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All Journal Teaching English and Language Learning English Journal
Epi Wadison
Universitas Muhammadiyah Bengkulu
Education Languange, Linguistic, Communication & Media Social Sciences

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“ Analysis of Introduction Section Written by Lecturers on Lateralisasi Journal and Math-UMB Edu Journal “ Epi Wadison; Mariyah Ulva
Teaching English and Language Learning English Journal Vol. 1 No. 1 (2021): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (876.601 KB) | DOI: 10.36085/telle.v1i1.1320

Abstract

The aim of this research was to know about introduction section written by Lecturers on Lateralisasi Journal and Math-UMB Edu Journal, the research found that the introduction section of Research article written by Lecturers on Lateralisasi journal and Math-UMB Edu journal were “not sufficient” because the Lecturers did not use all of moves in introduction section based on Swales (1990). The result, all Lecturers did not use Move II, Whereas, in writing a good and strong introduction section must had Move I, Move II, and Move III. Thus, the writer would like to suggest that the Lecturers’ research articles in journal had understand about the concept of Rhetorical move based on Swales in introduction section  Key Words : Rhetorical Move, Linguistics Feature, Introduction Section.
A STUDY OF STUDENTS LEARNING MODALITIES AT ENGLISH EDUCATION PROGRAM AT MUHAMMADIYAH UNIVERSITY OF BENGKULU Tya Joice Angelia; Epi Wadison
Teaching English and Language Learning English Journal Vol. 3 No. 1 (2023): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v3i1.5572

Abstract

The objective of this research was to find students learning modalities in learning English at English education program. Design of the research in this research, the researcher used descriptive qualitative method and the research includes collecting and analysis of non-numeric data to understand concept and experiences. Subject of the research was students of the English education program. Researchers conducted research in semesters 3rd and 5th of the 2022/2023 academic year. Semester 3th consists of 29 students and semester 5th consists of 18 students, so the entire subject numbered 47 students. The research instrument is a questionnaire. The questionnaire was adapted from (Ldpride, 2021). The finding of this research showed that learning modalities in the 3rd semester was kinesthetic with percentage 44%. While in the 5th semester learning modalities was kinesthetic with percentage 36%. And learning modalities in the 3rd and 5th semesters are kinesthetic with a percentage 36%. It was suggested that the importance of knowing the appropriate learning modalities for the way they carry out learning activities will have a positive impact, such as being able to make it easier for students to absorb information so as to increase their interest and learning achievement. Keywords: Learning Modalities, English Education Program
A Portray the Use of Speech Transitions in Semanticss and Pragmatics Class Presentation Epi Wadison
Teaching English and Language Learning English Journal Vol. 4 No. 2 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i2.6938

Abstract

In presentation, speech transitions are words and phrases that allow someone to smoothly move from one point to another so that a presentation is unified and it is easier for the audience to understand an argument without confusing to how one point relates to another. The goal of this study is to investigate 21 English students using observation sheet when the students delivering presentation at Semantics and Pragmatics class. Data is described qualitatively to know the speech transitions used by students in one semester in academic year 20232 Key Words: Speech Transition, Semantics and Pragmatics class.
Digital Technology used By English Students In Learning English Skills friska dwinda fitri03; Ria Angraini; Epi Wadison
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8047

Abstract

Digital technology that is used to improve students' English learning skills currently has the aim of developing an English application, such as YouTube, learning application, social media, web, and etc. The students can access from handphone or laptop/computer everywhere, so that they can easier to learning English. It is also can improve the students motivation to learn, because with digital technology the students feel enjoy and not bored to improve their English skills. The objective of this research was to find out digital learning technolgy used by English students in learning English skills. The method used in this research was descriptive qualitative method. The instrument of this research was questionnaire about digital technology in learning English skills. It found that in Speaking skill the students used digital technologies: Social Media (Instagram, Tiktok and Facebook),Youtube, movie,music and Google Translate. In Listening the students used digital technologies: Youtube, Music, Movie. In Reading Skill the students used digital technologies: Social Media (Instagram, TikTOk Facebook), Video and Google Translate. In Writing skill the students used digital technologies: Google translate and Social Media. The dominant digital technology useb by students is Social Media. It is suggested for Englsih students to use more digital technology to improve their English Skills. Key words: Digital Technology, Four Skills, Digital Technology in English Skills
Common Mistakes in Writing Citation Found on English Students Literature Review Thesis in English Education Program of Muhammadiyah University of Bengkulu Mega Rahmadania; Epi Wadison
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.v5i3.9535

