cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Willy Satria
Contact Email
willysatria@stkip-pgri-sumbar.ac.id
Phone
+6282287937115
Journal Mail Official
tellusjournalupgrisba@gmail.com
Editorial Address
Kampus Universitas PGRI Sumatera Barat, Jl. Gunung Pangilun, Padang, Sumatera Barat
Location
Kota padang,
Sumatera barat
INDONESIA
TELL - US JOURNAL
Published by Universitas PGRI Sumatera Barat
ISSN : 24427608     EISSN : 25027468     DOI : https://doi.org/10.22202/tus
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
The purpose of TELL-US Journal is to promote the wide dissemination of the results of systematic scholarly inquiries into the broad field of English research. TELL-US Journal is intended to be the journal for publishing articles reporting the results of research on English. The TELL-US Journal invites manuscripts within spectrum: English Language Teaching General English Studies Linguistics (Language Studies) Literature (Literary Studies) Usage The TELL-US Journal accepts articles in any English related subjects and any research methodology that meet the standards established for publication in the journal. The primary, but not exclusive, audiences are academicians, graduate students, practitioners, and others interested in English research. Discussions on the latest issues in relation to the above topics are the main spectrum of this journal. Research articles, book reviews, or annotated bibliography are welcomed to be published in this journal. All topics need to be the factual and discussed among the scholars in the field of English language and literature or English Education. The primary criterion for publication in TELL-US Journal is the significance of the contribution an article makes to the literature , i.e., the significance of the contribution and on the rigor of analysis and presentation of the paper. The acceptance decision is made based upon an independent review process that provides critically constructive and prompt evaluations of submitted manuscripts.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 31 Documents
 1   2   3   4 
Search results for , issue "Vol 11, No 3 (2025): September 2025" : 31 Documents clear
Improving Reading Comprehension Of The Eighth Grade Students At SMP Saraswati Tolai Through Skimming Strategy Arpiani, Made Rani; Rofiqoh, Rofiqoh; Mashuri, Mashuri; Anggreni, Afrillia
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9608

Abstract

The objective of this research is to prove the whether or not the use of skimming stategy improve the reading comprehension of grade eight students at SMP Saraswati Tolai. This research applied a quasi-experimental research design. The population of this research was grade eight students of SMP Saraswati Tolai. The sample of this research was selected by using purposive random sampling technique. The sample were class VIII A as the experimental group and class VIII B as the control group. These groups were given pre-test and post-test. The data were analyzed statistically in order to know the significant difference of the pre-test and post-test. The result showed the students' mean score of the experimental group on the pre-test and post-test are 39.35 and 50.53. The students' mean score of the control group on pre-test and post-test are 40.10 and 44.78. Consulting to the t- table value by applying degree of freedom (df) (31+32-2= 61) and 0.05 level of significance, the researcher found that the value of t-counted (8.94) is higher than t-table (2.005) causing the hypothesis accepted. It means that the implementation of skimming technique can significantly improve reading comprehension of grade eight students at SMP Saraswati Tolai.                                                        Keywords: improve reading comprehension, descriptive text, skimming strategy. 
THE EFFECTIVENESS OF PRESENTATION, PRACTICE, AND PRODUCTION TO IMPROVE STUDENTS' WRITING SKILLS ON DESCRIPTIVE TEXT Stefani, Adira Nabila; Hidayat, Hamdan; Gaffar, Muhammad Andriana
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.7242

