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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal English Education: Jurnal Tadris Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics Englisia Journal Journal of Language and Literature Studies TELL - US JOURNAL
Patuan Raja
Lampung University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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EXPLORING SPEECH ACTS IN THE SHORT FILM "VALIDATION" Nabila, Nada; Raja, Patuan; Nurweni, Ari
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10852

Abstract

This research analyzed speech acts that were uttered in the Validation short film. This study used pragmatics analysis to consider problems in English language learning, focusing on speech acts. This study aimed to classify the speech act in the Validation short film based on Searle's theory and the types of speech acts used in the Validation short film. This research used a descriptive qualitative method. The data used in this research included all of the utterances performed in the movie. The data analysis used a pragmatic approach based on Searle's theory. According to the theory, there are five classifications of speech act: representative, directive, commissive, expressive, and declarative. Searle discusses two types of speech acts: direct and indirect. It was found that the characters engaged in various classifications of speech acts, including representative, directive, commissive, and expressive. Notably, directive speech acts emerged as the most prevalent form employed by the characters. Additionally, direct speech acts were more frequently utilized than indirect ones. Future researchers are expected to conduct such research to analyze other aspects of pragmatics
INTEGRATING THINK-PAIR-SHARE WITH OUTLINING STRATEGY IN TEACHING NARRATIVE WRITING Virgosa, Rika Jum'a; Raja, Patuan; Flora, Flora
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9326

Abstract

This study investigates the effectiveness of integrating the Think-Pair-Share (TPS) strategy with outlining to enhance students’ writing achievement in writing narrative text. Recognizing the difficulties EFL students face in organizing ideas and the limitations of traditional TPS methods, this study explores whether integrating outlining as a pre-writing activity can improve the quality and structure of students’ writing. A comparative analysis was conducted between students taught using TPS with outlining and those taught using the original TPS method. The study aims to determine if there is a significant difference in writing achievement between the two groups, focusing on aspects such as content, organization, vocabulary, language use, and mechanics. The findings indicate a significant improvement in writing performance among students, suggesting that integrating TPS with outlining can serve as an effective instructional strategy for improving students’ writing skills in EFL contexts.
Dogme approach in asynchronous discussion to enhance EFL learners’ writing achievement: A quasi-experimental study Ayu, Dian Pawitri; Raja, Patuan; Sinaga, Tuntun
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.28156

Abstract

This study explores the effectiveness of Dogme, a communicative approach, in enhancing the writing skills of English as a Foreign Language (EFL) high school students through asynchronous discussions. By integrating Dogme principles, which prioritize student interests and emergent language, the study aims to improve the efficacy of asynchronous discussions in language learning. A quasi-experimental quantitative design was employed, involving a class of high school students who participated in six asynchronous discussion sessions modified with Dogme principles. Data were collected via pre- and post-intervention writing tests, with student writings evaluated across five aspects. The results, analyzed using a Repeated Measures t-test, revealed significant improvement in writing achievement, evidenced by a higher post-test mean score (82.1) compared to the pre-test (69.8), with a two-tailed significance value below 0.05. This enhancement is attributed to students’ ability to choose discussion topics and utilize emergent language, enabling richer content development in their writing. Thus, this study confirms the viability of incorporating Dogme principles into asynchronous EFL teaching methods to boost writing performance.
Development and Validation of the Multiculturally Responsive Teaching (MRT) Instrument: A Rasch Model Analysis for Assessing Multicultural Competence in English Education Thresia, Fenny; Raja, Patuan; Nurweni, Ari; Kadaryanto, Budi
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 1 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.26547

