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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 290 Documents
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Chirping Symphony of Nature in the Digital Art World: How Ecomusicology Cultivates EFL Students’ Nature Connectedness and Interests Jepri Ali Saiful
Tell : Teaching of English Language and Literature Journal Vol 12 No 1 (2024): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i1.21678

Abstract

This study responds to the imperative for ELT’s explicit contribution to environmental sustainability. This study proposed and developed an ecomusicology instruction about Earth in ELT, exploring its impacts on EFL students’ nature connectedness and interests. Using mixed-method convergent research design, 11 participants, third-semester students in an English education department in Surabaya, Indonesia (comprising 3 males and 8 males, aged above 18) experienced the instruction for more than a week. Pre- and post-test surveys were administered to obtain quantitative data which were analyzed using Wilcoxon signed-rank test. Post-instruction, the students completed open-ended questionnaires for qualitative insights. Integrated results of quantitative and qualitative analyses revealed improvements in students’ nature connectedness and interests. The results suggest that the use of ecomusicology in teaching environmental issues in English lessons enhances EFL students’ unity with nature and strong nature interests. These results highlight a new avenue for the ELT field to address environmental issues by developing future citizens’ (EFL students) environmental sustainability values: nature connectedness and interests through ecomusicology instruction.
Psychological Factors on Students’ Speaking Skill Problems at Junior High School Rara Dewi Putri Rahmadani; Yuli Astutik; Endang Mastuti Rahayu
Tell : Teaching of English Language and Literature Journal Vol 12 No 1 (2024): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i1.21940

Abstract

There are several psychological factors that can affect the development of students' speaking skills in English. This study was conducted with the aim of finding out what psychological factors affect the development of students' speaking skills in English when learning speaking in class. This research uses descriptive qualitative method, where data collection was carried out through observation and interview with some private junior high school students in grade 7 with ICO (International Class Orientation) class program. The results of this study show that there are four factors that can hinder students in developing and also mastering speaking skills, namely anxiety or shyness, lack of confidence, lack of motivation, and fear of making mistakes. These four psychological factors have a negative impact on students during the speaking learning process. Therefore, the findings of this study imply that parents and teachers should help students understand that making mistakes is a necessary part of learning and that they can take advantage of these opportunities to grow as communicators. In order to give students the chance to practice speaking English without worrying about making mistakes, the teacher must also foster a supportive environment in the classroom.
Unveiling the Linguistic Landscape of Gamers: Insights from Online Gaming Communication and Its Implication in English Materials Igo Rizky Nur Pratama; Gusti Nur Hafifah; Jepri Ali Saiful; Sofi Yunianti
Tell : Teaching of English Language and Literature Journal Vol 12 No 1 (2024): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i1.21794

Abstract

This study investigates the online gamers' language features and their implication in vocational high school English material. A qualitative study is conducted and three aspects of language register theory including field, tenor, and lexical resources are explored. The scope, context, and situation of the online gaming interaction (Valorant and Player's Unknown Battleground) are also analyzed. The interaction among gamers happened in different types of fields and tenor depends on their roles and context in online games. The lexical resources data found that gamers dominantly used noun words beside other language features. This study recommends teachers leverage the related online games' vocabularies into their English teaching materials to encourage students learning. Further study needs to explore the influence of online gaming on students' English achievement.
Teachers’ Feedback and Professional Growth in Teacher Education: Implications for Feedback Literacy Alice Rachmahanani Putri; Mateus Yumarnamto
Tell : Teaching of English Language and Literature Journal Vol 12 No 1 (2024): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i1.22162

Abstract

Teachers’ feedback is important as it provides a starting point for improvement. This study explored teachers’ feedback in the contexts of In-Service Teacher Professional Education Program (Pendidikan Profesi guru Dalam Jabatan/PPG-DalJab). The participants were eight teachers joining the program in 2021. The leading question for the inquiry is related to the feedback the teachers used and how the use of different feedback reflected their feedback literacy. The data were collected from the participants in the form of video recordings of participating teachers’ classes, reflective discussions with the mentor, and documents related to their teaching practice. The data were analyzed for their emerging themes related to feedback given by the teachers during their teachings. This process involved, data coding, identification, and classification of the feedback. The findings indicate that the dominant types of feedback used by the teachers were evaluative feedback, interactional feedback, motivational feedback and corrective feedback. Considering the findings, it is important that English teachers should be aware about their feedback in the classroom for more effective teaching. More importantly, the findings also implied the importance of feedback literacy for teacher professional growth.
Bridging Cultures: Integrating Game-based Learning based on Local Wisdom in ELT Maila Shofyana; Yan Imam Santoso; Madya Giri Aditama; Etrisa Helga Yulianti; Mohammad Andre Wibisana
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23365

Abstract

The implementation of the Merdeka Curriculum in Indonesia aims to cultivate students who embody the values of Pancasila. However, achieving the profile of Pancasila learners has been challenging due to less meaningful learning experiences that do not cater to diverse student needs. This study explores the potential of Game-Based Learning (GBL) integrated with local wisdom to address these challenges in Batang Regency's high schools and vocational schools. Using a qualitative phenomenological approach, data were collected from 25 teachers through questionnaires, interviews, and observations. The findings reveal that GBL activities, such as traditional game adaptations, folktale integration, cultural role-playing, and local-themed vocabulary and grammar games, significantly enhance student engagement, motivation, and cultural awareness. These activities not only make learning more enjoyable and relevant but also foster the values of Pancasila, promote local culture, and support Batang tourism. The study reveals the importance of providing adequate resources and training for teachers to overcome implementation challenges and suggests future research to explore the long-term impacts and scalability of GBL. By integrating local wisdom into GBL, educators can create a dynamic and inclusive learning environment that aligns with the Merdeka Curriculum's goals and enriches the educational experience in Indonesia.  
New Ways for Doing Extensive Reading: Hyperlearning and Cultural Context Dewi Listia Apriliyanti; Ahmad Munir
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23393

