Article Per Year (5 Year)
p-Index From 2021 - 2026
1.126
P-Index
This Author published in this journals
All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal English Education: Jurnal Tadris Bahasa Inggris IJLECR (International Journal of Language Education and Cultural Review) Jurnal Ilmiah MEA (Manajemen, Ekonomi, dan Akuntansi) TELL - US JOURNAL
Flora Flora, Flora
FKIP Universitas Lampung, Indonesia
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search
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.
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.
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.
Co-Authors Agustinus Bambang Setiyadi Albet Maydiantoro Bestari, Nirmala Emzir Emzir, Emzir Hasan Hariri Lilis Sholihah Muhammad Sukirlan Mulyanto Widodo Munifatullah, Feni Namira Ufrida Rahmi Patuan Raja Ponda, Sherly Pratiwi, Yoesis Ika Rahmadianti, Dwi Surya, Vennessa Virgosa, Rika Jum'a Wang, Steffany Wiliam, Gloria Yulisfan