Abstract

This study aims to develop and validate the Multiculturally Responsive Teaching (MRT) Instrument to assess the multicultural competence of pre-service English teachers. Multicultural competence is essential in fostering inclusive learning environments, yet there is a lack of standardized instruments tailored to measure this construct effectively within teacher education. The study employs a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The instrument was designed based on key dimensions of multicultural competence: racism, social class, religious diversity, gender inequality, language diversity, and cultural differences aspects. Data were collected from 335 English Education students across Indonesia, and analyzed using the Rasch Model to assess the instrument's validity and reliability. Findings indicate that the MRT instrument demonstrates high internal consistency, with a Cronbach’s Alpha of 0.92, a person reliability score of 10.14, and an item reliability score of 5.14, suggesting strong measurement precision. The Person-Item Map (Wright Map) confirms the instrument's ability to differentiate respondents' competence levels, while the rating scale analysis supports the functionality of the Likert scale categories. The classification of item difficulty based on Logit Value Index (LVI) reveals a well-structured hierarchy, ensuring appropriate item calibration. The study concludes that the MRT instrument is a valid and reliable tool for measuring multicultural competence among preservice English teachers. Its application can support curriculum enhancement, professional development, and policy formulation in teacher education programs. Future research is encouraged to expand its implementation in different educational contexts to further validate its effectiveness.
Investigating English Teachers’ Perception About the Use of TPACK in EFL Learning Sy, Yennie Ratnasari; Raja, Patuan; Sinaga, Tuntun
English Education: Jurnal Tadris Bahasa Inggris Vol 16 No 2 (2023): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v16i2.19208

Abstract

Integrating technology in teaching and learning process has been a new phenomenon nowadays. Teachers need to use some kinds of technology in order to move from the conventional way to the new one and reach the learning objective more maximally. In fact, some teachers do not want to use technology in their teaching process because of their limited facilities and knowledge. One of supporting frameworks to this condition is the use of Technological Pedagogical Content Knowledge or known as TPACK. In relation with it, this paper is intended to investigate English teachers’ perception about the use of TPACK in their EFL learning. The subjects are 10 English teachers who teach in some of Senior High Schools in South Lampung Regency, Lampung Province. The data were gained using questionnaire and interview. Then, it was analyzed using descriptive qualitative method. The result then indicated that English teachers have good perception toward the use of TPACK in EFL learning.
Product Approach-Based RAFT Strategy in Teaching Writing Personal Letters Pratiwi, Yoesis Ika; Raja, Patuan; Flora, Flora
English Education: Jurnal Tadris Bahasa Inggris Vol 17 No 1 (2024): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v17i1.21492

Abstract

This present study aimed to find out 1) whether there is improvement in students’ writing, and 2) the problems during the implementation of product approach-based RAFT strategy in teaching writing. The sample of the research was a group of fifth grade students at School of Victory, Bandar Lampung. This quantitative research had one-group pretest-posttest design. The instruments were writing test and observation checklist. The data were analyzed using SPSS 21.0. The result showed that the students’ ability in writing personal letter improved as some tests done helped verify that the improvement of students writing ability was significant. As one of the writing aspects, content improved the most. The problems indicated during the treatments belonged to some criteria namely teachers’ attitude, lack of students’ concentration, learners’ perspective, lack of vocabulary, and lack of practice and repetition. It was asserted that product approach-based RAFT strategy helped students to understand the target text through the four stages of the product approach. Moreover, RAFT led the students to plan and organize their writing ideas. However, some students seemed to have some problems during the treatment which mainly specified on their concentration, perspective, and vocabulary mastery. It was indicated that one or two students needed more practice and repetition in writing way more than the treatments in this study could provide
Improving Reading Comprehension: Comparing the Effectiveness of Integrated KWL with Think Pair Share and the Original KWL Strategy Sambuaga, Nur Azizah; Raja, Patuan; Sukirlan, Muhammad
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9407