Abstract

This study aims to test the effectiveness of the PPP (Presentation, Practice, and Production) method in improving descriptive text writing skills among eighth-grade students at SMP Negeri Bandung. The PPP method is implemented through three stages: Presentation, Practice, and Production. In the Presentation stage, the teacher delivers the material in a structured manner. In the Practice stage, students engage in guided writing practice. Whereas in the Production stage, students produce writing independently. This study uses a quantitative approach with a pre-experimental design, employing the one-group pretest-posttest technique. Data were collected through descriptive writing tests before and after the implementation of the PPP method. The research results show a significant improvement in students' writing skills after the implementation of the PPP method. The average pretest score of 56.94 increased to 68.85 on the posttest. Statistical analysis using the paired t-test showed a significance value (p < 0.05), which means that the PPP method is effective in improving students' descriptive writing skills. Based on these findings, it is concluded that the PPP method is an effective teaching strategy and is recommended for use in teaching descriptive text writing.
EMPOWERING EFL LEARNERS: ANALYSIS OF STUDENT’S BOOK FOR LEARNER AUTONOMY IMPLEMENTATION Berlin, Astri Winandari; Wirza, Yanty; Madaresita, Madaresita; Lestari, Ayu; Al-Kahfi, Faksi Rana
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10153

Abstract

Learner autonomy has gained attention in English for Foreign Language (EFL) study context, but research on its promotion through EFL textbooks used in Indonesian Classroom remains limited. This study addresses this gap by evaluating ‘English in Mind’ student’s textbook facilitation of learner autonomy. A qualitative case study was employed, using Levels of Learner Autonomy Implementation Framework to analyze the textbook. The result show that the textbook facilitates learner autonomy to varying degrees, with Awareness level being the most prominent. The facilitation of higher levels of autonomy, namely Involvement, Intervention, Creation, and Transcendence were less frequent. They suggest that while the textbook supports foundational autonomy, there are gaps in promoting higher-level autonomy. This study contributes to educational theory by illustrating how textbooks can support learner autonomy in a context with limited studies. Practically, it offers insights into how textbooks can be used to foster learner autonomy in EFL classrooms. From a policy perspective, while the findings suggest that the textbook lays a foundation for learner autonomy promotion, targeted policy initiatives are needed to systematically integrate higher-level autonomy tasks and support their effective implementation in Indonesian EFL classrooms.
THE IMPACT OF MIND MAPPING TECHNIQUES ON PRE-WRITING ACTIVITIES IN EFL CLASSROOMS Nurjannah, Ratih Laily; Budiati, Budiati; Rejeki, Peni Sri
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10267

Abstract

Mind mapping is believed to be an effective technique for the pre-writing stage. This study aims to investigate the impact of mind mapping technique as a pre-writing activity in EFL classes. This study used a quasi-experimental research design with pre- and post-test control group design. The respondents were seventh grade students of SMPIP Assalamah Ungaran who were divided into two groups: the experimental group, which was given instructions on how to use mind mapping as a pre-writing approach, and the control group was given conventional teaching. A pre-test and post-test on writing performance were given to both groups, and the data collected from these assessments were evaluated and analyzed by comparing the results of the pre-test and post-test assessments. The results showed that there was a significant increase in the mean score of the experimental group by 13.35, while that of the control group by 5.36. This shows that pre-writing activities with mind mapping can improve students' writing skills. The mind mapping technique improves students' writing skills; ideas are more organized, sentences are more complex, the number of sentences is more in accordance with the number of ideas in each of the branches arranged in the mind map, and the relationship between sentences looks better and there is cohesion and coherence between sentences.
English Education Students’ Perceptions of the Teaching Profession and PPG Program Toward Their Interest in Becoming Professional Teachers Umahati, Zanati Tahta; Hidayat, Hamdan; Ruswandi, Riki
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10060

Abstract

This study aims to determine English Language Education students' perceptions of the teaching profession and the Teacher Professional Education Program (PPG), and their influence on their interest in becoming professional teachers, using the Social Cognitive Theory and the Theory of Planned Behavior as theoretical frameworks. This research uses a quantitative method with an ex post facto associative-causal design. Data was collected through a closed-ended questionnaire with a four-point Likert scale, then analyzed using multiple linear regression and Pearson correlation analysis with the help of SPSS 25. The results of the descriptive analysis show that the majority of respondents have a high perception of the teaching profession (69%), a moderate perception of the PPG (76%), and a moderate interest in becoming professional teachers (60%). The results of the partial t-test show that perception of the teaching profession (t = 2.279; p = 0.025) and perception of the PPG (t = 2.910; p = 0.005) significantly influence interest in becoming a professional teacher. The simultaneous ANOVA test (F = 32.321; p < 0.001) confirms that both variables have a significant effect, with a coefficient of determination value of R² = 0.432. This means these two perceptions can explain 43.2% of the variance in interest in becoming a professional teacher.
EXPLORING STUDENTS’ SELF-RATING PRACTICE IN WRITING CLASS: A DESCRIPTIVE QUALITATIVE STUDY AT MTSN 3 KOTA SURABAYA Nisa, Khoirun; Rakhmawati, Rakhmawati; Mahmudah, Lilik
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10230

