling tools, and pedagogical strategies. In conclusion, this study highlights the transformative potential of interaction quality in the context of digital storytelling, offering students a dynamic platform for collaboration, meaningful communication, and enriched learning experiences.
DESIGN AND PILOT TESTING OF MULTI-MODAL LANGUAGE LEARNING ENVIRONMENTS (MLLEs) FOR EFL STUDENTS: ASSESSING EFFECTIVENESS Maruf, Nirwanto; Asari, Slamet; Indayani, Wahyu Restu
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.7294

Abstract

This study aims to assess the effectiveness of Multi-modal Language Learning Environments (MLLEs) in enhancing the language proficiency of English as a Foreign Language (EFL) students. Employing a mixed-methods approach, quantitative analysis of pre-test and post-test scores is combined with qualitative insights drawn from interviews, questionnaires, and observations. Quantitative findings reveal significant improvements across various language skills, including listening, speaking, reading, and writing, with enhancements in mean scores ranging from 10 to 15 points. Decreases in standard deviations suggest increased consistency in post-intervention performance. The t-test results underscore the statistical significance of the enhancements, with highly significant p-values for listening (p < 0.001), significant p-values for speaking (p < 0.01), and marginally significant p-values for reading (p < 0.05). Qualitative thematic analysis sheds light on the immersive and engaging nature of MLLEs, fostering interactive learning experiences and bolstering participants' confidence, motivation, and collaborative skills. However, challenges in reading and writing proficiency underscore the need for tailored content delivery and interventions. The synthesis of quantitative and qualitative findings validates the success of MLLEs in elevating language proficiency. The study's outcomes have substantial implications for educators, curriculum designers, and policymakers aiming to address diverse language learning needs. In conclusion, the study demonstrates the effectiveness of MLLEs in improving EFL students' language proficiency and provides valuable insights for future educational practices. Moving forward, further research can explore additional factors influencing the success of MLLEs.
EXPLORING THE IMPACT OF DIFFERENTIATED INSTRUCTION ON STUDENTS’ PERCEPTION, ENGAGEMENT, MOTIVATION IN EFL HIGH SCHOOL EDUCATION Saputri, Like Ayu; Anwar, Khoirul; Maruf, Nirwanto
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.7380

Abstract

This study investigates the impact of Differentiated Instruction (DI) in high school English as a Foreign Language (EFL) education, analyzing its influence on students' perceptions, motivation, and engagement. Using mixed methods, it delivers a comprehensive assessment of DI's effectiveness. Quantitative analysis of survey data reveals a strong, positive perception of DI among EFL high school students. Each one-unit increase in students' DI perception corresponds to a 0.508 units increase in DI (t = 10.613, p < 0.001, Beta = 0.639). Engagement also significantly impacts DI; a one-unit increase in engagement yields a 0.496 units increase in DI (t = 10.512, p < 0.001, Beta = 0.653). Conversely, motivation negatively relates to DI; a one-unit increase in motivation results in a 0.353 units decrease in DI (t = -7.219, p < 0.001, Beta = -0.305). Qualitative insights from in-depth interviews resonate with the quantitative findings. Students express heightened engagement, enjoyment, and empowerment through DI, accompanied by a positive shift in their perspectives. They credit DI with accommodating diverse readiness levels, enhancing learning achievements, and reshaping their views of English as a subject. Additionally, the flexible grouping strategies within DI foster dynamic, collaborative learning environments. In sum, this research highlights the multifaceted benefits of DI in EFL high school education, offering a nuanced understanding of its implications within this context. This abstract has been expanded to 240 words to provide a more comprehensive overview of the study's findings and implications.
CODE SWITCHING IN EFL CLASSROOM: A NARRATIVE INQUIRY INTO TEACHERS’ EXPERIENCES AND PERCEPTIONS Maruf, Nirwanto; Asari, Slamet; Nabillah, Indiarti Yasmin
TELL - US JOURNAL Vol 9, No 2 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i2.5842

Abstract

This study utilized a narrative inquiry to investigate code switching in EFL teachers’ classroom and their experiences with it. By applying this approach, the study aimed to comprehend the complex nature of code switching in language classrooms through the perspectives of the teachers who utilize it. Ten EFL teachers were selected on the purpose for the study, and data was gathered through semi-structure interviews. The results reveal that EFL teachers varied in their frequency of code switching, with some preferring to use the target language as much as possible, while others employed code switching to enhance student comprehension. Code switching was more prevalent when teaching students with lower language proficiency to facilitate understanding and communication. It was also employed to create a comfortable learning environment, clarify meaning, and address communication breakdowns. However, some teachers were concerned that excessive code switching could hinder students’ language development, and frequent code switching could negatively impact language development. These findings provide valuable perspectives on code switching in EFL classroom, informing language teaching practices and curriculum development. In summary, this study highlights the complex nature of code switching in language classrooms and emphasize the importance of balancing its usage to promote students’ proficiency in the target language.
Co-Authors A Maya Rupa Anjeli Adimawati Helingo Ahsanul Masyhud Anisah Rosydiyah Aprilia Tiana, Ella Arifani , Yudhi Aris Purwantoro Bahar - Bahar Bayu Hendro Wicaksono Belintang Yugus N.P Bidzlamira Dita Centrisia Candra Hadi Asmara Dahlia Husain Dwita Laksmita Rachmawati Endarwati Endarwati Eva Desembrianita Fadhilawati, Dian Fariha, Nur Fauziyah, Nur Fitriana, Deva Nur Fitriyatul Ulyah Halyna, Kuchakovska Hardina, Like Trisnawati Ibad, Akhmad Irsadul Indayani, Wahyu Restu Indyra Mahdiana Jumadi Jumadi KHOIRUL ANWAR Khoirul Anwar Khoirul Anwar Khoirul Anwar Khoirul Anwar Kuchakovska, Halyna Kurniawan, Bhagaskoro Ardhianto Kusumo Hadi Santoso Latifa, Salsabila Mansour, Marwa Mujayanah, Sri Mukamil Mukamil Mukamil, Mukamil Musfiro . Nabillah, Indiarti Yasmin Nuri Rahmiati Paulina Rahma Amalia Aslam Rahma Amalia Aslam Rahmat Agus Santoso Rita Tanduk Sallolo Suluh Salsabilah Latifa Saputri, Like Ayu Slamet Asari Sri Mujayanah Syariffudin Zuhri Tiana, Ella Aprilia Tiara Vagari Trishna Nanda Barianty Ufairoh Rozana Nabilah Wasik, Zainul Wijayanti, Tri Cicik Yazid, M Yudhi Arifani