TELL - US JOURNAL
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.
Articles
351 Documents
<![CDATA[TEACHING ENGLISH WITH SPEAKING FOR TOURISM MODULE (STM) BASED ON FOLKTALE IN LARIKE VILLAGE ]]>
<![CDATA[Nusi, Ahmad]]>;
<![CDATA[Marantika, Meyke]]>;
<![CDATA[Wuarlela, Mouren]]>
<![CDATA[ TELL - US JOURNAL Vol 8, No 2 (2022): September 2022 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2022.v8i2.6122
<![CDATA[English in vocational learning is given more attention to the English culture (source culture) rather than local culture (target culture). Furthermore, the demand of English speaking in tourism is increasing significantly and this leads to design a new of teaching material based on local culture. This study aims to design teaching material based on local culture known as folktale in Larike village, Ambon. Maluku. This study obviously used research and development (R&D) by following the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The first results obviously shown that destination and tourist information got the highest percentage (80%). Tradition was the next rank with percentage (65%) followed by shopping and sightseeing (36%). In addition, the language functions that they need the most is asking for and giving information with percentage (60,8%). Then, it also clearly obtained describing an object in the second rank with percentage (54,1%) and asking for and giving directions with percentage (45,2%). In the development stage, speaking for Tourism Module (STM) based on folktale were eligible based on the experts and students’ validation with average score of holistic Aiken index respectively 0,876 (valid) and 0.795 (valid). The second result of Speaking for Tourism Module (STM) based on folktale on small-scale implementation with scored 81.74% and large-scale trials obtained a score of 85%. In conclusion, based on the value obtained, Speaking for Tourism Module (STM) based on folktale was feasible (very valid) to be implemented to the students in Larike village. ]]>
<![CDATA[Techniques in Teaching Vocabulary to Young Learners at LIA English Course ]]>
<![CDATA[Ramadhani, Astuti Pratiwi]]>
<![CDATA[ TELL - US JOURNAL Vol 1, No 2 (2015): November 2015 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2015.v1i2.1284
<![CDATA[This study is attempted to investigate the specific application of techniques in teaching vocabulary to young learners at LIA English Course. More specifically, the research aims to 1) investigate the reality current techniques in teaching vocabulary to young learners 2) study difficulties that teachers at LIA encounter when teaching young learners vocabulary. The researchers have conducted a survey with the participation of 3 teachers from LIA English Course. Oral interviews, questionnaire and observation schemes were used as useful instruments for data collection. The questionnaire-based survey aims to reveal teachers’ common techniques in teaching vocabulary to young learners, general difficulties that they meet in teaching. Oral interviews and observations serve to elaborate the information gathered from questionnaires and discover teachers’ opinions on how to solve arisen problem in language classroom, especially during vocabulary section. The result of this study indicates that using flashcards in presenting, sorting tasks in practicing and sentence completion in revising vocabulary are three most preferably common techniques in teaching young learners vocabulary. Teachers also confirmed that they have adapted specific techniques with specific class; a combination of various ones is to be in consideration. In another aspect, most of the teachers reported that they encountered certain difficulties such as the use of too much L1, uncooperative students, students’ small attention. Nonetheless, most of the difficulties can be solved. The exploitation of combining different techniques remains rather limited; thus, this study provides some suggestions for teachers to realize the benefits of having available activities and games in young learners’ classroom.]]>
<![CDATA[PROMOTIING LEARNER AUTONOMY: TEACHERS, APPLICATION IN MANAGING CLASS (A STUDY AT SMA ADABIAH, PADANG) ]]>
<![CDATA[Mulyani, Putri]]>;
<![CDATA[Sani, Riny D.]]>
<![CDATA[ TELL - US JOURNAL Vol 3, No 1 (2017): March 2017 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2017.v3i1.2521
<![CDATA[This study aims to look how the teachers applied the strategies used to promote learner autonomy in the classroom. The research design was descriptive using qualitative approach. Source of the data from this study is an English teacher in high school Adabiah Padang totaling three teachers. In collecting the data, the researcher used observation checklist, field note and video recorder. When observed by using a checklist and field notes, researchers looked at all the activities of teachers and checklist based on indicators of the strategies to promote leaner autonomy in the classroom. Observations were also supported with video recording in order to help the researcher in the data process. There are six indicators used in this study, namely leaner goals, focusing on student's independence from the teacher, providing opportunities for the students to learn from each other, leaner strategy, providing opportunities for self-peer correction and reflection on learning. After analyzing or data process obtained from the use of such instruments, the researcher found that only two of the six indicators are often used by two the teachers from the three teachers that observed were providing opportunities from the student's to learn from each other and providing self-peer opportunities for correction. The percentage of promoting leaner autonomy: teachers' application in managing class at SMA Adabiah Padang, for teacher A is low level (33,3%), for teacher B is low level (33 ,3%) and for teacher C is very low (1 6,6%).]]>
