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[An Analysis of Feminism Issues in Veronica Roth's Divergent: A Reader Response Study ]]>
<![CDATA[Andi Darmawanto]]>;
<![CDATA[Masulah -]]>;
<![CDATA[Ari Setyorini]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v6i1.2073
<![CDATA[Since this research mainly uses a reader response approach in which the response from the readers becomes the main data to analyze, two College students with different background and gender become the subject of the research to contribute their interpretation. Moreover, they are engaged in WhatApp group as a mean to discusse about the issues which become the guide of the research. Futhermore, this research has its focus to scrutinize the response of the readers toward feminism issues in Veronica Roths Divergent. Beside that, reader-response theory authored by Wolfgang Iser to be the main theory which guides to determine the type of the readers. Their responses transcribed by the researcher are the main data to complete the aim of the research. By utilizing descriptive qualitative method to describe the interpretation, the yield of this research is that the readers interpret the issues of womens leadership, gender discrimination, and independent female in the novel of Divergent by collaborating their background; experiences, gender and prior knowledge as prime-effect on how they interpret. ]]>
<![CDATA[The Characterization of Lord Voldemort in Novel Harry Potter and The Half-Blood Prince by J.K Rowling Seen from Psychoanalysis ]]>
<![CDATA[Nurul Fitri]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v6i1.2084
<![CDATA[The science of psychoanalysis not only uses to reveal the behaviour of human, but it can be used also to analyze the literary works. This study concerns analyzing one of character in J.K Rowling’s novel Harry Potter and the Half-Blood Prince “Lord Voldemort†by using psychoalaysis approach. This study focuses on the relation characterization of Voldemort between his past event. The goal of this study is to find out the the character and characterization of Voldemort relate to Voldemort’s life seen psychoanalysis.Utilizing the descriptive qualitative as method the results of this study are the character that is depicted in Voldemort is antagonist and static character, the development of Voldemort’s characterization is found in four steps: Voldemort’s childhood, adolescence, Tom Riddle after Hogwarts, and Tom Riddle transforms being Lord Voldemort. The id is a part of unconscious, likely influence the personality of Voldemort and every action that he takes. It causes he grow up to be a scary and horrible person and he also does a lot of vile actions to satisfy his desire and to avoid feeling anxiety and uncomfotable. Like, he feels anxious because he can die, so, to avoid his feeling he creates horcrux to beat the death.]]>
<![CDATA[Early Mixing in Bilingual Children: A Psycholinguistics View ]]>
<![CDATA[Dwi Ide Rahayu]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v6i1.2080
<![CDATA[Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, then the theories and assumptions on bilingualism in early childhood, and last the early mixing in bilingual children. According to the review of related literature, it can be inferred that from psycholinguistics view, language mixing cannot indicate the bilingual children’s lack of ability to differentiate the two language system. Spontaneous translation employed by the bilingual children shows that bilingual awareness and language differentiation is possible at an early stage. Bilingual infants can do language mixing as an evidence of their meta-linguistic awareness and language differentiation. As language mixing may be a good indicator of bilingual fluency, we can say that children who become bilingual in their early childhood will reach their fluency in the two languages by doing language mixing according to the two languages they have acquired.]]>
<![CDATA[The Role of Psycholinguistics in Language Learning and Teaching ]]>
<![CDATA[norita purba]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v6i1.2077
<![CDATA[Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language. The theories have been used in the field of language teaching. Some experts use them as the basic theories in developing language teaching methods. It is known as psycholinguistics approach. Psycholinguistic approach views learning as a cognitive individual process happening within the individual and then moves to the social dimension. As an approach, there are some methods which were developed based on psycholinguistics theories such as natural method, total physical response method, and suggestopedia method. These methods apply psycholinguistic principles that how a person acquires his/her mother tongue or first language (First Language Acquisition), learns his/her second or third language (Second Language Learning), perceives a language (Language Perception), and produces language (Language Production). Language perception refers to listening and reading, while the language production refers to speaking and writing. Listening, reading, speaking and writing are called as the four of language skills. Specifically, psycholinguistics helps to understand the difficulties of these four skills both intrinsic difficulties and extrinsic difficulties. Psycholinguistics also helps to explain the errors students do in the language learning. Moreover psycholinguistics also defines some kinds of brain disorders that affect language learning performance such as agraphia and aphasia which must be treated properly. Psycholinguistics mainly helps teachers to consider the use of appropriate method to teach that four language skill.]]>