Abstract

The primary purpose of this research is describe about common mistakes in writing citation found on English Students’ Literature Review Thesis in English Education Program of Muhammadiyah University of Bengkulu. The research design of this research used qualitative method. The instrument is using table cheklist about mistakes in writing citation by APA Style 7th edition : Direct Citation and Indirect Citation. The result of this study showed that there were common mistakes in writing citation found on English Students’ Literature Review Thesis. First, Directcitation in book sources, most of English Students did not write page number as initial “p”. Second, indirect citation from the book sources, most of the students did not write “as cite in” as characteristics in writing Indirect Citation. Third, Direct Citation from journals sources, most of English Students write Paragraph number using colon, not use initial “para” as in APA guiding style. Fourth, Indirect Citation from the journals sources, most of the English Students did not write words “as cite in” as a characteristics in writing indirect citation. Fifth, the common mistakes in writing Indirect Citation in English Students Literature Review Thesis from Book sources in single author, especially in writing page number. On the other hand, the common mistakes in writing Indirect Citation in English Students Literature Review from the book sources in single author especially in write the words “as cite in”. The common mistakes in writing direct citation from the journals sources in single author in writing paragraph number, and the common mistakes in writing indirect citation from the journals sources in single author especially in write the words “as cite in”. Key words: Citation, literature review, academic writing
The Use of Translanguaging by Students of the English Education Study Program in Class Discussion at Universitas Muhammadiyah bengkulu Erza Kurnia Zahari; Yupika Maryansyah; Dian Susyla; Epi Wadison
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.9707

Abstract

ABSTRACT Translanguaging, the strategic use of multiple languages within communication, has emerged as a significant pedagogical phenomenon in multilingual classrooms. In English as a Foreign Language (EFL) contexts, it enables students to draw on their full linguistic repertoire to enhance comprehension and participation. This study examines the types and functions of translanguaging employed by students during class discussions in the Second Language Acquisition (SLA) course at the English Education Study Program, UniversitasMuhammadiyah Bengkulu. This study employed a descriptive qualitative design, data were gathered through video recordings of three discussion sessions, transcriptions, and structured observations based on the classifications of Hoffman (1991) and Poplack (1980). The analysis identified three main types: intra-sentential, inter-sentential, and tag translanguaging, with intra-sentential being the most prevalent, often used to embed technical terms within Indonesian explanations. Functions observed include clarifying academic concepts, providing culturally relevant examples, and fostering inclusive social interaction. These findings indicate that translanguaging in EFL classroom discussions operates as a deliberate and strategic communication approach rather than random language mixing. It can serve as an effective pedagogical tool to improve comprehension and active engagement, suggesting its potential for broader application in EFL learning environments. Keywords: Classroom Discussion, EFL Students, Second Language Acquisition (SLA), Translanguaging.
Short Attention Spans in EFL Learning: A Descriptive Qualitative Study of Cognitive Characteristics, Skill-Specific Impacts, and Instructional Strategies Uas Gna; Washlurachim Safitri; Epi Wadison; Solehan
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10137

Abstract

The increasing prevalence of short attention spans in digitally mediated learning environments presents significant challenges for English as a Foreign Language (EFL) instruction. This descriptive qualitative study investigates (1) the behavioral and cognitive characteristics of short attention spans among EFL learners, (2) their effects on vocabulary development, reading fluency, and listening comprehension, and (3) instructional strategies that may mitigate their negative impact. Conducted in a natural classroom setting at the university level, the study employed purposive sampling and collected data through in-depth interviews, structured observations, and document analysis. Data were analyzed inductively through data reduction, data display, and conclusion drawing, with triangulation ensuring credibility. The findings indicate that short attention spans are reflected in task-switching behavior, digital distraction, and mind-wandering, which disrupt sustained cognitive engagement. Listening comprehension was found to be the most vulnerable skill due to the transient nature of auditory input, while reading fluency and vocabulary retention were also adversely affected by attentional fragmentation. However, pedagogical strategies such as task chunking, interactive learning, multimodal instruction, and structured breaks were identified as effective in enhancing attentional stability. The study underscores the importance of integrating attention management into EFL instructional design to improve learner engagement and learning outcomes.
Co-Authors Dian Susyla Erza Kurnia Zahari friska dwinda fitri03 Mariyah Ulva Mega Rahmadania Ria Angraini Solehan Tya Joice Angelia Uas Gna Washlurachim Safitri Yupika Maryansyah, Yupika