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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 365 Documents
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CULTURAL CONTENT AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN INDONESIAN EFL TEXTBOOKS Bahri, Khairil; Agustina, Noni
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.7321

Abstract

Numerous investigations have delved into the cultural content and intercultural communicative competence. Nevertheless, there remains a lack of comprehensive research that directly scrutinizes these aspects within the context of Indonesian EFL textbooks, specially following new curriculum in Indonesia, the Merdeka curriculum. Therefore, this study aims to explore the representation of the culture content and intercultural communicative competence in “English for Change” and “Bahasa Inggris Tingkat Lanjut” textbooks designed for the 11th-grade students following the Merdeka Curriculum by employing content analysis. The findings suggested that both textbooks focused more on the source culture than on international and target culture. They also did not convey sufficient intercultural communicative competence. These findings imply that the government, teacher, and material developers must carefully determine and select the learning material to present a balance culture content and intercultural communicative competence in order to build students’ culture sensitivity and global awareness.
STUDENTS' MOTIVATION TOWARDS LEARNING ENGLISH DURING COVID-19: A QUANTITATIVE STUDY Denarti, Rizki; Kurniawan, Eri; Yusuf, Fazri Nur
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.6779

Abstract

This study investigates the kind of students' motivation in studying English during the Covid-19 Pandemic, whether they had intrinsic or extrinsic motivation. Random sampling was used in collecting the data. This study employed 40 master students from a population of 63 from the second semester of the English Education Study Program of one of the universities in Bandung. The data was collected using a questionnaire and analyzed using Likert-Scale and descriptive statistic SPSS. The results showed that the students have intrinsic and extrinsic motivation in learning English during the Covid-19 Pandemic, with a total mean score of intrinsic motivation 3. 07 > 2.78 for extrinsic motivation. It showed that intrinsic motivation plays a big role in succeeding the students' learning process amid the Covid-19 situation.
ENGLISH EDUCATION DEPARTMENT STUDENTS’ SPEAKING ANXIETY IN CLASSROOM ACTIVITIES AT UNIVERSITAS MUHAMMADIYAH GRESIK Ardiyansah, Tri Yuli; Auliya, Prativi Khilyatul
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.7283

Abstract

The global significance of English is undeniable, especially for students. While learning the language is vital for effective communication, practical usage often remains limited to classroom activities. Surprisingly, English education students also face challenges in practical English communication. Anxiety about making errors leads students to revert to their native language during communication. Language anxiety, in the forms of trait, state, and situation-specific speaking anxiety hampers language mastery. Speaking anxiety particularly affects students especially during presentations and discussions. Addressing this anxiety is crucial for enhancing language skills. By acknowledging this issue, a study was conducted among English education department students at Universitas Muhammadiyah Gresik to identify anxiety triggers and understand strategies for effective English communication. Interview was conducted to explore students’ experiences, emotions, and cognitive processes related to speaking anxiety. The findings unveiled speaking anxiety experienced by students in classroom activities, uncovering the complex interplay of trait and state anxiety as well as situation-specific anxiety. Students’ diverse experiences, thoughts, and triggers shaped anxiety levels, revealing the intricate interplay of cognitive, situational, and individual factors in speaking anxiety. From impromptu to rehearsed speeches, students’ experiences of state anxiety fluctuated, while coping strategies like deep breathing and positive self-talk play a crucial role. Effective preparation and cognitive strategies emerged as valuable tools in managing anxiety. The variety of strategies employed reflects students’ adaptive skills in handling anxiety-inducing situations. This study illuminated the intricate aspects of speaking anxiety and the dynamic strategies students use to navigate the speaking anxiety challenges in classroom activities.
DESIGNING AND ADAPTING MATERIALS FOR DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE CLASSROOMS: A LITERATURE REVIEW Andrean, Chandra
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.6996