<![CDATA[Cognitive and Emotional Effects of Bilingualism Childhood and Adulthood ]]>
<![CDATA[Umi Farisiyah]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v6i1.2076
<![CDATA[Mastering more than one languages gives some advantages because of the correlation of the language and the brain. If we use more than one languages mean our brain has to work more that it works in one language. It means our brain has to be more active that can activate all the neurons of the brain and automatically make the brain much better in its functions. And of course, using more than one languages change how we assume and interpret everything in our surrounding. Using evidences from reaction time, eye-tracking, functional magnetic resonance imaging, and event-related potential research, it shows how language experience transforms cognitive control and emotion, two features that they are central to human communication. We suggest that managing multiple languages not only impacts cognitive control and emotion independently, but also the way in which they interact with each other. Within cognitive control, we present research suggesting that bilinguals demonstrate benefits compared to monolinguals and discuss the potential sources of these benefits, including parallel language activation and language switching. We also explore the potential links between linguistic and non-linguistic cognitive processes. Within emotion, we discuss whether bilinguals process emotions similarly across their first and second languages and consider how linguistic context and one’s cultural affiliation may impact memory (e.g., storage and retrieval) of emotional events. The evidence discussed in this chapter highlights the transformative effect that bilingual experience has on how human beings understand and interpret the world]]>
<![CDATA[Children and Adults in Second-Language Learning ]]>
<![CDATA[Hadna Suryantari]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v6i1.2081
<![CDATA[Learning is a process in which people study to acquire or obtain knowledge or skill. Second language learning is a process of internalizing and making sense of a second language after one has an established first language. Learning a second language is different from learning first language. Second language is learnt after one is able to speak and has absorbed knowledge, which influences him in learning a second language. Most of us believe that children are better than adults in learning second language. This statement is supported by common observation stated that young second-language learners seems to be able to learn another language quickly by exposure without teaching. In this article, the writer tries to present how children and adults in second-language learning based on factors involved in it. Steinberg (2001) states that there are three factors involved in second-language learning. The first is psychological category. It includes intellectual processing which consists of explication and induction process, memory, and motor skills. Then, social situation consists of natural situation and classroom situation. The last is other psychological variables. It consists of ESL or EFL community context, motivation, and attitude. It is complex to determine whether children or adults are better in second-language learning. The common belief that children are better than adults has been proved, although with some qualification regarding the classroom situation. Put another way, adults do not do best in any situation. In the natural situation of language learning, it is determined that young children will do better than adults, and so will older children. It is not even uncommon for young children to learn a second language in a year or less. Therefore, children do better than adults. In the classroom situation, older children will do better than adults. However, young adults will do better than young children to the extent that the young children’s classroom is not a simulation of the natural situation. In the simulation case, young children will do better.]]>
<![CDATA[An Analysis of Feminism Issues in Veronica Roth's Divergent: A Reader Response Study ]]>
<![CDATA[Darmawanto, Andi]]>;
<![CDATA[-, Masulah]]>;
<![CDATA[Setyorini, Ari]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
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DOI: 10.30651/tell.v6i1.2073
<![CDATA[Since this research mainly uses a reader response approach in which the response from the readers becomes the main data to analyze, two College students with different background and gender become the subject of the research to contribute their interpretation. Moreover, they are engaged in WhatApp group as a mean to discusse about the issues which become the guide of the research. Futhermore, this research has its focus to scrutinize the response of the readers toward feminism issues in Veronica Roths Divergent. Beside that, reader-response theory authored by Wolfgang Iser to be the main theory which guides to determine the type of the readers. Their responses transcribed by the researcher are the main data to complete the aim of the research. By utilizing descriptive qualitative method to describe the interpretation, the yield of this research is that the readers interpret the issues of womens leadership, gender discrimination, and independent female in the novel of Divergent by collaborating their background; experiences, gender and prior knowledge as prime-effect on how they interpret. ]]>