Abstract

This study looks at how eighth-grade students feel about using self-rating when they write in English. The goal is to see how self-rating affects their understanding of their writing skills, their motivation, and the quality of their writing. The research uses a qualitative case study approach, where data was gathered through interviews with students from class 8D at MTsN 3 Kota Surabaya. The interviews were done online using Google Meet, and the questions were in Indonesian to make sure students understood them clearly. The results show that students mostly liked self-rating because it helped them become more aware of their strengths and weaknesses, improved their writing, and made them more motivated. But some students also mentioned problems like not knowing exactly how to evaluate their work and feeling unsure about their abilities. The study recommends including guided self-rating exercises in writing lessons to help students be more independent and reflective in their learning.
STUDENTS' PERCEPTIONS OF THE SUGGESTOPEDIA LEARNING METHOD IN IMPROVING SPEAKING SKILLS FOR DELIVERING RECOUNT TEXTS Durrotunnisa', Fuad; Sukirlan, Muhammad; Mahpul, Mahpul
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10007

Abstract

This study aims to investigate students' perceptions of the Suggestopedia method in improving speaking skills, particularly in delivering recount texts. Suggestopedia is a language teaching method that emphasizes psychological comfort, relaxation, and enjoyment in the learning process through the use of music, games, and imaginative activities. The research employed a descriptive quantitative approach with a survey design involving 36 tenth-grade students from a Islamic Senior High School (MAN) in Bandar Lampung who had experienced learning through the Suggestopedia method. Data were collected through a closed-ended questionnaire using a 5-point Likert scale and semi-structured interviews to triangulate the findings. Quantitative data were analyzed descriptively, while qualitative data were thematically interpreted. The findings revealed that students generally had positive perceptions of the method, with high average scores across all measured aspects: awareness (79.7%), past experience (82.3%), knowledge (82.4%), motivation (83.3%), and social interaction (82.1%). These results indicate that Suggestopedia was well-received, especially in boosting students’ enthusiasm and participation in speaking activities. Interview data supported these findings, highlighting increased comfort, self-confidence, and creativity in expressing personal experiences. The study concludes that Suggestopedia effectively fosters a relaxed and supportive learning environment, which reduces anxiety and encourages spontaneous speaking. However, its successful implementation requires teacher readiness and sensitivity to different learner preferences. Suggestopedia proves to be a promising alternative method for improving students’ speaking fluency and confidence in recount text delivery.
JUNIOR HIGH SCHOOL STUDENTS’ READING HABIT AND MOTIVATION DURING THE IMPLEMENTATION OF KURIKULUM MERDEKA Hasibuan, Anastasia Ronauli; Irzawati, Ira; Ayu, Siti Rahma
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9809

Abstract

The spirit of Kurikulum Merdeka provides big opportunity for students to gain more learning experience and develop their self-potential. This curriculum highlights the freedom to achieve many things during the learning period. The innovation can even prove an increase of students’ literacy achievement in Indonesia. Reading habits and motivation are one of the elements that contribute to improve literacy. This research explored the relationship between students’ reading habits and motivation during the implementation of Kurikulum Merdeka. This correlational study involved seventeen students of English Club members of a Junior High School in Palembang. They were selected by using convenience sampling technique. The data were collected through two types of questionnaires, namely Reading Habits and Reading Motivation Questionnaires. The obtained data were analyzed through Pearson Product Moment formula. The results showed that the mean scores of reading habit and reading motivation were 2.92 and 128.94 descriptively. Most students were at the moderate level of reading habit with the percentage of 58.8% (10 students). In addition, fourteen students (82.4%) were at the medium level of reading motivation. The correlational test also revealed that the pearson correlation value was 0.651 with the significance level of 0.005. The output of pearson correlation value showed positive coefficient value which means higher the degree of students’ reading habit level, the higher their reading motivation level is. It is expected that the results of this research brings a new perspective that is potentially used as the source of reference and information especially for the readers.
THE IMPACT OF INTEGRATING MIND MAPPING WITH GROUP INVESTIGATION IN TEACHING WRITING Intan, Laksmi Dwi; Raja, Patuan; Nurweni, Ari
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9704

