Tell : Teaching of English Language and Literature Journal
Tell : Teaching of English Language and Literature Journal (e-ISSN 2657-2443 and p-ISSN: 2338-8927) is a journal of English Language Teaching (ELT), linguistics, and literature published in April and September by English Education Department of Muhammadiyah University of Surabaya. This journal is committed to investigate and scrutinize present issues of ELT, linguistics and literature. Contributions in the forms of research-based and literature-review studies written by national and international scholars and researchers are welcomed. High quality of studies presenting the State of the Art (SOTA) and originality is preferable.
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<![CDATA[Analysing English Language Education Department Students’ Listening Comprehension Difficulties and Strategies ]]>
<![CDATA[Wulandari Kristantiningsih]]>;
<![CDATA[Nurlaily Nurlaily]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i1.16413
<![CDATA[This research aimed to reveal students' internal and external difficulties in dealing with listening comprehension tests. The research was conducted in the English Language Education Department at a private university in Batam. The total of participants was 32 students, including second and third-year students. The data were analysed through mix-method, using three different instruments: a questionnaire, a listening comprehension test and an interview to collect students' perceptions of their challenges and the listening strategy applied. The students were categorised into two groups: intermediate and advanced students. The findings show that students tend to lose track of long conversation due to a lack of background knowledge and apply an ineffective strategy. Intermediate students utilised the combination of cognitive, metacognitive and socio-affective strategies as advanced students did; however, they still needed to obtain unsatisfactory results due to ineffective strategies. Thus, this research can be useful for educational practitioners, syllabus developers, and students, in general, to be aware of the apprehension and exhibit a suitable strategy to minimise the issue.]]>
<![CDATA[External Factors Affect English Learning in Rural Elementary Schools: A Qualitative Study ]]>
<![CDATA[Mufidah Nur Aliyyah Yusuf]]>;
<![CDATA[Yuli Astutik]]>;
<![CDATA[Fika Megawati]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i1.17101
<![CDATA[The aim of this study was to discover some external factors that influence the difficulties of teaching and learning English in rural schools for young learners. To obtain detailed data or information, data was collected in this study through observation and interviews using a qualitative research method and a type of case study. The research was conducted at an Al Fatch elementary school in the Silo sub-district of Jember Regency, East Java. The findings revealed that several external factors influence the difficulty of teaching and learning English for young students in rural schools, including 1) the school's location is far from urban areas, making it difficult for the community to reach it; 2) inadequate school infrastructure; 3) inadequate school facilities cannot support the continuity of the English teaching and learning process; 4) a lack of learning resources for students and teachers; 5) the language barrier, which is influenced by the community surrounding the school, which speaks the local language more frequently, makes it difficult for students to understand Indonesian as a medium of instruction in the teaching process.]]>
<![CDATA[Students’ Perceptions of Using Ted Talks as a Media to Improving Speaking Skill ]]>
<![CDATA[Syafrizal Syafrizal]]>;
<![CDATA[Tosi Rut Syamsun]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i1.14034
<![CDATA[This research aimed to describe the students' perceptions of improving speaking skills using TED Talks as a learning media. Qualitative research is implicated in this study with a descriptive approach. The questionnaire was used as the instrument, and ten open-ended questions were allocated to the participants. The participants were English Department students in the sixth semester in precise. Nineteen students filled out the questionnaire. The data were analyzed in descriptive form. The result from the participants through the questionnaire reveals that the participants respond positively to the utilization of TED Talks in improving speaking skills. TED Talks assist students in mastering linguistic competencies. Furthermore, TED Talks help them give impactful and meaningful messages to enhance self-esteem and deal with anxiety when performing in front of audiences.]]>
<![CDATA[The Representation of Literacy as Individualism in Greta Gerwig's Little Women (2019) ]]>
<![CDATA[Mellyna Putri Diniar]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i1.17550
