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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal English Education: Jurnal Tadris Bahasa Inggris IJLECR (International Journal of Language Education and Cultural Review) TELL - US JOURNAL
Flora Flora, Flora
FKIP Universitas Lampung, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ANALYSIS OF STUDENTS TURN-TAKING IN GROUP WORK DISCUSSION Flora, Flora; Emzir, Emzir
INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW Vol 1, No 1 (2015): June 2015
Publisher : PPs UNJ

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Abstract

This content analysis that belongs to qualitative research aims at finding indebth understanding about turn-taking  produced by S1 students of FKIP- Lampung University during group work discussion. The data were students utterances during group work discussion. All the data were recorded, transcribed, and were analyzed based on the context in order to find out the students’ turn-taking. The result shows that students made turn-taking during the group work discussion and it can be classified into two catagories, namely: 1) by choosing himself, and 2) by choosing others. The speaker chose himself by having four reasons while the speaker chose others by having three reasons. All the turn-takings are made by students in order to finish the task given by the lecturer.
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.
Enhancing Reading Comprehension: The Role of RCRR Strategy and Small Group Discussions Rahmadianti, Dwi; Flora, Flora; Munifatullah, Feni
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.v11i1.9330

Abstract

This study addresses the ongoing challenge of improving students' reading comprehension, which is crucial for academic success. Despite various reading strategies being implemented, discrepancies remain between theoretical approaches and classroom practices, particularly in engaging students actively in comprehension tasks. To bridge this gap, this study examines the effectiveness of integrating the Read, Cover, Remember, Retell (RCRR) strategy with Small Group Discussions in enhancing students’ comprehension of descriptive texts. Conducted at SMA N 10 Bandar Lampung, this quasi-experimental research involved tenth-grade students, utilizing a pretest-posttest design with 42 multiple-choice questions. The experimental group, exposed to the integrated strategy, showed a significant improvement in reading comprehension, with a post-test mean score of 85.99, compared to the control group’s 76.53. Statistical analyses, including normality, homogeneity, and independent t-tests, confirmed the strategy’s effectiveness (p < 0.05). Findings indicate that Small Group Discussions enhanced the impact of RCRR by fostering active engagement, critical thinking, and collaborative learning. This study concludes that combining RCRR with Small Group Discussions is an effective instructional approach, providing valuable insights for educators seeking to enhance literacy instruction.
THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUE Bestari, Nirmala; Setiyadi, Agustinus Bambang; 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.v11i1.9328

Abstract

Abstrak Penelitian ini meneliti hubungan antara strategi belajar siswa dan pencapaian menulis mereka dengan menggunakan Process Approach dalam teknik Think-Pair-Share (TPS). Penelitian ini melibatkan siswa kelas tujuh. Tes menulis dan kuesioner digunakan untuk menilai strategi belajar siswa. Metode penelitian kuantitatif diterapkan dengan menggunakan Korelasi Pearson Product-Moment untuk menganalisis hubungan antara strategi belajar dan pencapaian menulis. Hasil penelitian menunjukkan adanya korelasi positif yang kuat, yang mengindikasikan bahwa siswa yang menerapkan strategi belajar yang efektif cenderung memiliki pencapaian menulis yang lebih baik. Strategi metakognitif memainkan peran paling signifikan dalam meningkatkan keterampilan menulis, diikuti oleh strategi sosial, yang juga menunjukkan korelasi yang kuat dan positif. Sementara itu, strategi kognitif memiliki korelasi terlemah, yang mengindikasikan bahwa siswa mungkin memerlukan bimbingan yang lebih terstruktur untuk menerapkannya secara efektif. Temuan ini menekankan pentingnya dukungan yang terstruktur dan umpan balik dari guru untuk meningkatkan pencapaian menulis siswa.AbstractThis study examines the relationship between students' learning strategies and their writing achievement using the Process Approach in the Think-Pair-Share (TPS) technique. The study involved seventh-grade students. Writing tests and questionnaires were used to assess students’ learning strategies. A quantitative research method was employed, using Pearson Product-Moment Correlation to analyze the correlation between learning strategies and writing achievement. The results reveal a strong positive correlation, indicating that students who employ effective learning strategies tend to better in writing achievement. Metacognitive strategies played the most significant role in improving writing skills, followed by social strategies, which also showed a strong and positive correlation. Meanwhile, cognitive strategies had the weakest correlation, suggesting that students may require more structured guidance to apply them effectively. These findings highlight the need for structured support and teacher feedback to enhance students’ writing achievement.
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
ANALYSING THE IMPACT OF MODIFIED READING – MIND MAPPING – SHARING (RMS) TECHNIQUE BASED ON TEACHING LEARNING CYCLE (TLC) IN STUDENTS' WRITING DESCRIPTIVE TEXT Ponda, Sherly; Flora, Flora; 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.v11i2.9545

Abstract

This research was initiated to reveal the impact of the modified RMS technique integrated with the TLC, on students’ ability to write descriptive texts. The research aimed to determine whether the modified RMS technique significantly improves students’ descriptive writing achievement. The research design was quantitative by employing  one-group pre-test post-test design. The data were gaied from 32 students using writing tests. Writing performance was evaluated across five aspects: content, organization, vocabulary, grammar, and mechanics. Data were analyzed using paired t-tests. The results demonstrated a statistically significant improvement in students’ writing scores after the treatment (p < 0.001. These finding suggests that the modified RMS technique, when combined with TLC, is effective in enhancing students’ descriptive writing achievement.
EFL Students’ Attitude Toward the Use of Local Languages in Daily Life and Learning Environment Sholihah, Lilis; Flora, Flora; Widodo, Mulyanto; Maydiantoro, Albet; Hariri, Hasan
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (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.v10i1.28593

Abstract

This study investigates the attitudes of English as a Foreign Language (EFL) students toward the use of local languages in daily life and learning environments within the multilingual context of Lampung, Indonesia. Despite Indonesia’s linguistic diversity, empirical evidence on language attitudes and local language shift at the university level remains limited, particularly in non-metropolitan regions. Adopting a qualitative case study design, data were collected from 54 undergraduate EFL students through open- and closed-ended questionnaires. Participants were selected using purposive sampling to represent diverse ethnic backgrounds. The data were analyzed thematically through coding and pattern identification, supported by descriptive statistics. The findings indicate a strong dominance of Bahasa Indonesia as the primary language of communication and perceived mother tongue, even among students from Lampungese and Javanese backgrounds. Local language proficiency was generally low, with many students demonstrating only passive understanding or no proficiency at all. Although participants expressed positive attitudes toward the cultural importance of local languages, actual use was constrained by limited intergenerational transmission, low social prestige, and the influence of globalization. This study highlights ongoing local language shift among university EFL learners and underscores the need for educational strategies that integrate local languages into formal learning contexts to support linguistic diversity and cultural sustainability.
Co-Authors Agustinus Bambang Setiyadi Albet Maydiantoro Bestari, Nirmala Emzir Emzir, Emzir Hasan Hariri Lilis Sholihah Muhammad Sukirlan Mulyanto Widodo Munifatullah, Feni Patuan Raja Ponda, Sherly Pratiwi, Yoesis Ika Rahmadianti, Dwi Virgosa, Rika Jum'a