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All Journal Edu-Ling: Journal of English Education and Linguistics JELLT (Journal of English Language and Literature Teaching) Teaching English and Language Learning English Journal
Dian Susyla
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : Teaching English and Language Learning English Journal

 1 
Pre-Service Teacher’ Preparation for Teaching English At School Deta Amelia; Dian Susyla; Sinarman Jaya; Ririn Putri Ananda
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.v4i3.7588

Abstract

This research aims to investigate the pre-service teacher’ preparation for teaching English of English Study Program Students of University of Muhammadiyah Bengkulu. The researcher used a descriptive qualitative method. The subject of the study was all of the students at the sixth semester who enrolled microteaching subject at English program of UMB Bengkulu. The microteaching class was divided into five classes with total students 44. The researcher used interview and observation list as the instruments of the research in this study. The interview guide was constructed from “K to 12 Blended Teaching Preparation” adopted by Graham et al. (2019). The result of this research showed that the pre-service teacher’ preparation for teaching English was good or in high level of preparation. The preservice teachers’ preparations were related to some aspects; (a) Preparation related to the material to be taught; (b) Preparation related to learning media; (c) Preparation related to teaching strategies with the following steps; (d). Preparation related to assessment; (e) Preparation related to the use of ICT tool (computer/laptop); and (f) Preparation related to the mastering of using teaching online platforms (Zoom, Whatsapp, Google Classroom). It is suggested for the preservice teachers to be ready to face another possibility for the next during the pandemic of Covid-19, especially the problems which may come among the teaching and learning accessibility. The preservice teachers are required to be more interacted with the modern technology in order to be able to compete with the development of technology especially in education field. Moreover, further studies are recommended to investigate deeper research related to the preservice teachers preparation in teaching English with large number of sample of research. Keywords : Preservice Teacher, Preparation, Teaching English
A Study Of Students Motivation And Risk-Taking In Learning Speaking At English Education Study Program Of Muhammadiyah University Of Bengkulu Hendri Widodo; Dian Susyla; Epi Wadison
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.v4i3.7592

Abstract

The title of this research is A Study of Students’ Motivation and Risk-Taking in Learning Speaking at English Education Study Program of Muhammadiyah University of Bengkulu. The objective of this research was the students’ motivation and risk-taking in learning speaking at fifth semester English students in Academic Years 2016/2017 at Muhammadiyah University of Bengkulu and the limited on the research only focus on learning speaking. The design of the research was descriptive research. This method used to get the description by analyzing, interpreting and concluding. In the case, the researcher wanted to find out about the type students’ motivation and risk-taking in the fifth semester. In collecting the data, the researcher met the students in the fifth semester inside and outside of the class. Then the researcher gave the questionnaire. Next, ask the students to answer the questionnaire. After that the researcher took back the questionnaire and accumulated it to reinforce the result of this research. After that the researcher analyzed the data, so the researcher concluded that the type of students’ motivation and risk-taking of fifth semester was extrinsic motivation (62.2%) and analytical risk-taking (60.6%). The researcher suggested that the students to learning speaking more seriously and use the spend time to practice and study. The result of this research could be as a reference for the next researcher. Key word : Motivation, Risk-Taking
THE INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) IN SECOND LANGUAGE ACQUISITION Leli Ridayani; Wahyudi Badri; Dian Susyla
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.v5i1.7725

Abstract

Second Language Acquisition (SLA) has undergone significant transformation alongside technological advancements, particularly through the integration of Artificial Intelligence (AI). AI technology holds great potential for enhancing the efficiency of language learning while introducing more adaptive and personalized methods. By leveraging AI, learners can experience more interactive learning environments, enabling them to practice language skills in ways that are simultaneously enjoyable and challenging. AI also provides flexible and personalized learning tools, allowing teaching materials to be tailored to individual skill levels, learning styles, and paces. This technology fosters a dynamic learning experience by offering instant feedback, helping learners correct their mistakes more quickly. Moreover, AI-based applications and platforms, such as chatbots and simulations, enhance immersion in language learning, enabling learners to engage in authentic real-life scenarios. Moving forward, AI is expected to become increasingly integrated into language education, offering even more opportunities to support the success of second language learning worldwide.
Gender Differentiation in Classroom Interaction: A Critical Discourse Analysis of Teacher–Student Talk Leli Ridayani; Wahyudi Badri; Dian Susyla
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.v5i3.9510

Abstract

This study investigates gender-based discourse patterns in English classrooms through Critical Discourse Analysis (CDA) at MTsN 2 Kota Bengkulu during the 2024/2025 academic year. The participants were 8th grade students whose classroom interactions were recorded, transcribed, and analyzed using Fairclough’s CDA framework. The study aimed to identify (1) how male and female students participated in classroom discourse and (2) what gendered patterns emerged during teacher–student and student–student interactions. The findings revealed that male students dominated verbal participation by taking more turns, providing longer responses, and initiating more spontaneous interactions. Female students participated less frequently and tended to wait for teacher nomination before speaking, producing shorter and more cautious responses. Teachers’ discourse practices, including question distribution and feedback patterns, unintentionally reinforced these differences by giving male students more opportunities for elaboration. The results align with previous research, indicating that classroom discourse often reproduces broader gender ideologies. The study concludes that English classrooms at MTsN 2 Kota Bengkulu reflect gendered participation norms and recommends more equitable discourse strategies to promote balanced interaction. Keywords: Critical Discourse Analysis, gender, classroom discourse, participation, EFL learners
Analysis of Factors Influencing the Lack of Motivation of Stigmatized Students in Learning English with a Psychological Approach at MA Muhammadiyah Suprapto in Bengkulu City Andusti, Desva; Washlurachim Safitri; Dian Susyla
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9978

Abstract

Learning motivation is a critical internal drive determining academic success, yet it remains a significant challenge for stigmatized learners. This study aims to identify the psychological factors contributing to low learning motivation among stigmatized students and examine the effectiveness of a psychological-empathic approach in enhancing their motivation in English language learning. Conducted at MA Muhammadiyah Suprapto Bengkulu City, this descriptive qualitative research involved eight students as research subjects. Data were collected through classroom observations, semi-structured interviews, and documentation during the School Field Experience Program (PLP II). The findings reveal that low motivation is driven by internal factors such as emotional pressure from unstable family backgrounds and low self-esteem and external factors, specifically negative social labeling and a lack of emotional support. However, the implementation of a psychological approach, characterized by active listening, emotional validation, and empathetic interpersonal interactions, significantly reduced academic anxiety and fostered students' self-confidence. The results showed a notable shift in student behavior from passivity to active engagement and increased participation in communication-based tasks. This study concludes that a psychological-empathic approach is a central factor in restoring the learning enthusiasm of stigmatized students by creating a safe and inclusive emotional climate. These findings suggest that emotional recovery through humanistic teacher-student relationships is a fundamental prerequisite for academic engagement in foreign language learning.
Co-Authors Andusti, Desva Deta Amelia Epi Wadison Hendri Widodo Leli Ridayani Ria Angraini Ririn Putri Ananda Safitri Nur Fauziah Sinarman Jaya Siti Nurulita Azizah Wahyudi Badri Washlurachim Safitri Yupika Maryansyah, Yupika