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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 6 Documents
 1 
Search results for , issue "Vol 11 No 2 (2023): September" : 6 Documents clear
Sound Production of English Dental Fricatives by Papuan EFL Students Wira Kafryawan; Zulihi Zulihi
Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i2.19007

Abstract

This study aims to reveal to what extent Papuan EFL students correctly produce English dental fricatives and to find out what consonants substitute voiceless dental fricative /θ/ and voiced dental fricative /ð/ when misarticulation occurs. A descriptive analysis of 30 native Papuan EFL students was taken as the participants of the study. Data were collected by giving pronunciation tests and targets of either voiceless dental fricative /θ/ or voiced dental fricative /ð/ in an onset or coda syllable position. Correct sound production of English dental fricatives, both voiceless and voiced dental fricatives, by Papuan EFL students hardly found and almost unrecognized that only 12.0% of Papuan EFL students correctly pronounce voiceless dental fricative /θ/ and only 3.3% of Papuan EFL students correctly pronounce voiced dental fricative /ð/. It can be stated that the sound production of English dental fricatives lies in low-level production. Furthermore, Papuan EFL students mostly substitute voiceless dental fricative /θ/ with voiceless alveolar plosive /t/ indicated by 84.0% sound substitution. In other words, Papuan L1 speakers dominantly substitute the consonant /θ/ with the consonant /t/. Papuan EFL students frequently substitute voiced dental fricative /ð/ with both voiced alveolar plosive /d/ indicated by 51.6%, and voiceless alveolar plosive /t/ indicated by 43.3% substitution. Thus, Papuan L1 speakers primarily replace the consonant /ð/ with both consonant /d/ and /t/. The implications for the EFL teaching and learning process may assist Papuan EFL students in learning the correct pronunciation of English dental fricatives in order to improve their speaking proficiency
Teaching Electronic Literature in EFL Classrooms: The Know-What, The Know-How, and The Know-Why. Rizal Octofianto Datau; Ari Setyorini
Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i2.20023

Abstract

Electronic literature has been broadly discussed for the last two decades along with the rapid development of new media. The ongoing debate has been concerned with its shifting form from printed text to digital text which brings along several changes in the way literature must be seen. However, studies on this subject are still limited to its L1 setting and most of the discussions focus on its cultural material discourses. To fill in the gap, this paper discusses the necessity of bringing up the practical application of electronic literature in EFL classrooms. The discourse revolves around addressing several key inquiries: the types of electronic literature viable as learning materials in ELT (the know-what), the teaching strategies through which electronic literature can be effectively taught in ELT (the know-how), and the fundamental rationale underscoring the importance of teaching electronic literature to EFL students (the know-why).
Curriculum and Material Development Using Content and Language Integrated Learning (CLIL) for Teaching Science in Junior High School Navisatul Izzah; Sri Wulandari
Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i2.18763

Abstract

The use of Content and Language Integrated Learning (CLIL) has been effective to support learning. However, there are still few teachers that implement CLIL in their classroom. The curriculum and material development were made to support science teacher in implementing CLIL in which the integration of both content and language are highlighted. These were designed to enhance bilingual education program in Sekolah Alam Insan Mulia through CLIL. Specifically, these curriculum and material development were for 7th grade students. Using a curriculum and material development approach with 4Cs Framework for analysis, this study involves the design process of incorporating content with CLIL method intended to promote the learning process with high-quality material and learning methods. The process entailed analysing of the context and the curriculum materials, characterizing students’ opportunities to learn effectively, and assessing students’ learning outcomes. The finding of this study is the product of curriculum and material development using CLIL of a unit entitled interaction with ecosystem. The discussion related the implementation of assessment in CLIL and classroom language use is also presented in this article   Keywords: CLIL, Curriculum and Material Development, Teaching Science
Strengths and Limitations of SmallTalk2Me App in English Language Proficiency Evaluation Laras Ayuningtyas Manggiasih; Yurike Risa Loreana; Abidatul Azizah; Nunung Nurjati
Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i2.19560

Abstract

This paper explores the strengths and limitations of the SmallTalk2Me App, an AI-driven language assessment tool, in evaluating English language proficiency. The study adopts a mixed-method approach, combining interviews with three experienced English teachers and a comprehensive literature review to provide a comprehensive analysis of the app's performance. The research begins with an exploration of the app's strengths, which include its objective and consistent evaluation metrics. The app's automated nature ensures that all test takers are assessed based on the same predefined criteria, reducing human bias and enhancing the reliability of evaluations. Also, it offers immediate feedback, allowing learners to identify their areas of improvement promptly and adapt their learning strategies accordingly. Conversely, the limitations of the SmallTalk2Me App are also discussed. One notable limitation is the challenge of replicating the complexity of real-life communication contexts. App-based assessments may not fully capture the intricacies of natural conversations. Additionally, the app's pronunciation assessment may struggle with accurately recognizing variations in accents and speech patterns, leading to potential inaccuracies in pronunciation evaluation. The insights from the interviews and literature review contribute to a comprehensive understanding of the app's performance, offering valuable implications for its effective use in language teaching and learning settings.
Advantageous Online Learning During Covid-19 Pandemic: Why Parents Disbelieve? Armeria Wijaya; Vega Hesmatantya
Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i2.20034

Abstract

Parents' expectations for children's educational attainment must be restrained by Covid-19 in 2020. In Indonesia, the virus has interfered with all levels of school to reform the mode of learning. An immediate decision made by the Ministry of Education was to implement full online learning. This situation uncovers obstacles that children and parents undergo. Even though the advantages of the policies have been perceived and published, the stakeholders need to express the problems too. This paper will exhibit parents’ disbelief toward online learning. The survey using questionnaire had been administered to 200 parents of elementary level students of Muhammadiyah Schools in Surabaya, Indonesia. The results show parents’ disbelief issues. Online learning is believed as burdensome to parents and children. It is also ineffective in accommodating competencies such as academic, affective, spiritual competencies, as well as talents and interests. Interviews were then conducted to investigate the factors: parents own limited time to assist children in studying, numbers of the family own limited gadget facilities, and children need to meet their teacher directly to understand the lesson. Finally, the implication after parents’ disbelief is revealed. Parents were becoming more emotional to the children along with their demotivation to the online learning as well as the lower academic, affective, and spiritual competence.
The Impact of E-Portfolio Assessment Implementation on Polytechnic Students’ Speaking Proficiency and Self-Reflection on Learning Business English Qiao Liping; Salmah Anisah Abu Hassan; Xu Yiping
Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v11i2.20676

Abstract

As an effective learning and assessment tool, E-portfolio has enjoyed great popularity with its great benefits in improving academic performances. However, few empirical studies have focused on integrating e-portfolio assessment into ESP courses by adopting blended learning mode. This study aims to investigate the effect of e-portfolio on students’ speaking proficiency in an ESP course within the context of blended learning and the learners’ use of self-reflection strategies. Data on students’ performance on the final speaking test, teacher observation and semi-structured interview were collected from second-year Business English students in Ningbo Polytechnics in China. The data were both qualitatively and quantitatively analysed. The findings revealed that the use of e-portfolio had a significant effect on improving students’ speaking proficiency in discourse and interactive communication. Evidence from the study also indicate that guided reflection has enabled students’ active engagement in e-portfolio development and thus their new understanding on the basis of reflection could be integrated into personal practices to help achieve learning outcomes.

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