<![CDATA[Literacy practice describes how people interact with text or use written language according to their values. There are several ways to express literacy, one of which is literacy as individualism (William & Zenger, 2007, p. 127). It primarily focuses on individuals' uniqueness and how it alienates them from people in general. This theory is in line with Greta Gerwig’s Little Women (2019), which features numerous events on literacy practices. The purpose of the study is to demonstrate how Jo March's individualism in Gerwig's Little Women (2019) is illustrated through literacy. The conceptual framework is based on the New Literacy Studies (NLS) perspective of literacy as a social practice as well as using Williams and Zenger's (2007, p. 127) theory of literacy as individualism. This study aims to illustrate how Jo March represents literacy as individualism. The study's conclusions ultimately show that Jo March's individualism can be reflected through literacy under her routines of reading books, writing short stories, composing a novel, and writing letters as well as receiving letters from her family in the film.]]>
<![CDATA[The Role of Volition in Graduate Students’ Academic Writing ]]>
<![CDATA[Krismalita Sekar Diasti]]>;
<![CDATA[Concilianus Laos Mbato]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i1.15266
<![CDATA[Due to Covid-19 outbreak, students and teachers experience a rapid shift from conventional to online learning which requires students to be more self-regulated learners. The purpose of this study is to discover how graduate students remain focused and keep devoting effort in academic writing task completion. This research employed a qualitative study involving 13 graduate students of the English Education Master Program of a private university in Indonesia. Data were collected by distributing questionnaire and conducting interview. The data obtained from the questionnaire were analysed using descriptive statistics. Further, open coding techniques were utilized to examine the interview data. There are three major findings drawn in this study, namely, volitional strategies used by students in the academic writing task, persistence amid pandemic situation, and the role of volition in maintaining students’ motivation. The themes describe how students show their determination during the goal-achievement process of academic writing assignments. Students frequently encounter hardships in their learning process which might distance themselves from accomplishing the learning demands. This study shed the light on fruitful merits of volition, particularly in driving students to stay focused despite challenges or distracting situation.]]>
<![CDATA[The Nature-Related Influence of College Students English-Speaking Anxiety in Indonesia ]]>
<![CDATA[Willy Andriani]]>;
<![CDATA[Maulina Maulina]]>;
<![CDATA[Faridawati Faridawati]]>;
<![CDATA[Analiza Tanghal]]>;
<![CDATA[Titin Rahmiatin Rahim]]>;
<![CDATA[Anwar Said]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i1.17763
<![CDATA[The nature influence of speaking anxiety on foreign language (FL) learning settings has been established. In addition, research acknowledges the relevance of speaking performance in affecting individual predisposition to experience anxious feelings. However, few studies examine the Indonesian college students' anxiety influencing factors, mainly when speaking English. Data strategies employed a parallel design combining quantitative and qualitative methods mixing a closed-ended Likert-scale questionnaire with an in-depth interview. Twenty-eight college students responded online via Google Form to the questionnaire, while in addition, the in-depth interviews lasted 45-60 minutes with six college students. The results indicate that learning situations in classroom activities revolve around how teachers teach, college students' self-confidence, belief in language learning experiences, and excessive learning material are nature-related prominence factors of college students' anxiety in speaking English. In contrast, a lack of college students' preparation has no effect. Examined are the means through which this research contributes to the advancement of understanding and comprehension of previously unidentified components that influence college students' speaking anxiety.]]>
<![CDATA[Investigating Language Ego as an Affective Factor Influencing Second Language Acquisition in the Learning Process ]]>
<![CDATA[Dzahabiyah Alfiya Zahra]]>;
<![CDATA[Nasrullah Nasrullah]]>;
<![CDATA[Elsa Rosalina]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i1.14552
<![CDATA[ABSTRACT: Real-life observation has shown that second language (L2) learners differ in their L2 learning process in which this individual difference is virtually related to the factors influencing second language acquisition. Many researchers have been interested in finding those factors, yet there is still a little study examining the impact of language ego as the affective factor. Thus, this paper aims to elaborate on how the language ego influences second language acquisition. By having a thorough understanding of language ego in L2 learning, it is expected that it can give some enlightenment to a better learning process for L2 learners.To provide an adequate explanation of language ego, this paper uses a literature review. This method is used to aggregate empirical findings related to a narrow research question which is the language ego as one of the affective factors influencing second language acquisition. Some previous studies that discuss a similar topic are collected, and the data is analyzed in accordance with the objective of this paper.As one of the affective factors, language ego is a psychological state of a learner in which it refers to the identity that a person develops in reference to the language. In this paper, it is hypothesized that the language ego influences second language acquisition in positive correlation when the focus is the permeability of the language ego. The permeability shows how the ego can be flexible and adaptable to the second language. The higher the learner’s language ego permeability is, the higher the learner’s chance of successful second language acquisition is.]]>
