Article Per Year (5 Year)
p-Index From 2021 - 2026
2.81
P-Index
This Author published in this journals
All Journal LUNAR: Journal of Language and Art Jurnal Eduscience (JES) JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Berajah Journal English Learning Innovation (englie) JIMAKUKERTA TRIMAS: Jurnal Inovasi dan Pengabdian Kepada Masyarakat Teaching English and Language Learning English Journal Jurnal Pengabdian Masyarakat Mandira Cendikia (JPKM-MC) Indonesian Journal of Education
Ivan Achmad Nurcholis
University Muhammadiyah Of Bengkulu
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

Published : 18 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search
Journal : teaching english and language learning english journal

 1 
A ANALYZING ICON, INDEXES, AND SYMBOL IN THE MOVIE FORREST GUMP USING PEIRCE’S SEMIOTIC THEORY Via Ingrid Anda Resta; Ivan Achmad Nurcholis
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7516

Abstract

This article examines the intricate meanings within the film Forrest Gump through the lens of Charles Sanders Peirce’s semiotic theory, focusing on icons, indexes, and symbols. While prior studies have highlighted the film's thematic richness, a comprehensive analysis of its semiotic components is lacking. This research employs a qualitative approach, analyzing the film itself as the primary data source to identify and interpret signs in relation to overarching themes. Findings reveal a dynamic interplay among icons, such as the recurring feather, which evokes deep emotional responses; indexes like the Vietnam War, which ground the narrative in reality; and symbols, represented by the character of Forrest, embodying ideas of innocence and resilience. The study concludes that understanding these semiotic elements enhances our appreciation of the film's narrative complexity and emotional resonance. Future research could further explore the film's musical and auditory dimensions within a semiotic framework, providing a more holistic view of its storytelling techniques.
An Analysis Of Reading Comprehension Question Level On ″Talk Active ″ English Textbook Yeri; Ivan Achmad Nurcholis; Yupika Maryansyah
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7591

Abstract

The purpose of this study was to evaluate the levels of reading comprehension questions found in the Talk Active English textbook for tenth graders. The research employed a descriptive approach and utilized Clymer’s taxonomy, as cited by Brassel (2008:17–18), which categorizes reading comprehension into three levels: literal, inferential, and critical. These categories were organized into a checklist table for analysis. Results indicated that out of ten units in the textbook, seven contained questions from each level, totaling 80 questions overall. Specifically, the distribution included 56 literal comprehension questions, 14 inferential questions, and 10 critical comprehension questions. The study suggests that teachers should evaluate students’ reading abilities when choosing textbooks to ensure that the material is suitable for their grade level and learning needs. Keywords: reading comprehension question, level reading comprehension question, English textbook
THE IMPLEMENTATION OF 8 TEACHING SKILLS IN MICROTEACHING COMPETENCE TEST IN ENGLISH EDUCATION PROGRAM AT UNIVERSITAS MUHAMMADIYAH BENGKULU Rianti, Restu; Ivan Achmad Nurcholis; Ria Anggraini; WasluRachim Safitri
Teaching English and Language Learning English Journal Vol. 5 No. 1 (2025): Maret
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i1.7844

Abstract

the purpose of this research was to find out how the students implemented the 8 teaching skills in Microteaching competence test. The method used in this research used qualitative research because it refers to research about persons’ lives, behaviour, and stories, but also organizational functioning, social movement or interactional relationships. The researcher used a descriptive qualitative method by compiling or classifying, analyzing, and interpreting the data and using observation as the instrument of the research the subjects of this research are sixth-semester English Education students of Universitas Muhammadiyah Bengkulu who joined the Microteaching course in 2024. the information was gathered directly from people who had experienced the course of Microteaching. The result the student's 8 teaching skills overall marks result are 9.28% bad, 52.4% good, and 38.3% very good. With the individual and grouping skill at 11.7% of students mark with “bad”, and with discussion skill at 64.3% marked “good” and 21.1% marked “very good”. And suggested students need to improve strategies, self-reflect on what they should improve, Try to include all teaching skills when performing microteaching.
THE DIFFICULTY LEVEL OF WRITING THE PROCEDURE TEXT FOR GRADE VIII STUDENTS IN JUNIOR HIGH SCHOOL 21 BENGKULU CITY regitatririski_12; Epi Wadison; Ivan Achmad Nurcholis; Yupika Maryansyah
Teaching English and Language Learning English Journal Vol. 5 No. 1 (2025): Maret
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i1.7864