Abstract

Extensive reading is an effective approach to learning reading. However, this approach is sometimes criticized since it is difficult to measure the improvements in learners’ reading skills. This is due to the primary objective of extensive reading being "reading for pleasure." A refreshment is needed regarding the learning process by adding some supplements to the learning activities. This paper proposes a fresh perspective on implementing an extensive reading project by incorporating the concepts of hyperlearning and cultural context-based reading. Hyperlearning is leveraging technology to improve the reading experience while also solidifying a profound value whilst the cultural context involves selecting texts that are relevant to the interests or background of the learner. By incorporating this approach into their learning experience, learners can improve their language skills while enjoying a more dynamic and personalized learning experience. In this way, learners will cultivate learning habits that are called "hyperlearners".
Madrasah Teachers' Readiness in Developing Collaborative English Teaching Module Rizka Safriyani; Siti Asmiyah
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23681

Abstract

This qualitative case study examines the readiness of five Madrasas to develop collaborative English teaching modules within an independent curriculum framework. These Madrasas were selected for their exemplary practices and potential to serve as models. Through appreciative interviews and asset discovery, we assessed readiness in critical areas: working conditions, teacher-student relationships, teacher qualifications, ICT readiness, and in-service training. The findings reveal a positive work culture characterized by post-training knowledge dissemination and collaborative learning plan sharing. Teacher-student solid relationships further support academic success, as demonstrated by student achievements in various competitions. Teacher qualifications are robust, with many possessing advanced degrees and engaging in continuous professional development. The readiness of these Madrasas is underscored by their ability to leverage past experiences, such as those from the USAID PRIORITAS initiative. The study highlights the significant readiness of these Madrasas to develop and implement independent curriculum teaching modules.
Derivational Suffixes Analysis Found in “Every Summer After” Novel by Carley Fortune I Gusti Ayu Arina Dwigiyanthi; Ida Bagus Gde Nova Winarta
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23724

Abstract

This study specifically concentrated on conducting an in-depth analysis of the various types of derivational suffixes. Derivational affixes were one of the most interesting topics to analyze, as they influence the formation of words from simple to complex ones. The data used in this analysis was sourced from the novel "Every Summer After" by the esteemed author Carley Fortune. Carley Fortune is a #1 Canadian national bestseller and has been honored with an award for her exceptional work as a journalist and author. This data was meticulously examined through the application of a qualitative analytical method. The research findings have been thoroughly explored using both formal and informal explanations. The analysis was based on Plag's theory (2003) and supported theory up by Carstairs-Mccarthy's theory (2002). This comprehensive approach helped in understand the findings in depth. This comprehensive linguistic analysis of the novel meticulously identified four distinct types of derivational suffixes: nominal, verbal, adjectival, and adverbial. The results revealed a notable prevalence of nominal suffixes, a total of 249 instances, and a smaller number of verbal suffixes, amounting to just 3 instances. Furthermore, this study found 96 instances of nominal suffixes, 86 instances of adverbial suffixes, and 64 instances of adjectival suffixes in the text. This thorough analysis provides a detailed examination of the intricate language intricacies found within Fortune's novel. Furthermore, it enhances the overall understanding of how derivational morphology is utilized in contemporary literature.
Characteristics of Facilitated Critical Thinking in Speaking for Maritime English Improvement Natriya Faisal Rachman; Wahyuni Oktavia; Jaka Septian Kustanto
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23738

Abstract

The maritime industry, a cornerstone of global trade and commerce, relies heavily on effective communication, primarily through Maritime English. Ensuring safety, operational efficiency, and regulatory compliance on international waters necessitates proficiency in this standardized form of English. Despite its critical role, many maritime professionals struggle with Maritime English, especially speaking and critical thinking skills. This study explores how facilitated critical thinking in speaking can enhance Maritime English proficiency. Facilitated critical thinking involves instructional strategies that promote analysis, synthesis, and evaluation of information through interactive dialogues, problem-solving tasks, reflective practice, and collaborative learning. This study employs a mixed-methods approach, including quantitative and qualitative phases, to examine these strategies among maritime students and professionals. Results from paired samples statistics, correlations, and t-tests indicate significant improvements in speaking proficiency and critical thinking skills following the intervention. The findings suggest that integrating critical thinking into language instruction effectively addresses the unique challenges maritime professionals face, ultimately enhancing communication and safety in the maritime industry
Insights from the Silent: Exploring Deaf Individuals' Perspectives on Using Learning Management Systems for Online Learning Jati Suryanto; Puteri Nabilah Ramadhani; Juang Kurniawan Syahruzah; Maryam Sorohiti
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23745

Abstract

The COVID-19 pandemic has led to a surge in the popularity of online learning, offering students greater flexibility and accessibility. However, students with hearing impairments encounter significant challenges in accessing learning materials and communicating with teachers and peers. This study aims to investigate the experiences of students with hearing impairments using a Learning Management System (LMS) for online learning focusing on their challenges they face and the strategies they employ in their learning. The research was conducted using a descriptive qualitative design at private universities in Yogyakarta. Semi-structured interviews were conducted to gather the data involving three students with hearing impairments who have used LMS in online learning as the participants. The findings revealed the challenges that included the use of multiple applications, lack of understanding on the LMS, lack of LMS notifications, material mismatch, unstable internet connection, tool constraints, lack of inadequate facilities, and there is no training on the use of the LMS. Additionally, the strategies used by the students included self-study, assignment submission via email, asking others for help, using additional apps, using a typist facility, and joining WhatsApp group discussions.

Page 14 of 29 | Total Record : 290

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