<![CDATA[Students’ Perceptions of Using Ted Talks as a Media to Improving Speaking Skill ]]>
<![CDATA[Syafrizal, Syafrizal]]>;
<![CDATA[Syamsun, Tosi Rut]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.30651/tell.v11i1.14034
<![CDATA[This research aimed to describe the students' perceptions of improving speaking skills using TED Talks as a learning media. Qualitative research is implicated in this study with a descriptive approach. The questionnaire was used as the instrument, and ten open-ended questions were allocated to the participants. The participants were English Department students in the sixth semester in precise. Nineteen students filled out the questionnaire. The data were analyzed in descriptive form. The result from the participants through the questionnaire reveals that the participants respond positively to the utilization of TED Talks in improving speaking skills. TED Talks assist students in mastering linguistic competencies. Furthermore, TED Talks help them give impactful and meaningful messages to enhance self-esteem and deal with anxiety when performing in front of audiences.]]>
<![CDATA[Investigating Language Ego as an Affective Factor Influencing Second Language Acquisition in the Learning Process ]]>
<![CDATA[Zahra, Dzahabiyah Alfiya]]>;
<![CDATA[Nasrullah, Nasrullah]]>;
<![CDATA[Rosalina, Elsa]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
Show Abstract
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DOI: 10.30651/tell.v11i1.14552
<![CDATA[ABSTRACT: Real-life observation has shown that second language (L2) learners differ in their L2 learning process in which this individual difference is virtually related to the factors influencing second language acquisition. Many researchers have been interested in finding those factors, yet there is still a little study examining the impact of language ego as the affective factor. Thus, this paper aims to elaborate on how the language ego influences second language acquisition. By having a thorough understanding of language ego in L2 learning, it is expected that it can give some enlightenment to a better learning process for L2 learners.To provide an adequate explanation of language ego, this paper uses a literature review. This method is used to aggregate empirical findings related to a narrow research question which is the language ego as one of the affective factors influencing second language acquisition. Some previous studies that discuss a similar topic are collected, and the data is analyzed in accordance with the objective of this paper.As one of the affective factors, language ego is a psychological state of a learner in which it refers to the identity that a person develops in reference to the language. In this paper, it is hypothesized that the language ego influences second language acquisition in positive correlation when the focus is the permeability of the language ego. The permeability shows how the ego can be flexible and adaptable to the second language. The higher the learner’s language ego permeability is, the higher the learner’s chance of successful second language acquisition is.]]>
<![CDATA[The Role of Volition in Graduate Students’ Academic Writing ]]>
<![CDATA[Diasti, Krismalita Sekar]]>;
<![CDATA[Mbato, Concilianus Laos]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
Show Abstract
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DOI: 10.30651/tell.v11i1.15266
<![CDATA[Due to Covid-19 outbreak, students and teachers experience a rapid shift from conventional to online learning which requires students to be more self-regulated learners. The purpose of this study is to discover how graduate students remain focused and keep devoting effort in academic writing task completion. This research employed a qualitative study involving 13 graduate students of the English Education Master Program of a private university in Indonesia. Data were collected by distributing questionnaire and conducting interview. The data obtained from the questionnaire were analysed using descriptive statistics. Further, open coding techniques were utilized to examine the interview data. There are three major findings drawn in this study, namely, volitional strategies used by students in the academic writing task, persistence amid pandemic situation, and the role of volition in maintaining students’ motivation. The themes describe how students show their determination during the goal-achievement process of academic writing assignments. Students frequently encounter hardships in their learning process which might distance themselves from accomplishing the learning demands. This study shed the light on fruitful merits of volition, particularly in driving students to stay focused despite challenges or distracting situation.]]>
