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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Ilmiah Langue and Parole Jurnal Ipteks Terapan Curricula : Journal of Teaching and Learning pendidikan, science, teknologi, dan ekonomi Curricula : Journal of Teaching and Learning TELL - US JOURNAL SPHOTA: Jurnal Linguistik dan Sastra Fakultas Bahasa Asing Universitas Mahasaraswati Denpasar
Willy Satria
STKIP PGRI Sumatera Barat
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : TELL - US JOURNAL

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UTILIZING LINGUISTIC LANDSCAPE IN ENGLISH AS A FOREIGN LANGUAGE LEARNING Yendra, Yendra; Satria, Willy
TELL - US JOURNAL Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i4.8882

Abstract

This study aims to explore the utilization of linguistic landscape (LL) in English as a Foreign Language (EFL) learning. This study adopts a qualitative descriptive  approach, also referred to as a theoretical review. This study examines various perspectives from relevant literature to gain deeper insights into the utilization of LL in educational contexts. The method employed involves a comparative analysis of previous LL research. The primary sources for this study include research reports, journal articles, books, and other scholarly works that explore LL as a linguistic, social, and educational phenomenon. The findings of this research highlight several key concepts and strategies that can be applied to enhance the use of LL in EFL learning. Furthermore, the results indicate that integrating LL into EFL instruction provides an authentic and contextual approach, enabling learners to develop various language skills, including: mastery of English vocabulary, comprehensive reading ability, awareness of multilingualism, understanding of social, cultural, and economic contexts, as well as the ability to conduct critical discourse analysis.
REDUCING SPEAKING ANXIETY BY ENCOURAGING STUDENTS’ ENGAGEMENT IN EFL CLASSROOMS THROUGH ARTIFICIAL INTELLIGENCE: A LITERATURE REVIEW siska, Siska; Satria, Willy; Ikhsan, M.Khairi; yelliza, Yelliza
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.v11i2.9730

Abstract

This review research explores some benefits that purposed by the integration of Artificial Intelligence in EFL classroom, mainly in improving students’ engagement and involvement in the learning process so that their anxiety while speaking could be dismissed . Some AI tools that could be used in teaching speaking like Intelligent Tutoring Systems, speech recognition technologies, Chatsbot, Kahoot and AI-based feedback mechanism which encourage students engagement and self-confidence in speaking practice. Research from various experts, such as (Turner & Patrick, 2004), Karim et al., 2023; Kholis, 2021; Samad & Ismail, 2020). Mardhiah, Ainol, et al (2024) show that the integration AI in English learning and teaching could improve the students’ activeness and engagement and allow them to practice more that create the enjoyable learning setting without feeling anxiety.  However, there are some challenges and constraints in applying Artificial Intelligence such as the limitation of natural adaptation and communication in the real context, less direct corrective feedback, and less human interaction. To solve these problems, combining the strengths of AI with teacher traditional methods, offers a richer and more adaptable learning experience that better meets the diverse needs of students.
STUDENTS’ INTEREST IN ENGLISH LEARNING THROUGH DUOLINGO APPLICATION Jasandy, Cindy Paulina; Satria, Willy; Melvina, Melvina
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10065

Abstract

This study aimed to analyzed students' interest in using the Duolingo app at SMA Negeri 16 Padang. This study used a descriptive qualitative approach, collecting data through structured interviews and video recordings. Participants consisted of 10 students who had been using Duolingo for at least three months. The collected data were analyzed using thematic analysis, following the six stages proposed by Braun and Clarke. The results indicated that students’ interest in learning English was evident in five key indicators: enjoyment, curiosity, attention, active engagement, and self-confidence. In term of enjoyment the app provides an interactive and enjoyable learning environment through gamification features such as daily challenges, points, and levels, which motivate students and increase their engagement. Furthermore, Duolingo fosters students' curiosity, encouraging them to continue learning and improve their English skills. Use of the app also increases students' confidence, particularly in vocabulary and speaking. In conclusion, this study shows that students are indeed interested in learning English using the Duolingo app, as demonstrated by the results of five indicators of student interest in learning. This study recommends integrating Duolingo into English language learning to increase student interest in learning.
ENGLISH STUDENTS’ PERCEPTION OF USING CHATGPT IN ACADEMIC VOCABULARY SUBJECT Kurniadi, Yulia; Yendra, Yendra; Satria, Willy
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10113

Abstract

This study aims to examine students’ perceptions of using ChatGPT in learning academic vocabulary. The research was conducted among English Education students at Universitas PGRI Sumatera Barat, class of 2024, who have used ChatGPT in the Academic Vocabulary course. This study employed a descriptive qualitative approach with data collected through semi-structured interviews with 4 students who were selected purposively. The data were analyzed using thematic analysis based on four indicators: emotions, past experiences, personal values, and social influences. The findings indicate that the majority of students hold positive perceptions toward ChatGPT, as it is considered to facilitate material comprehension, enhance learning motivation, and boost self-confidence. However, some respondents also expressed concerns regarding potential dependency and the limitations of the language style used by ChatGPT. These findings suggest that ChatGPT can serve as an effective learning medium in supporting academic vocabulary acquisition, provided it is used critically and in a balanced manner. This research offers new insights into the integration of AI in language learning and serves as a foundation for developing more adaptive and reflective technology-based learning strategies.
Co-Authors Arlina Arlina, Arlina Arsini, Yenti Daulay, Sholihatul Hamidah Jasandy, Cindy Paulina Kurniadi, Yulia M. Khairi Ikhsan M.Khairi Ikhsan Melvina Melvina, Melvina Ningsih, Fitri Randia Rina, Nova Siska Siska Siska Wahyudi Rahmat Yelliza Yelliza Yendra