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All Journal Edu-Ling: Journal of English Education and Linguistics Jurnal Pendidikan dan Pembelajaran Teaching English and Language Learning English Journal Journal of Literature Review Jurnal Ilmiah Literasi Indonesia
Washlurachim Safitri
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Teaching English and Language Learning English Journal

 1 
Analysis Of Anies Baswedan’s Rhetorical Moves In Lectury On Urban Leadership And Digital Resiliance At The Nanyang Technological University Dwi Cahyo Pranajaya; Agung Suhadi; Washlurachim Safitri
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.v4i3.7589

Abstract

The purpose of this study is to identify and describe the rhetorical moves and to identify the dominant type of rhetorical moves used by Anies Baswedan in his lecture on urban leadership and digital resilience at Nanyang Technological University. This study is designed using a descriptive method. The object of this research is Anies Baswedan. The data collection technique through visual video analysis is carried out by analyzing the visual video and then listening to the spoken language to gain understanding with the aim of obtaining data related to the research. In this study, 37 pieces of data were found in Anies Baswedan's speech. The researcher found that the dominant type of rhetoric used by Anies Baswedan is logos. In this research, logos were found in 15 arguments, followed by pathos in 12 arguments, and finally followed by ethos in 10 arguments. Based on the results of this research, this study can serve as a reference for readers and all communication practitioners through the use of logos, ethos, and pathos. For future researchers, this study can be used as a reference to conduct research using different theories and objects in their research. Keywords: Rhetoric, Logos, Ethos, Pathos.
AN ANALYSIS OF TEACHING METHODS USED BY ENGLISH TEACHERS AT SD NEGERI 22 KOTA BENGKULU Violeta Aprili; Washlurachim Safitri; Ivan Achamd Nurcholis
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.v5i1.7935

Abstract

The purpose of this research is to analyze the teaching methods employed by English teachers at SD Negeri 22 Kota Bengkulu. The study applies a descriptive research design, utilizing observations conducted in six different classes. The results indicate that the Grammar Translation Method (GTM) is the predominant teaching approach in the school. Teachers frequently use explicit grammar instruction, translation exercises, and vocabulary memorization to facilitate language learning. Although this method effectively reinforces grammatical accuracy, it lacks interactive elements that promote fluency. The study suggests incorporating more communicative teaching strategies, such as Communicative Language Teaching (CLT) and the Direct Method, to enhance students' engagement and practical language use. Keywords: Teaching Methods, Grammar Translation Method, Primary Education, SD Negeri 22 Kota Bengkulu
THE IMPACT OF KAMPUS MENGAJAR COLLABORATIVE ACTIVITIES ON STUDENTS' LITERACY: A NARRATIVE REVIEW Muhammad Parli; Washlurachim Safitri
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.v5i2.8426

Abstract

In an era where literacy is fundamental for personal and societal advancement, enhancing students’ literacy skills has become a pressing educational priority, particularly in Indonesia, where national assessments show consistently low literacy performance among elementary students. This study explores the role of collaborative activities in the Kampus Mengajar (Teaching Campus) program in improving students’ literacy competencies. Rooted in the rationale that engaging, student-centered environments—through initiatives such as library revitalization, the creation of wall magazines, and reading corner development—can foster reading interest and writing ability, this research aims to investigate how such interventions influence students’ literacy engagement and outcomes. Employing a qualitative methodology in the form of a narrative literature review, the study analyzes current literature and field reports from relevant educational initiatives conducted in 2024 in Bengkulu, Indonesia. The findings reveal that collaborative activities significantly improve literacy by increasing student motivation, promoting creativity, and supporting interactive learning environments. In particular, revitalized libraries attract more student visitors and encourage book borrowing, wall magazines nurture creative expression, and reading corners cultivate a habitual reading culture. These results underscore the importance of collaborative, community-based interventions in literacy development and offer valuable insights for education stakeholders seeking to enhance literacy at the elementary school level.
Analysis of Directed Motivational Currents (DMC) in EFL Students' Reading Motivation Dwi, Nindia Dwi Citra; Fetriani; Washlurachim Safitri
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.v5i3.9612

Abstract

Motivation is a key determinant of success in learning English as a Foreign Language (EFL), particularly in reading, which requires sustained. concentration, strategic approaches, and perseverance. However, many students struggle to maintain reading motivation, highlighting the need for a framework that explains strong and sustained motivational engagement. Directed Motivational Currents (DMC) provides such a framework, offering insights into the triggers, sustaining mechanisms, and contextual influences on motivation. This study investigates the triggers and maintenance strategies of DMC, describes students' experiences within this motivational state, analyzes the impact of contextual and instructional factors, and explores its implications for engagement and long-term reading habit formation. This study employed a mixed-methods convergent design, data were collected from 14 fourth-semester students of the English Education Study Program through total sampling. The quantitative data were analyzed descriptively, while qualitative data underwent Interpretative Phenomenological Analysis (IPA). The findings indicate that DMC is triggered by both positive and negative experiences, social support, and tangible reading progress. Motivation is sustained through reading routines and incremental goal-setting. Students in DMC reported positive emotional engagement, a clear long-term vision, and structured behavioral patterns, though internalization levels varied. Classroom environment, teaching strategies, and peer and lecturer support were found critical in initiating and sustaining DMC. Keywords: Directed Motivational Currents (DMC), EFL Students, Reading Motivation, Reading Skills
An Analysis of Reading Questions in an English Textbook for Junior High School Merdeka Curriculum Edition Based on Revised Bloom’s Taxonomy nova, nurfadillah; Kiagus Baluqiah; Ivan Achmad Nurcholis; Eki Saputra; Washlurachim Safitri
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.v5i3.9683

Abstract

Abstract The Revised Bloom's Taxonomy provides a framework for evaluating cognitive levels in learning materials, and achieving a balanced distribution of lower- and higher-order thinking skills in textbooks is essential to fulfilling the objectives of the Merdeka Curriculum. This study aims to analyze the cognitive levels of reading comprehension questions in Interactive English 2 for Junior High School, Merdeka Curriculum edition, based on the Revised Bloom's Taxonomy. Using a qualitative descriptive design with document analysis, 114 reading comprehension questions across 10 chapters were examined and classified into six cognitive domains: Remembering (CI), Understanding (C2), Applying (C3), Analyzing (C4), Evaluating (C5), and Creating (C6). The analysis revealed that lower-order thinking skills dominated, with Remembering (62.28%) and Understanding (18.42%) comprising the majority, while higher-order thinking skills such as Analyzing (7.02%), Evaluating (6.14%), and Creating (3.51%) were underrepresented. These findings indicate that the textbook emphasizes factual recall and basic comprehension over critical, analytical, and creative thinking. which is inconsistent with the goals of the Merdeka Curriculum. Therefore, it is recommended that future textbook development ensure a more balanced distribution of cognitive levels to better support students' higher-order thinking skills. Keywords: English Textbook, Reading Questions, Revised Bloom's Taxonomy. Merdeka Curriculum.
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 Agung Suhadi Andusti, Desva Arni Vanina Al-Azizi Dian Susyla Dwi Cahyo Pranajaya Dwi Vetriza Wulandari Dwi, Nindia Dwi Citra Eki Saputra Fetriani Gatti Arum Sekarani Ira Yuniati Ivan Achamd Nurcholis Ivan Achmad Nurcholis Kiagus Baluqiah Loeis Alwina Muhammad Parli Nomia Ceiin nova, nurfadillah Putri Julya Nurjanah Ria Angraini Safitri Nur Fauziah Seva Silfia Andriani Violeta Aprili