Abstract

This study aimed to investigate the effectiveness of integrating mind mapping with group investigation compared with mind mapping. A quantitative method with quasi experimental design was employed. The participants were two second-grade classes at one of vocational high schools in Bandar Lampung. The experimental group was taught by using mind mapping with group investigation, meanwhile, the control group was taught using mind mapping. The result of the post-test showed that the experimental group achieved a higher average of 80.2 compared to 73.6 in the control group. T-test score indicated a significance value (Sig. 2-tailed) of 0.001, which is below 0.05, shows a statistically significant difference between the two groups after the students got the treatment. Moreover, the students in the experimental group demonstrated greater improvement in terms of five aspects of writing, including content, organization, vocabulary, grammar, and mechanics. These findings suggested that integrating mind mapping with group investigation is more effective in improving students’ writing achievement that using mind mapping.
THE CORRELATION BETWEEN STUDENTS’ MOTIVATION IN READING AND THEIR READING ABILITY Amalia, Nurvi; Erni, Erni; Azhar, Fadly
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10264

Abstract

This study investigated the relationship between students’ reading motivation and their reading ability at SMK IT Al-Izhar Pekanbaru. A quantitative correlational research design was employed. The study involved a population of 41 first-year vocational high schools students, selected through a total sampling technique. Data were collected using a validate 30-item motivation questionnaire (α = .894) and a 20-item reading test on narrative and descriptive texts (KR-20 = .860). The data were analyzed using Pearson correlation analysis in IBM SPSS Statistics 26. The results revealed a moderate, positive, and statistically significant relationship between the two variables (r = 0.363, p < 0.05), leading to the rejection of the null hypothesis. Moreover, motivation accounted for 40.45% of the variance in reading scores. The study provides empirical evidence for a substantive link between motivational factors and reading ability, supporting the principles of Self-Determination Theory (SDT) and highlighting the importance of fostering motivational strategies in English language teaching at vocational high schools.

Page 1 of 4 | Total Record : 31

 1   2   3   4 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 12, No 1 (2026) Vol 11, No 3 (2025): September 2025 Vol 11, No 1 (2025): March 2025 Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF Vol 10, No 3 (2024): September 2024 Vol 10, No 1 (2024): March 2024 Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context Vol 10, No 2 (2024): Dynamics of Language Teaching and Literary Studies: Innovation, Technology, and Vol 9, No 3 (2023): September 2023 Vol 9, No 1 (2023): March 2023 Vol 9, No 4 (2023): English Education Art Vol 9, No 2 (2023): English Education Art Vol 8, No 2 (2022): September 2022 Vol 8, No 1 (2022): March 2022 Vol 8, No 3 (2022): English Education Art Vol 7, No 2 (2021): September 2021 Vol 7, No 1 (2021): March 2021 Vol 6, No 2 (2020): November 2020 Vol 6, No 1 (2020): March 2020 Vol 5, No 2 (2019): September 2019 Vol 5, No 1 (2019): March 2019 Vol 4, No 2 (2018): September 2018 Vol 4, No 1 (2018): March 2018 Vol 3, No 2 (2017): September 2017 Vol 3, No 1 (2017): March 2017 Vol 2, No 2 (2016): December 2016 Vol 2, No 1 (2016): March 2016 Vol 1, No 2 (2015): November 2015 Vol 1, No 1 (2015): March 2015 More Issue