<![CDATA[ESP PRACTITIONERS’ ROLES AT VOCATIONAL SCHOOL ]]>
<![CDATA[Mayuasti, Mayuasti]]>
<![CDATA[ TELL - US JOURNAL Vol 5, No 2 (2019): September 2019 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2019.v5i2.3199
<![CDATA[Having a profession as a Vocational English teacher means having to be prepared to carry out 5 important roles. Research shows that vocational English teachers today have not carried out all of these roles. With a qualitative approach, vocational English teachers are chosen as participants. Using observational and interview records, this research data is collected. The results illustrate that vocational English teachers have carried out all the roles in question, namely as teachers, as material providers and learning designers, researchers, collaborators and evaluators. However, the level of achievement of each role varies. It can be concluded that vocational English teachers have not maximized their role as ESP practitioners who are tasked with determining, designing, observing, and evaluating English learning.]]>
<![CDATA[IMPLEMENT ONLINE LEARNING USING GOOGLE CLASSROOM APPLICATIONS ]]>
<![CDATA[Wijaya, Febiyola]]>;
<![CDATA[Pattipeilohy, Vascolino]]>;
<![CDATA[Nusi, Ahmad]]>
<![CDATA[ TELL - US JOURNAL Vol 8, No 1 (2022): March 2022 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2022.v8i1.5675
<![CDATA[During pandemic learning process mostly occurs online, lecturers cannot supervise students directly just as they were in the classroom. This situation also happened at State Polytechnic of Ambon. In fact, this process is less effective for example students who were late in entering online classes, absent in class due to insufficient phone credits, returning home, and no internet signal. They even claimed to have collected the task, but they actually did not. Moreover, in doing the individual tasks, 2-3 students who work together which results on the same exam answers or “copy-paste” system. This study examines the stages of online learning using Google Classroom to achieve effective learning. The method of this research is descriptive research. The result shows the method of implementing Google Classroom uses several stages, namely: 1). Introduction stage: looking for various sources that explain about Google Classroom applications and introducing to students, 2). Implementation Stage: involving students in using Google Classroom applications in the online learning process, 3). Evaluation stage, results achieved during use of Google Classroom application. Besides presenting the stages of online learning using Google Classroom application, this study also examined its impacts on student discipline and honesty. The data shows that Google Classroom influenced 31.4% on discipline aspects and only 3, 7% on honesty. ]]>
<![CDATA[GESTURES USED BY THE STUDENTS IN GROUP PRESENTATION ACTIVITY IN SPEAKING CLASS ]]>
<![CDATA[Ikhsan, Muhammad Khairi]]>
<![CDATA[ TELL - US JOURNAL Vol 2, No 2 (2016): December 2016 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2016.v2i2.1343
<![CDATA[ This paper explains about the use of gestures by students in group presentation. This research is descriptive research where the participant is the first year students of English Department of STKIP PGRI West Sumatra in academic year 2015/2016 in A and B class. The sampling technique used purposive sampling. The instrument of this research is observation. The result of this research is students used gestures in group presentation. Gestures are used in many situations such as when the students explain and deliver the information and opinions and also to give the instructions. Types of gesture which are stated by McNeill (1992), they are Iconic, Metaphoric, Deictic, and Beat gesture appear during process of group presentation. Iconic appears 12 times, this gesture has a function to describe the semantic information. Metaphoric appears 15 times, this gesture has a function to represent abstract content. Deictic appears 18 times, this gesture has a function to pointing and give the instructions. Beat appears 10 times, this gesture has a function help to find the words. ]]>
<![CDATA[ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL STUDENTS: UNVEILING CAUSES AND SOLUTIONS ]]>
<![CDATA[Marpaung, Nisya Rahmaini]]>;
<![CDATA[Fithriani, Rahmah]]>
<![CDATA[ TELL - US JOURNAL Vol 9, No 1 (2023): March 2023 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2023.v9i1.6678
<![CDATA[An important aspect that may hinder a foreign language learning is anxiety. This qualitative study attempts to examine the phenomena of speaking anxiety and clarify its causes and treatments. Thirty junior high school students of grade IX (nine) participated in this study. Interviews and Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires were used to collect the data. The findings of this study reveal that the anxiety the students experience when speaking English falls into three distinct categories: low, moderate, and high, with the majority of the students had a high level of anxiety. Furthermore, it was also found that a lack of provisions and preparations to learn English, the fear of making pronunciation and grammatical errors, and feeling insecure around interlocutors who are more proficient in the language are the factors that cause students to feel anxious when speaking English.. In light of the findings of this study, students should continue to practice speaking English, attempt to reduce feelings of insecurity, maintain a positive outlook, and improve their drive to learn to speak English.]]>
