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All Journal Potensia Tadrib: Jurnal Pendidikan Agama Islam Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Peuradeun LET: Linguistics, Literature and English Teaching Journal Dinamika Ilmu Journal of English for Academic and Specific Purposes (JEASP) Edukasi Islami: Jurnal Pendidikan Islam Jurnal Basicedu Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JL3T (Journal of Linguistics, Literature and Language Teaching) Fitrah: Journal of Islamic Education ELTALL: English Language Teaching, Applied Linguistic and Literature Journal Evaluation in Education (JEE) DINAMIKA ILMU: Jurnal Pendidikan Journal of Educational Sciences Jurnal Basicedu TELL - US JOURNAL PRIMACY Journal of English Education and Literacy
Tien Rafida, Tien
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Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Social Sciences Other

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Journal : TELL - US JOURNAL

 1 
THE ‘PADLET’ APPLICATION AS A LEARNING MEDIA TOOL FOR IMPROVING WRITING SKILLS: STUDENTS’ POINT OF VIEW Lubis, Nursyahrina; Rafida, Tien
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.v11i2.9429

Abstract

Technological advancements significantly affect language learning making it more effective and accessible. The research aims to investigate students' perceptions on the use of the Padlet application in learning writing skills. The research used a qualitative case study approach method, involving 8th grade students of junior high schools in Medan. Data were collected using questionnaires and semi-structured interviews, for questionnaires involving 31 students and interviews involving 5 students who had completed the questionnaires. Participants were selected using the purposive sampling method. The percentage results from the questionnaire provided insight into students' perceptions, the interviews added to the understanding of students' learning experiences in using Padlet. The results showed that most students gave positive perceptions of Padlet as a learning media tool to improve students' writing skills, namely, ease of access and usability, effectiveness in improving writing skills, motivation in improving writing skills, and challenges in using the Padlet application. Therefore, Padlet application is recommended as an effective writing learning media tool used in the classroom. However, it is suggested that further research can involve a larger number of participants so as to gain a more comprehensive insight into students' perceptions of using Padlet, further researchers can also focus more on other language skills.
THE TEACHING OF ENGLISH IN WRITING CLASS AT SENIOR HIGH SCHOOL: A MULTIMODAL DISCOURSE ANALYSIS HASIBUAN, ANGGI SYARIAH; PURNOMO, MASLATHIF DWI; RAFIDA, TIEN
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.v11i3.10294

Abstract

This study aims to analyze the use of multimodal resources in teaching English writing at the senior high school level, particularly their contribution to content delivery, student engagement, and lesson sequencing. The research was conducted in class X-2 of a public Madrasah Aliyah in Medan with 35 students, using classroom video recordings as the primary data collection method. Data analysis was carried out through O’Halloran’s as Systemic Functional Multimodal Discourse Analysis (SF-MDA), examining ideational, interpersonal, and textual meanings. The recorded lessons were divided into 40 segments covering the entire teaching sequence and analyzed based on verbal, visual, gestural, spatial, digital, and collective synchrony modes. The findings revealed that verbal and visual modes dominated content delivery, gestural and spatial modes directed students’ attention, and interpersonal engagement was enhanced through praise, humor, motivational prompts, digital interaction, and collective activities. Textual meaning was achieved through the integration of multiple modes, marking transitions, providing scaffolding, and maintaining lesson coherence. These results highlight the strategic implementation of multimodal resources as essential for creating an interactive, inclusive, and effective learning environment, offering practical insights for teachers to optimize English writing instruction at the secondary school level.
Co-Authors Abdullah, Radhinal Adyanto, Poniman Agus Suryadi Amiruddin Siahaan Ananda, Rusydi Anisa Maulidya Azhari, Muhammad Taufiq Candra Wijaya, Candra Daulay, Sholihatul Hamidah Ernita Daulay Fatkhur Rohman Hadi, Riswan Harahap, Mariani HASIBUAN, ANGGI SYARIAH Hasibuan, Humaidah Br. Lubis, Nursyahrina Mesiono, Mesiono Muhammad Fadhli Nasution, Elsa Septriana Wijaya Nasution, Khairani Nasution, Muhammad Amri Nisoh, Anan Novita Sari Prayuni, Ary Purnomo, Maslathif Dwi Ramadhani, Shella Fitri Ramadhaniar, Ramadhaniar Rifa’i, Muhammad Sahkholid Nasution Samosir, Sri Aulia Sitompul, Lasma Roha Sulasmi Sulasmi Suwandi Suwandi Yanti, Aprili Yusuf Hadijaya Zebar, A.