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Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners Arini Octaviani; Vega Hesmatantya
Tell : Teaching of English Language and Literature Journal Vol 6 No 2 (2018): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

This study was conducted in order to find out how to improve studentsâ€™ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported studentsâ€™ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the studentsâ€™ during story telling time and studentsâ€™ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

Applying Quizziz in Online English Learning: How It Improves Intrinsic Motivation Aisha Tallita Ramadhan Predyasmara; Vega Hesmatantya; Waode Hamsia
Tell : Teaching of English Language and Literature Journal Vol 10 No 2 (2022): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

increase students' intrinsic motivation in learning English and find out how students respond to the use of Quizizz in teaching English during Covid 19. The researcher used Classroom Action Research (CAR) as the research design. The researcher analyzed qualitative and quantitative data, which came from observation, questionnaires, and interviews conducted in the last cycle to know the improvement of students' intrinsic motivation and responses. This study showed that Quizizz live lessons can increase students' intrinsic motivation in learning English. This was proven by the mean score acquired from the student's intrinsic motivation inventory questionnaire, which was 3.28 in the pre-cycle. This score improved to 3.63 in cycle 1 and even higher in cycle 2, which is 4.60. The qualitative data, based on finding the students' responses to Quizzes, showed that most students were interested in and enjoyed learning English through the Quizziz platform Quizziz platform is improving students' intrinsic motivation in learning English online classes in the Pandemic Era.Â

Revealing learner beliefs in EFL learning across cultures and technologies Hesmatantya, Vega
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1934

Learners' beliefs are a crucial factor in English as a Foreign Language (EFL) learning, as they influence motivation, learning strategies, and learning outcomes. Recent studies have shown that positive beliefs, such as confidence in one's own language abilities, promotes active participation and achievement, while negative beliefs can hinder progress. Sociocultural factors, prior learning experiences, and environmental context also play a significant role in shaping these beliefs. This study reviews empirical literature published in Scopus-indexed journals between 2020 and 2025 to examine the development of learners' beliefs within cross-cultural contexts and the integration of technology. The review reveals that learners' beliefs are related to their learning strategies, motivation, and learning orientation, and are influenced by social norms, cultural background, and pedagogies practices. Furthermore, technology integration, particularly through AI-based applications, gamified environments, and adaptive learning platforms, has been found to enhance positive beliefs by providing personalized materials, instant feedback, and interactive learning experiences. However, challenges such as limited digital infrastructure, unequal internet access, and insufficient teacher preparedness remain significant barriers, particularly in the Indonesian context. These findings underscore the need for adaptive and context-sensitive pedagogical strategies that can positively shape learners' beliefs, foster comprehensive language competencies, and effectively utilize technology to support inclusive and holistic EFL learning. Theoretically, this study contributes to deeper understanding of learners' beliefs in EFL contexts, while practically, it offers valuable insights for educators and curriculum developers in designing culturally responsive and technological integrated learning environments.

The Effectiveness of Numbered Heads Together Technique in Teaching Writing Hortatory Exposition Text Rachman, Rizqina; Hesmatantya, Vega
Tell : Teaching of English Language and Literature Journal Vol 5 No 2 (2017): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v5i2.354

ABSTRACTWriting skill is considered difficult for students because they get difficult to develop the idea, apply the grammar, do not have any vocabularies. The objective of this research are to describe the effetiveness of Numbered Heads Together technique, to know signficant difference of using NHT compares to talking stick in teaching writing hortatory exposition text. This research was done on April, 13th 2016 to May, 17th 2016. This research used experimental design that the sample used XI-IPA3 as control class and XI-IPA4 as experimental class of SMA Wachid Hasyim1 Surabaya. Based on result of the research, NHT is effective to be used because the result of independent samples test showed that tcount>ttable (4,139>0,172). It means that H1 is accepted, there is significant difference between studentâ€™s ability in control and experimental class. Moreover, NHT got positive response from StudentsKeywords : Experimental, NHT, Studentsâ€™ writing ability, Hortatory exposition

Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners Octaviani, Arini; Hesmatantya, Vega
Tell : Teaching of English Language and Literature Journal Vol 6 No 2 (2018): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v6i2.2134

This study was conducted in order to find out how to improve studentsâ€™ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported studentsâ€™ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the studentsâ€™ during story telling time and studentsâ€™ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

Applying Quizziz in Online English Learning: How It Improves Intrinsic Motivation Predyasmara, Aisha Tallita Ramadhan; Hesmatantya, Vega; Hamsia, Waode
Tell : Teaching of English Language and Literature Journal Vol 10 No 2 (2022): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v10i2.14773

increase students' intrinsic motivation in learning English and find out how students respond to the use of Quizizz in teaching English during Covid 19. The researcher used Classroom Action Research (CAR) as the research design. The researcher analyzed qualitative and quantitative data, which came from observation, questionnaires, and interviews conducted in the last cycle to know the improvement of students' intrinsic motivation and responses. This study showed that Quizizz live lessons can increase students' intrinsic motivation in learning English. This was proven by the mean score acquired from the student's intrinsic motivation inventory questionnaire, which was 3.28 in the pre-cycle. This score improved to 3.63 in cycle 1 and even higher in cycle 2, which is 4.60. The qualitative data, based on finding the students' responses to Quizzes, showed that most students were interested in and enjoyed learning English through the Quizziz platform Quizziz platform is improving students' intrinsic motivation in learning English online classes in the Pandemic Era.Â

Implementation of Differentiated Learning in English Lesson Using Independent Curriculum at MAN Surabaya Syafira Ahmad, Dinda; Hesmatantya, Vega; Mayasari, Linda
Journal of Language, Communication, and Tourism Vol. 2 No. 2 (2024): June
Publisher : P3M Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jlct.v2i2.5002

This study explores differentiated learning in English classes at MAN Surabaya within the Independent Curriculum framework. Differentiated learning adapts teaching strategies, content, and assessments to meet students' varying needs, readiness levels, interests, and learning profiles. The research identifies strategies used by the teacher, student preferences, and implementation challenges. Using qualitative methods such as observations, interviews, and document analysis, the study finds that the teacher employs flexible grouping, tiered assignments, and individualized instruction to cater to diverse student needs. Students favor activities aligned with their interests and readiness, finding them more engaging and effective. However, challenges include limited resources, time constraints, and the need for ongoing professional development. The study concludes that differentiated learning can improve student engagement and achievement but requires significant support for the teacher, including resources, time for planning, and continuous professional development. These findings highlight the importance of educational policymakers and school administrators providing necessary support and resources to enable effective differentiated learning implementation in classrooms.

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