cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Linda Mayasari
Contact Email
tell.journal@um-surabaya.ac.id
Phone
+6281220462626
Journal Mail Official
tell.journal@um-surabaya.ac.id
Editorial Address
Jl. Sutorejo No. 19 Surabaya
Location
Kota surabaya,
Jawa timur
INDONESIA
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 7 Documents
 1 
Search results for , issue "Vol 13 No 2 (2025): SEPTEMBER" : 7 Documents clear
Exploring ESP Students’ Preferences for Oral Corrective Feedback Al Ghaniy, Roro Millatu
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.25650

Abstract

Although some researchers show negative views toward oral corrective feedback, many believe that oral corrective feedback is beneficial for correcting the students’ errors and improving their speaking skills. This survey study aims at investigating ESP students’ oral corrective feedback preferences in speaking class. One hundred and sixty-five students from different study programs participated in the study. Moreover, a closed-ended questionnaire was employed to collect the data. The results revealed that the students strongly wanted their lecturers to fix their spoken errors. The students also showed their favorable attitude toward overall error corrections given by the lecturers instead of peers. Concerning the types of errors, a huge number of the students either agree or disagree toward oral correction on grammatical errors, pronunciation errors, and inappropriate vocabulary usage and expressions. Additionally, explicit correction was the most favorable feedback among the students followed by elicitation and metalinguistic feedback. Exploring students’ preferences of oral corrective feedback assists lecturers to find the most effective way of delivering feedback that suits the students’ needs. By implementing the effective feedback, not only students’ errors can be corrected but their speaking skills can be improved. Keywords: oral corrective feedback preferences; ESP-speaking course
The Challenges Encountered by Lecturer in Translanguaging Practices in Morphosyntax Subject of English Language Education Program Sugita, Ni Putu Anggi Natalia; Ratminingsih , Ni Made; Mahayanti, Ni Wayan Surya
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.25794

Abstract

Translanguaging has emerged as a pedagogical approach that facilitates multilingual learners in the EFL higher education. While studies have extensively explored its benefits, limited study has examined the challenges encountered when implementing translanguaging in specific content area, such as Morphosyntax. This study addresses this gap by investigating challenges faced by a lecturer in translanguaging practices in an undergraduate of the English Language Education program. This research was belonged to qualitative research using a semi-structured interview. Based on the preliminary research, it showed that the lecturer applied translanguaging during the teaching and learning process. A semi-structured interview was conducted for 11 meetings to obtain data regarding the challenges confronted by the lecturer. The data were analyzed through a deductive thematic analysis to acquaint the objective of the research. The challenges of translanguaging were categorized into 3 aspects; situations, tasks, and problems. The findings revealed that during translanguaging practices in 3 learning phases, the lecturer did not encounter any significant challenges. Instead, the lecturer found that translanguaging practices had facilitative function to assist students in achieving the learning objectives. Therefore, this research elucidated the information about translanguaging practices as an approach that can be implemented in the English language teaching and learning.
Socratic Questioning 2.0 to Stimulate Deep Learning in English Class Febrianingrum, Lasmi; Munir, Ahmad
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.26322

Abstract

Socratic questioning, rooted in classical philosophy, remains a cornerstone of critical thinking and reflective learning. However, its traditional application requires adaptation to align with the demands of 21st-century education, which prioritizes technology integration, collaboration, and real-world relevance. This article introduces Socratic Questioning 2.0, a reimagined framework that merges classical inquiry techniques with digital tools and student-centered methodologies. By fostering deep learning, this modern approach enhances students' critical thinking, creativity, and engagement. The study explores the theoretical foundation of Socratic questioning, identifies its limitations in modern contexts, and proposes practical innovations to address these challenges. Key characteristics, such as the integration of digital platforms, contextualized questioning, and collaborative engagement, are highlighted alongside implementation procedures that include teacher training and adaptive technologies. Empirical evidence supports the effectiveness of this approach in developing critical skills essential for lifelong learning. By redefining Socratic questioning, this framework equips educators and learners to navigate the complexities of contemporary education. This study particularly examines the implementation of Socratic Questioning 2.0 in English language teaching contexts, where traditional methods often fall short in developing critical thinking and language proficiency simultaneously. The research demonstrates how this modernized approach effectively addresses the unique challenges of language acquisition while fostering deeper learning outcomes.
Empowering an Exemplary English Teacher’s Teaching Quality: The Holy Grail of Teacher Professional Development Karim, Sayit Abdul; Hikmauli R., Taufan; Besma, Meindra; Matas, Gordan
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.26444

