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Tell : Teaching of English Language and Literature Journal
Published by Universitas Muhammadiyah Surabaya
ISSN : 23388927     EISSN : 26572443     DOI : https://doi.org/10.30651
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media Other
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 14 Documents
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Search results for , issue "Vol 11 No 1 (2023): April" : 14 Documents clear
Analysing English Language Education Department Students’ Listening Comprehension Difficulties and Strategies Kristantiningsih, Wulandari; Nurlaily, Nurlaily
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i1.16413

Abstract

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.
External Factors Affect English Learning in Rural Elementary Schools: A Qualitative Study Yusuf, Mufidah Nur Aliyyah; Astutik, Yuli; Megawati, Fika
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i1.17101

Abstract

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.
The Representation of Literacy as Individualism in Greta Gerwig's Little Women (2019) Diniar, Mellyna Putri
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i1.17550

Abstract

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.
The Nature-Related Influence of College Students English-Speaking Anxiety in Indonesia Andriani, Willy; Maulina, Maulina; Faridawati, Faridawati; Tanghal, Analiza; Rahim, Titin Rahmiatin; Said, Anwar
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i1.17763

Abstract

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.

Page 2 of 2 | Total Record : 14

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