Abstract

This qualitative study explores the process of designing and adapting materials for differentiated instruction in English language classrooms. The study aims to identify the factors that influence this process, the strategies that teachers use, and the challenges and opportunities they face. The study finds that the process of designing and adapting materials for differentiated instruction is complex and multifaceted, and is influenced by factors such as the needs and characteristics of learners, the curriculum and assessment requirements, and the available resources and technologies. Teachers use a variety of strategies to design and adapt materials, including modifying existing materials, creating new materials, and using digital tools and resources. The findings can inform future research and practice in the field of English language teaching, and contribute to the development of effective and inclusive approaches to language learning and teaching.
STUDENTS’ PERCEPTION OF LEARNING ENGLISH THROUGH E-LEARNING MOODLE AT SMK KARYA BANGSA SINTANG Juniar, Rima
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.7019

Abstract

The objective of this study is to discover students’ perceptions of using the Learning Management System (LMS) which is Moodle in learning English at SMK Karya Bangsa Sintang. This study uses quantitative research in the form of a survey study to carry out its goal. The original questionnaire used in this study is from Oktaria & Rahmayadevi (2021), modified by Khaerani (2022) which consists of 16 statements with a five-point Likert’s scale. The researcher collected the data by distributing the questionnaire using a google form to the students at SMK Karya Bangsa Sintang. This study will involve 100 students as the respondents from SMK Karya Bangsa Sintang, 51 students from grade XI, and 49 students from grade X. The findings of this study are expected to show a positive view from the students as they frequently use Moodle as their learning tool at school.
THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE TOWARDS STUDENTS READING COMPREHENSION OF ELEVENTH GRADE AT SMAN 1 KOTO KAMPAR HULU Murti, Risna; Asilestari, Putri; Marleni, Lusi
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.6259

Abstract

This study sought to investigate whether or not there was a significant difference in reading comprehension between students who were taught utilizing reciprocal teaching strategies and those who were not, as well as whether there was a significant effect of applying these strategies on reading comprehension. In September and October 2022, Senior High School 1 in Kampar Hulu was the site of the study. The Senior High School 1 Koto Kampar Hulu population for this study was made up entirely of eleventh graders. In class XI 1, the researcher utilized the reciprocal teaching technique as the experimental class, while in class XI 2, the researcher used the traditional strategy as the control class. A quantitative and experimental method was adopted in this study. Pretest and posttest were not equal in the study's quasi-experimental approach. Pre-test and post-test tests were used as study instruments to gather the data. The independent t-test and paired sample t-test statistic techniques from SPSS 22 were used to analyse and evaluate the data. The independent t-test calculation using the test results in both groups' posttest scores revealed that the significant value was greater than the level of significance (0,361 > 0,05). It demonstrated that the experimental and control groups' differences were indeed substantial. Additionally, the paired t-test calculation revealed the paired sample t-test result (-12,805 0,05), which indicated that adopting the reciprocal teaching strategy had a substantial impact on students' reading comprehension
EXPLORING THE IMPACT OF DIFFERENTIATED INSTRUCTION ON STUDENTS’ PERCEPTION, ENGAGEMENT, MOTIVATION IN EFL HIGH SCHOOL EDUCATION Saputri, Like Ayu; Anwar, Khoirul; Maruf, Nirwanto
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.7380

Abstract

This study investigates the impact of Differentiated Instruction (DI) in high school English as a Foreign Language (EFL) education, analyzing its influence on students' perceptions, motivation, and engagement. Using mixed methods, it delivers a comprehensive assessment of DI's effectiveness. Quantitative analysis of survey data reveals a strong, positive perception of DI among EFL high school students. Each one-unit increase in students' DI perception corresponds to a 0.508 units increase in DI (t = 10.613, p < 0.001, Beta = 0.639). Engagement also significantly impacts DI; a one-unit increase in engagement yields a 0.496 units increase in DI (t = 10.512, p < 0.001, Beta = 0.653). Conversely, motivation negatively relates to DI; a one-unit increase in motivation results in a 0.353 units decrease in DI (t = -7.219, p < 0.001, Beta = -0.305). Qualitative insights from in-depth interviews resonate with the quantitative findings. Students express heightened engagement, enjoyment, and empowerment through DI, accompanied by a positive shift in their perspectives. They credit DI with accommodating diverse readiness levels, enhancing learning achievements, and reshaping their views of English as a subject. Additionally, the flexible grouping strategies within DI foster dynamic, collaborative learning environments. In sum, this research highlights the multifaceted benefits of DI in EFL high school education, offering a nuanced understanding of its implications within this context. This abstract has been expanded to 240 words to provide a more comprehensive overview of the study's findings and implications.
THE INFLUENCE OF NGAPAK ACCENT STUDENTS ON SPEAKING ENGLISH IN PURWOKERTO Ramadhan, Daris; Wijaya, Armeria; Lestari, Sri
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.7000

