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.
Articles
290 Documents
<![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[Sound Production of English Dental Fricatives by Papuan EFL Students ]]>
<![CDATA[Wira Kafryawan]]>;
<![CDATA[Zulihi Zulihi]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i2.19007
<![CDATA[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]]>
<![CDATA[Teaching Electronic Literature in EFL Classrooms: The Know-What, The Know-How, and The Know-Why. ]]>
<![CDATA[Rizal Octofianto Datau]]>;
<![CDATA[Ari Setyorini]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i2.20023
<![CDATA[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).]]>
<![CDATA[Curriculum and Material Development Using Content and Language Integrated Learning (CLIL) for Teaching Science in Junior High School ]]>
<![CDATA[Navisatul Izzah]]>;
<![CDATA[Sri Wulandari]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i2.18763
<![CDATA[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]]>
<![CDATA[Strengths and Limitations of SmallTalk2Me App in English Language Proficiency Evaluation ]]>
<![CDATA[Laras Ayuningtyas Manggiasih]]>;
<![CDATA[Yurike Risa Loreana]]>;
<![CDATA[Abidatul Azizah]]>;
<![CDATA[Nunung Nurjati]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i2.19560
<![CDATA[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.]]>
<![CDATA[Advantageous Online Learning During Covid-19 Pandemic: Why Parents Disbelieve? ]]>
<![CDATA[Armeria Wijaya]]>;
<![CDATA[Vega Hesmatantya]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i2.20034
<![CDATA[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.]]>
<![CDATA[The Impact of E-Portfolio Assessment Implementation on Polytechnic Students’ Speaking Proficiency and Self-Reflection on Learning Business English ]]>
<![CDATA[Qiao Liping]]>;
<![CDATA[Salmah Anisah Abu Hassan]]>;
<![CDATA[Xu Yiping]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 11 No 2 (2023): September ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v11i2.20676
<![CDATA[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.]]>
<![CDATA[Critical Discourse Analysis on Banyumas Tourism Promotion Media ]]>
<![CDATA[Eka Dyah Puspita Sari]]>;
<![CDATA[Indah Puspitasari]]>;
<![CDATA[Gigih Ariastuti Purwandari]]>;
<![CDATA[Kristianto Setiawan]]>
<![CDATA[ Tell : Teaching of English Language and Literature Journal Vol 12 No 1 (2024): April ]]>
Publisher : <![CDATA[English Department FKIP Universitas Muhammadiyah Surabaya Indonesia ]]>
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DOI: 10.30651/tell.v12i1.20430
<![CDATA[High occupancy in Banyumas tourism sector is fruitful for society. To gain it, support from various parties is needed. One of the ways is by promoting tourism spots. This study aims to analyze the grammatical pattern, the relationship pattern, and the social phenomena in promotion media. It applied literature review and field study by implementing descriptive qualitative method to get the data. They were taken from four tourism spots. They were analyzed and divided into three structures of critical discourse analysis. The analysis showed some results. The first result showed that the diction and the sentence structure of printed and online media were different. The second analysis showed that production, consumption, and distribution of printed and online media were quite different. It could be clearly seen in the absence of various different elements on both of them. The last result showed that both printed and online media held the main function as information media, but the situational, institutional, and social aspects were different. It can be concluded that conducting critical discourse analysis is beneficial when it comes to promote tourism because it can give clear views for the tourism providers to make their promotion better.]]>
