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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 303 Documents
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Enhancing students’ critical thinking through literary analysis: a systematic review Kinanti Resmi Hayati; Much Koiri
Tell : Teaching of English Language and Literature Journal Vol 14 No 1 (2026): JUNE
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v14i1.29915

Abstract

This paper reviews empirical studies on the relationship between literary understanding and critical thinking skills among students. Those studies considered are published between 2013 and 2025, totaling fifteen articles. In this systematic review, we examine empirical studies that treat the specific view, analysis, and interpretation of texts as an activity and examine how this text-based activity affects critical thinking skills. As a comprehensive approach to the use of literary texts in developing critical-thinking skills, this inquiry responds to extant studies. Results are centred on the advantages and difficulties of implementing literary comprehension strategies to develop critical literacies for both researchers and practitioners.
A contextual digital comic-based approach (DCBA) for enhancing multimodal literacy in a rural EFL context Addienul Haq; Maulina Maulina; Titin Rahmiatin Rahim; Abdul Halim; Mark Ren D. Villaflor
Tell : Teaching of English Language and Literature Journal Vol 14 No 1 (2026): JUNE
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v14i1.30981

Abstract

\ Research on digital media in English literacy has largely emphasized technological effectiveness while overlooking the role of learners’ sociocultural context, particularly in non-urban settings. This study develops and evaluates a contextual Digital Comic-Based Approach (DCBA) designed for junior high school students in a rural coastal area of Southeast Sulawesi. Using a mixed-methods explanatory sequential design, the study involved 13 eighth-grade students and combined pre- and post-tests with semi-structured interviews. Quantitative analysis indicated an increase in students’ mean literacy scores from 33.08 to 41.54, with a mean difference of 8.46 points. A paired-samples t-test showed that the improvement approached statistical significance, t(12) = –2.13, p = .055, with a moderate effect size (d = 0.59). Qualitative findings revealed that students relied primarily on visual elements such as images, layout, and character expressions as central semiotic resources for constructing meaning, enabling them to compensate for limited linguistic proficiency. Engagement emerged from the coordinated orchestration of visual and textual modes grounded in students’ coastal lived experiences, which reduced cognitive barriers and supported vocabulary and pronunciation development through contextualized input. These findings suggest that the pedagogical value of digital comics in under-resourced EFL contexts lies less in immediate statistical gains and more in their capacity to mediate meaning-making through contextual multimodal design. The study contributes to multimodal literacy research by demonstrating how socially situated visual orchestration can expand textual accessibility for beginner learners and offers a context-responsive model for digital material development in rural EFL education.
Collaborative translanguaging in Indonesian–Thai EFL co-teaching: Negotiating linguistic resources in multilingual classrooms Devinna Muhimatul Ulya; Supavadee Konggrapan; Sueb Sueb
Tell : Teaching of English Language and Literature Journal Vol 14 No 1 (2026): JUNE
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v14i1.31501

Abstract

English language teaching in multilingual contexts often requires flexible pedagogical approaches to accommodate learners’ diverse linguistic resources. In Southeast Asian EFL classrooms, translanguaging has increasingly been recognized as a strategy that enables teachers and students to integrate multiple languages to facilitate learning. This study investigates how translanguaging functions as a collaborative pedagogical practice in an EFL classroom involving an Indonesian pre-service teacher and a Thai teacher. Using a qualitative retrospective case study design, the study collected data through reflective dialogue sessions with the two teachers following their collaborative teaching experience. The dialogues were analyzed thematically to identify patterns of translanguaging practices and teacher collaboration during classroom interaction. The findings reveal two analytical dimensions. First, translanguaging practices emerged through instructional translation, multimodal explanation, orthographic mediation, phonological mediation, and affective support for learners. Second, translanguaging was collaboratively negotiated through complementary linguistic roles, spontaneous language switching, teacher-teacher mediation, collaborative classroom management, and professional confidence support. These findings suggest that translanguaging functions not only as an instructional strategy but also as a collaborative pedagogical process that enables teachers to coordinate their linguistic resources in multilingual classrooms. The study highlights the importance of collaborative teaching and reflective practice in supporting translanguaging pedagogy in EFL contexts.

Page 31 of 31 | Total Record : 303

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