<![CDATA[Cognitive and Emotional Effects of Bilingualism Childhood and Adulthood ]]>
<![CDATA[Farisiyah, Umi]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
Show Abstract
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DOI: 10.30651/tell.v6i1.2076
<![CDATA[Mastering more than one languages gives some advantages because of the correlation of the language and the brain. If we use more than one languages mean our brain has to work more that it works in one language. It means our brain has to be more active that can activate all the neurons of the brain and automatically make the brain much better in its functions. And of course, using more than one languages change how we assume and interpret everything in our surrounding. Using evidences from reaction time, eye-tracking, functional magnetic resonance imaging, and event-related potential research, it shows how language experience transforms cognitive control and emotion, two features that they are central to human communication. We suggest that managing multiple languages not only impacts cognitive control and emotion independently, but also the way in which they interact with each other. Within cognitive control, we present research suggesting that bilinguals demonstrate benefits compared to monolinguals and discuss the potential sources of these benefits, including parallel language activation and language switching. We also explore the potential links between linguistic and non-linguistic cognitive processes. Within emotion, we discuss whether bilinguals process emotions similarly across their first and second languages and consider how linguistic context and one’s cultural affiliation may impact memory (e.g., storage and retrieval) of emotional events. The evidence discussed in this chapter highlights the transformative effect that bilingual experience has on how human beings understand and interpret the world]]>
<![CDATA[The Role of Psycholinguistics in Language Learning and Teaching ]]>
<![CDATA[purba, norita]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v6i1.2077
<![CDATA[Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language. The theories have been used in the field of language teaching. Some experts use them as the basic theories in developing language teaching methods. It is known as psycholinguistics approach. Psycholinguistic approach views learning as a cognitive individual process happening within the individual and then moves to the social dimension. As an approach, there are some methods which were developed based on psycholinguistics theories such as natural method, total physical response method, and suggestopedia method. These methods apply psycholinguistic principles that how a person acquires his/her mother tongue or first language (First Language Acquisition), learns his/her second or third language (Second Language Learning), perceives a language (Language Perception), and produces language (Language Production). Language perception refers to listening and reading, while the language production refers to speaking and writing. Listening, reading, speaking and writing are called as the four of language skills. Specifically, psycholinguistics helps to understand the difficulties of these four skills both intrinsic difficulties and extrinsic difficulties. Psycholinguistics also helps to explain the errors students do in the language learning. Moreover psycholinguistics also defines some kinds of brain disorders that affect language learning performance such as agraphia and aphasia which must be treated properly. Psycholinguistics mainly helps teachers to consider the use of appropriate method to teach that four language skill.]]>
<![CDATA[Early Mixing in Bilingual Children: A Psycholinguistics View ]]>
<![CDATA[Rahayu, Dwi Ide]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 6 No 1 (2018): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
Show Abstract
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DOI: 10.30651/tell.v6i1.2080
<![CDATA[Most studies on Bilinguals First Language Acquisition (BFLA) are concerned with giving explanation for language mixing in young bilinguals. It is commonly stated that language mixing in children has to be interpreted as evidence for confusions in the bilingual’s language acquisition, in the sense that the two languages are not acquired separately but start out as a single system. In other words, it is in contrast to adults’ code-switching. In this article, early mixing in bilingual children is explored based on psycholinguistics view. This article will first discuss the language acquisition, then the theories and assumptions on bilingualism in early childhood, and last the early mixing in bilingual children. According to the review of related literature, it can be inferred that from psycholinguistics view, language mixing cannot indicate the bilingual children’s lack of ability to differentiate the two language system. Spontaneous translation employed by the bilingual children shows that bilingual awareness and language differentiation is possible at an early stage. Bilingual infants can do language mixing as an evidence of their meta-linguistic awareness and language differentiation. As language mixing may be a good indicator of bilingual fluency, we can say that children who become bilingual in their early childhood will reach their fluency in the two languages by doing language mixing according to the two languages they have acquired.]]>