Abstract

In the evolving education landscape, teacher professional development (TPD) is crucial for enhancing English language teaching. This qualitative study, using a case study approach, explored how TPD programs impact teaching quality, focusing on the experiences of NH, an exemplary female teacher at SMA N 1 Prambanan Klaten, Central Java. The data were collected through semi-structured interviews, and thematic analysis was employed to identify key insights. Data analysis in this study followed the three-stage framework developed by Miles et al. (1988): data reduction, data display, and conclusion drawing/verification, including; first, Data reduction aimed to simplify the raw data by summarizing key points and paraphrasing, thus making it more manageable. Second, Data display focused on organizing and presenting the reduced data for enhanced comprehension. Finally, conclusion drawing/verification involved interpreting the displayed data and deriving meaningful insights. The findings revealed that TPD programs, including the Teacher Educator Program, Teacher Target Program, and Instructor Mover Program, significantly contributed to the teacher's professional growth. Specifically, the teacher highlighted the benefits of collaborative learning, practical application of materials, active learning strategies, and the development of a strong professional community. These elements were perceived as essential for effective TPD. This study recommends future research to investigate diverse TPD approaches across various educational contexts and teacher demographics to further understand their impact on teaching quality. Keywords: Students Learning Outcome, Teaching Quality, Teacher Professional Development
Emotional Labor in ELT: A Systematic Review of Pre-Service Teachers’ Emotional Responses During Teaching Internships Paresi, Risty Dwi; Azwar Abbas
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.26856

Abstract

This study presents a systematic literature review analyzing the emotional experiences of pre-service teachers during their internship teaching practices in English Language Teaching (ELT). The concept of emotional labor is explored, focusing on how individuals manage their emotions to align with professional and societal expectations. The study identifies primary emotional responses, coping strategies, and their implications on teaching effectiveness, professional identity, and emotional well-being. A structured review protocol was followed, including specific inclusion and exclusion criteria, data extraction, and synthesis. The findings highlight the complex emotional dynamics pre-service teachers navigate, encompassing both positive and negative emotions influenced by various personal, organizational, and contextual factors. The review emphasizes the importance of supportive mentorship, constructive feedback, and a collaborative teaching environment in aiding pre-service teachers to manage emotional labor effectively.
An Analysis of Imperatives in Grade X English Textbook Wahyuningtyas, Dwi
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.24617

Abstract

The Grade X English textbook uses the PPP (Presentation, Practice, Production) method to teach imperatives. This method shows how to introduce, reinforce, and use this grammatical feature. The PPP framework provides the contextual elucidation of imperatives, succeeded by organized practice activities and culminating in autonomous production. In this case, students write their own sentences employing the target structure. This study analyzes the treatment given to imperatives in the textbook within this framework. A descriptive qualitative methodology was employed, with data gathered through content analysis of the textbook. The results show that the textbook makes grammatical explanations as easy as possible for students at different levels of proficiency, which helps them learn and improve their skills over time. In particular, imperatives are taught through clear examples and conversations in context, followed by guided exercises and activities that encourage communication. This method provides people with a way to internalize the structure slowly. The research demonstrates that utilizing the PPP method in the instruction of imperatives enhances student comprehension and exemplifies effective grammar teaching in EFL materials. These findings are crucially important for textbook authors and educators, highlighting the importance of scaffolding grammar instruction according to learners' readiness, which promotes active language use.
Indonesian EFL Learners’ Perceptions of ChatGPT’s Translation Readability in Translating English Literary Text Rosyidy, Luqman; Sutopo, Anam; Haryanti, Dwi
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.25641

Abstract

This study investigated how English as foreign language (EFL) learners in a literary community setting perceived the readability of ChatGPT’s translations in translating an English short story into Indonesian. This research used a short story written by Gerald Murnane entitled The Boy’s Name was David. By using a descriptive qualitative approach, the research explored two questions: the readability score of the translations and learners’ perceptions of this readability. Purposive sampling was employed by involving 18 EFL learners from Kurvadot Creative, a literature discussion community in Cepu, Indonesia. The data were collected through document, questionnaires, and focus group discussions. The readability assessment was analyzed by using Nababan’s Translation Quality Assessment (TQA) framework, while the EFL learners’ perceptions in the discussion was analyzed by using thematic analysis. The results revealed that learners generally rated the ChatGPT translations as Readable, with an average score of 2.68. However, the participants also identified several challenges. These included linguistic issues, such as issues with syntax, semantics, and stylistics, as well as reading engagement problems where the participants required more time to read certain parts of the translation. In addition, the untranslated sentences caused by ChatGPT's content policy restrictions added to the challenges. Despite the relatively high readability ratings, these factors disrupted participants' overall reading experiences with the translated short story by ChatGPT.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 13 No 2 (2025): September Vol 13 No 1 (2025): April Vol 12 No 2 (2024): September Vol 12 No 1 (2024): April Vol 11 No 2 (2023): September Vol 11 No 1 (2023): April Vol 10 No 2 (2022): September Vol 10 No 1 (2022): April Vol 9 No 2 (2021): September Vol 9 No 1 (2021): April Vol 8 No 2 (2020): September Vol 8 No 1 (2020): APRIL Vol 7 No 2 (2019): September Vol 7 No 1 (2019): April Vol 6 No 2 (2018): September Vol 6 No 1 (2018): April Vol 5 No 2 (2017): September Vol 5 No 1 (2017): April Vol 4 No 2 (2016): April Vol 4 No 1 (2016): April Vol 3 No 2 (2015): April Vol 3 No 1 (2015): April Vol 2 No 2 (2014): September Vol 2 No 1 (2014): April Vol 1 No 1 (2013): September More Issue