<![CDATA[THE USE OF ANIMATION CLIPS AS MEDIA IN TEACHING WRITING ]]>
<![CDATA[Huda, Moh Choirul]]>
<![CDATA[ TELL - US JOURNAL Vol 5, No 1 (2019): March 2019 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2019.v5i1.2888
<![CDATA[This study is aimed at describing: (1) the implementation of animation clips as a media in teaching writing to the eleventh grade students of Madrasah Aliyah (MA) Sunan Giri Gondang in academic year 2017/2018, (2) how is the students’ writing score after being taught using Animation clips, (3) problems faced by the teacher in teaching writing using animation clips. This research is a descriptive qualitative research. The subjects are the teacher and the eleventh grade students of MA Sunan Giri Gondang in academic year 2017/2018 totally 20 students. The instruments used in this research are test, observation checklist, and interview guide. The result shows that the implementation of animation clips in teaching writing is successful. The students’ writing score is getting better after being taught using Animation clips. The mean score in pre-test is 74 while in post-test is 79. Applying Animation clips in writing class has many advantages such as the class is easy to manage, the students feel free to select the writing topic, etc. However, there are some problems faced by the teacher which result the disadvantages of this media in teaching writing such as the teacher and the students should be very familiar with ICT, the activity should be conducted at computer lab, the teacher finds difficulties in creating animation herself, etc.]]>
<![CDATA[AN ANALYSYS OF CONVERSATIONAL IMPLICATURE IN PODCAST DEDDY CORBUZIER’S YOUTUBE ]]>
<![CDATA[Jasmir, Rini Afrilesa]]>;
<![CDATA[Sartika, Winda]]>;
<![CDATA[Magria, Vera]]>
<![CDATA[ TELL - US JOURNAL Vol 7, No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2021.v7i1.4824
<![CDATA[This Research is a study of pragmatics to identify types and Meaning and Functions of conversational implicature, especially participants utterances based on context that used in Deddy Corbuzier podcast on youtube. This thesis applied descriptive qualitative research in which the data are obtained from conversation Deddy corbuzier podcast. The data are collected by observational method support by downloding and note-taking technique. Data analysis is conducted by referential identity method. The result of analysis is presented by formal and formal method.The result of the analysis shows that guest star utterances in deddy corbuzier podcast contain three types on conversational implicature. The first, Generalized conversational implcature, it is an implicature that does not need context to assume the utterance. The second, Particularized conversational implicature, it is an implicature that can be assumed via knowing the specific context and also needs special knowledge of the listener. The third, scale implicature, it is a implicature that communicated through the using a word that contain a scale of values, such as identifying a quantity ( all, most, many, some, few). For addition, from 15 utterances that found, 6 utterances categorized as particularized conversational implicature, 3 utterances categorized generalized conversational implicature and 2 utterance categorized as scale implicature. There are four functions of implicature indicated. They are (1) Asserive (9) (2) Directives (2) (3) Declarative (1) (4) Expressive functions (2). Assertives function dominantly occur in podcast deddy corbuzier’s youtube. This is caused by the presention of explaination.]]>
<![CDATA[THE IMPACT OF PEER FEEDBACK ON HIGHER EDUCATION STUDENTS’ ORAL PRESENTATION: A CASE STUDY ]]>
<![CDATA[Suharni, Suharni]]>;
<![CDATA[Imelwaty, Sri]]>;
<![CDATA[Sesmiyanti, Sesmiyanti]]>;
<![CDATA[Perpisa, Lili]]>
<![CDATA[ TELL - US JOURNAL Vol 8, No 3 (2022): English Education Art ]]>
Publisher : <![CDATA[Universitas PGRI Sumatera Barat ]]>
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DOI: 10.22202/tus.2022.v8i3.6181
<![CDATA[Peer feedback on oral presentation is still an unexplored area. Much research has been conducted on peer feedback in various teaching and learning contexts, only a few about how peer gives feedback on his/her partner’ oral presentations. The study described here focuses using peer feedback on oral presentations. Analyzing data from semi-structured interviews, this case study investigated impact of giving peer feedback on oral presentations used by English as Foreign Language (EFL) college students on other student’s oral presentation tasks. Data analysis revealed that the peer gave oral feedback mainly focused on content-related criteria (quality of introduction, structure, and conclusion). Most of the peers focused on the nature of the delivery (eye-contact, vocal delivery, enthusiasm, interaction with the audience and body-language), and a few focused on a general quality and on the design of the students’ PowerPoint (PPT) slides.]]>
