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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 TELL - US JOURNAL
Patuan Raja
Lampung University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : TELL - US JOURNAL

 1 
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.
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 
THE IMPACT OF INTEGRATING MIND MAPPING WITH GROUP INVESTIGATION IN TEACHING WRITING Intan, Laksmi Dwi; Raja, Patuan; Nurweni, Ari
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9704

Abstract

This study aimed to investigate the effectiveness of integrating mind mapping with group investigation compared with mind mapping. A quantitative method with quasi experimental design was employed. The participants were two second-grade classes at one of vocational high schools in Bandar Lampung. The experimental group was taught by using mind mapping with group investigation, meanwhile, the control group was taught using mind mapping. The result of the post-test showed that the experimental group achieved a higher average of 80.2 compared to 73.6 in the control group. T-test score indicated a significance value (Sig. 2-tailed) of 0.001, which is below 0.05, shows a statistically significant difference between the two groups after the students got the treatment. Moreover, the students in the experimental group demonstrated greater improvement in terms of five aspects of writing, including content, organization, vocabulary, grammar, and mechanics. These findings suggested that integrating mind mapping with group investigation is more effective in improving students’ writing achievement that using mind mapping.
Co-Authors Agnescia, Elany Ali Djamhuri Ari Nurweni Ayu, Dian Pawitri Budi Kadaryanto Deddy Supriyadi Devi, Nida Friskila Fenny Thresia Fenny Widyawati, Fenny Flora Flora, Flora Harun Harun Intan, Laksmi Dwi Khairun Nisa Khairunnisa, Shafa M. Thoha B. Sampurnajaya Muhammad Sukirlan Nabila, Nada Pratiwi, Yoesis Ika Revi Marsita, Revi Sambuaga, Nur Azizah Sasmiati Sasmiati Siti Sulastri Sy, Yennie Ratnasari Tuntun Sinaga Vindita, Aisyah Cahya Virgosa, Rika Jum'a