Abstract

Mispronunciation of English consonants by students often occurs when Purwokerto students speak English. These factors play an important role in understanding English communication. The aims of this research are to 1) analyze affect students' English pronunciation when speaking English and 2) analyze students' perspectives on English with a Ngapak accent. Narrative research is a design of inquiry from the humanities in which the researcher studies the lives of individuals and asks them to provide stories about their lives. Internal and external pronunciation motivation of each respondent. In this research there were 5 respondents who were Purwokerto students studying at Wijaya Kusuma University in Purwokerto. The study was conducted through recording and transcription of respondents. The results of this study found that in each respondent there must be differences in the sound of English, and there are several factors that cause different English pronunciation, namely intrinsic factors and external factors. Intrinsic factors from self-confidence, interest, and motivation, if from extrinsic factors it can be from the environment and support from the closest people. Purwokerto students make numerous mispronunciations in English consonants, with 27 errors made by 5 respondents. The study found that each person's pronunciation factor and motivation differ, and the plugs or medhok used are not the same for everyone. The results suggest that each person's pronunciation factor and motivation are unique, and the study highlights the importance of understanding and addressing these differences in pronunciation to improve students' English pronunciation.
STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF ICT-BASED BLENDED LEARNING FOR ENGLISH GRAMMAR CLASS. Lastari, Dyah Supraba; Rohim, Abdul
TELL - US JOURNAL Vol 9, No 2 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i2.6853

Abstract

During the transition period following the pandemic Covid19, the use of ICT (information and communication technology) has significantly impacted the teaching and learning processes in EFL classes. Since the implementation of “new normal”, many educational institutions have started to implement blended learning. Utilizing technology has been considered as an essential solution to allow blended-learning possible in various fields of subjects, including English grammar. This research was aimed to investigate students’ perspective on the ICT utilization for blended learning of English grammar. The subjects of this research were third semester students at Muhammadiyah University of Tangerang. Researchers used questionnaires and interviews to collect data on how they perceive technology integration in blended learning to facilitate them study English grammar.  The participants experienced blended learning by using LMS (Learning Management System); video conferencing platform; video sharing website; social media and game-based application.   The findings showed that students’ perception of the use of technology for learning grammar in blended learning indicated positive results
A COMPARATIVE ANALYSIS OF NARRATIVE TEXT USING THE TRANSITIVITY SYSTEM AND ITS PEDAGOGICAL IMPLICATIONS Nugraha, Eggy Nurginanjar; Gunawan, Wawan
TELL - US JOURNAL Vol 9, No 4 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i4.7511

Abstract

Teaching text has been an issue in the EFL context, especially narrative text that is frequently used in the coursebooks. This study compares a model narrative text from a coursebook with a student narrative text utilizing the transitivity system. The example student imitated the model text when writing her narrative. The analysis results show that despite the similarity of both texts that employ material processes at most in their stories, the student’s text involves more mental processes as the author expresses her mental states throughout the story. This might be caused by two possibilities: (1) The author of the model text uses many subtexts (Seger, 2011) and focuses more on the material process to give the readers an opportunity to interpret the participants' mental states in the story, while the author of the student text has not cognitively reached the use of subtext in a story as she is still a young learner and still in the early developmental phase. Or (2) the author of the student text tries to make the story more personal to engage with the reader as closely as possible. However, as the model text fulfills the social function, generic structure, lexico-grammatical, and experiential process, it influences the sample student's ability to compose a representative narrative text in general. Lastly, these results suggest that EFL teachers should examine the sample text before distributing it to students as a model text and conduct the teaching-learning process with the right genre-based approach stages.

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