Abstract

This study aims to know the difficulties level in writing procedure text by Grade VIII Students at Junior High School 21 in Bengkulu City. This research design used descriptive quantitative method of research. The data collecting technique method used in this study was treatment. In this context, treatment research is referred to an intervention or treatment given to a research subject to observe a specific effect or outcome.  In analyzing the data in this study the researcher using a scoring formula, categorized the difficulty level and determines the level of difficulty. The findings from both assessments reveal that Grade 8th Students at Junior High School 21 Bengkulu City face significant challenges in writing procedure texts, with most aspects falling into the difficult category. In conclusion, the findings from both assessments indicates that the difficulty faced by Grade 8 students at Junior High School 21 Bengkulu City is at the difficult level in writing procedure texts, this difficulty caused by the generic structure and language features. This research can be used as a reference to conduct research related to procedural texts. Keywords: Difficulty, Writing, Procedure Text
AN ANALYSIS OF ENGLISH STUDENTS’ ANXIETY IN TOEFL PREDICTION LISTENING COMPREHENSION TEST Inten Anggelina; Yupika Maryansyah; Ivan Achmad Nurcholis
Teaching English and Language Learning English Journal Vol. 5 No. 1 (2025): Maret
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i1.7936

Abstract

This study investigates the types and the most type of anxiety experienced by English students during the Listening Comprehension section of the TOEFL Prediction Test. Conducted at Muhammadiyah University of Bengkulu, the study surveyed 41 students using a questionnaire to measure different types of anxiety: physical, cognitive, behavioral, emotional, and facilitative. The findings indicate that cognitive anxiety is the most prevalent, characterized by excessive worry and difficulty concentrating. However, facilitative anxiety also emerged as a dominant factor, suggesting that some students channel their stress into motivation. The study highlights the need for strategies to manage anxiety effectively, including enhanced test preparation and anxiety-reducing techniques. Keywords: TOEFL, listening comprehension, anxiety, test anxiety, facilitative anxiety
Challenges of Using AI Writing Tools in the Thesis Writing Process: A Study on Undergraduate English Education Students at Universitas Muhammadiyah Bengkulu Revo Aditama Febrian; Ivan Achmad Nurcholis
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9568

Abstract

The use of Artificial Intelligence (AI) writing tools such as ChatGPT, Grammarly, and Quillbot has rapidly expanded in academic contexts, particularly in higher education. While these tools offer significant benefits in assisting students with grammar correction, paraphrasing, and idea generation, they also pose critical challenges related to dependency, originality, academic integrity, and writing quality. This study explores the challenges experienced by undergraduate English Education students at Universitas Muhammadiyah Bengkulu when using AI writing tools during their thesis writing process, along with the strategies adopted to overcome them. Employing a descriptive qualitative approach, data were collected from 22 final-year students through open-ended questionnaires and semi-structured interviews. Thematic analysis revealed five key challenges: dependency on AI tools, issues of originality and plagiarism, difficulties in maintaining academic writing conventions, technical and conceptual limitations of AI tools, and fluctuating confidence in writing. To address these challenges, students applied self-regulation, consulted supervisors, used plagiarism checkers, paraphrased content manually, and improved independent writing skills. The study concludes that AI tools can effectively support thesis writing when used ethically and critically, supported by institutional guidance and academic supervision.   Keywords : AI Writing Tools, Academic Writing, Thesis Writing, EFL Students, Challenges
Co-Authors Agung Suhadi Anjas Prasetiyo Apriani, Roza Asmara, Adi Elvriza, Meira Sintia Epi Wadison Erza Kurnia Zahari Fitri Alfiani Fitria, Yoza Heni Alghaniy Maulidina Inten Anggelina Mela Ayu Saputri Muhammad Rafly Rahmat Jumri regitatririski_12 Revo Aditama Febrian RIA ANGGRAINI Rianti, Restu Risnanosanti Risnanosanti Salsabillah Dhiva Ardhana Sherly Alfiani Via Ingrid Anda Resta Washlurachim Safitri WasluRachim Safitri Yanti, Lussyefrida Yeri Yupika Maryansyah, Yupika