Abstract

AbstractThis study aimed to find out whether the integrated KWL (Know-Want-Learn) strategy with Think Pair Share improves students' reading comprehension better than the Original KWL Strategy. This research employed a quantitative method. The study was conducted with first-grade students at SMPN 14 Bandar Lampung. Two classes were used: an experimental class, which was taught using the integrated KWL and Think Pair Share strategy, and a control class, which was taught using the original KWL strategy. The results of the post-test showed that the control group had a mean score of 70.32, whereas the experimental group had a higher mean score of 79.35. The t-test results for the post-test indicated a Sig. (2-tailed) value was 0.003 (< 0.05), there is a statistically significant difference between the two groups after the treatment. The experimental group achieved better improvement in reading comprehension compared to the control group. These findings suggest that integrating the KWL strategy and Think Pair Share improves students' reading comprehension.
Integrating Directed Reading Thinking Activity (DRTA) with Peer Assisted Learning Strategy (PALS) to Improve Students’ Reading Comprehension Using Narrative Text Agnescia, Elany; Raja, Patuan; Sukirlan, Muhammad
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9702

Abstract

This study aimed to find out whether the integrated Directed Reading Thinking Activity (DRTA) with Peer Assisted Learning Strategy (PALS) improves students' reading comprehension better than the Original DRTA. This research employed a quantitative method. The study was conducted with the first-grade students at SMA Negeri 4 Bandar Lampung. Two classes were used: an experimental class, which was taught using the integrated DRTA with PALS, and a control class, which was taught using the original DRTA. The results of the post-test showed that the control group had a mean score of 80.51, whereas the experimental group had a higher mean score of 83.94. The t-test results for the post-test indicated a Sig. (2-tailed) value was 0.049 (< 0.05), there is a statistically significant difference between the two groups after the treatment. The experimental group achieved better improvement in students’ reading comprehension compared to the control group. These findings suggest that integrated DRTA with PALS improves students' reading comprehension.  Keywords: DRTA, PALS, Reading Comprehension 
Formative Assessment in Scaffolded Learning: Enhancing Students’ Autonomy in Written Communication Skills Saputri, Vike Aprilianin Marwintaria; Setiyadi, Ag. Bambang; Haenilah, Een Yayah; Siregar, Rabiyatul Adawiyah; Raja, Patuan; Hariri, Hasan; Sunyono, Sunyono
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.4657

Abstract

Students’ autonomy in written communication is a key component of 21st-century learning, enabling learners to express ideas effectively and take responsibility for their learning. However, many students still face difficulties in writing, particularly in organizing ideas and developing independence. Therefore, integrating formative assessment within a scaffolded learning framework is considered a promising approach to address these challenges. This study aims to investigate the role of formative assessment in scaffolded learning in enhancing students’ autonomy in written communication skills. This study employed a mixed-method design involving 22 second-semester students of the Buddhist Communication Science Department. The instruments included a writing test, a learner autonomy questionnaire, and interviews. Quantitative data were analyzed using a paired sample t-test, while qualitative data were analyzed descriptively. The results showed a significant improvement in students’ writing performance, with the mean score increasing from 50.5 (pre-test) to 73 (post-test). Students’ autonomy scores also improved from 3.4 to 4.6, with statistically significant differences (p < 0.05). In conclusion, formative assessment within scaffolded learning effectively enhances students’ writing competence and autonomy. This study implies that English lecturers should integrate formative assessment into scaffolded instruction to promote students’ independence and improve written communication skills.
Co-Authors Ag. Bambang Setiyadi Agnescia, Elany Ali Djamhuri Ari Nurweni Ayu, Dian Pawitri Budi Kadaryanto Deddy Supriyadi Devi, Nida Friskila Een Yayah Haenilah Fenny Thresia Fenny Widyawati, Fenny Flora Flora, Flora Harun Harun Hasan Hariri Khairun Nisa Khairunnisa, Shafa M. Thoha B. Sampurnajaya Muhammad Sukirlan Nabila, Nada Pratiwi, Yoesis Ika Rabiyatul Adawiyah Siregar Revi Marsita, Revi Sambuaga, Nur Azizah Sasmiati Sasmiati Siti Sulastri Sunyono - - Sy, Yennie Ratnasari Tuntun Sinaga Vike Aprilianin Marwintaria Saputri Vindita, Aisyah Cahya Virgosa, Rika Jum'a