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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 367 Documents
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THE UTILIZATION OF 4 PICS 1 WORD APPLICATION IN LEARNING ENGLISH VOCABULARY : EXPLORING EFL STUDENTS’ PERSPECTIVE Matondang, Rahmah; Purnomo, Maslathif Dwi; Berutu, Hotma
TELL - US JOURNAL Vol 10, No 2 (2024): Dynamics of Language Teaching and Literary Studies: Innovation, Technology, and
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i2.8324

Abstract

There has been many technological tools utilized to support human activities, particularly in education. This study aimed to investigate the EFL students’ perception on 4 Pics 1 Word application in learning English vocabulary. The study used qualitative design as the research methodology. The participants of this study were 20 Indonesian Senior High School students who chose purposively based on their experience in using 4 Pics 1 Word app. Questionnaire and semi-structured interview were employed as the research instrument for this study. The questionnaire focused on the students’ perception on utilizing 4 Pics 1 Word app, while the semi-structured interview questions were focused on the effects of utilizing 4 Pic 1 Word app in students’ vocabulary skills. This study came up with the findings that the majority of participants gave positive response on 4 Pics 1 Word app as gamified learning in improving vocabulary mastery. The utilization of 4 Pics 1 Word app gives positive effects to the students on various things such as more motivated in collecting new words, increased confidence in expressing oneself, improved analysation skills and improved reading comprehension skills.
IMPROVING STUDENTS’ VOCABULARY LEARNING OUTCOME BY USING FREERICE Nabila, Afanin; Daulay, Sholihatul Hamidah; Dewi, Utami
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.v9i4.7565

Abstract

Language's vocabulary plays a significant part in the process of communication, both verbally and in writing. Both the daily world and the world of education need it. This study was carried out based on the problems of students that have difficulties in memorizing vocabularies. The purpose of this study was to investigate how Freerice as a learning medium can improve the students’ vocabulary learning outcome at SMP N 4 Medan at the seventh grader in academic year of 2022/2023. The research was conducted with using a mixed-method. Meaning that the data collected quantitatively then will be explained qualitatively. The data instruments were questionnaires and tests. The participants were all students from class VII-2, and they are 30 students in total. Which the 25 of them did the questionnaire and 5 of them did the test. The questionnaires are 10 items and were constructed based on Likert Scale. The questions are close-ended type. Meanwhile, the tests were gathered quantitatively and will be done twice before/after the use of Freerice to the students’ vocabulary learning outcome.  The result showed that the students’ learning outcome is improved using Freerice as a medium to learn vocabulary.
EXPLORING THE CHALLENGES OF FORMATIVE ASSESSMENT PRACTICES FACED BY AN INDONESIAN EFL TEACHER Yolanda, Yolanda; Rodliyah, Rojab Siti
TELL - US JOURNAL Vol 10, No 2 (2024): Dynamics of Language Teaching and Literary Studies: Innovation, Technology, and
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i2.8228

Abstract

Formative assessment plays a vital role in teaching and learning process in order to improve students’ learning outcome. The implementation of 2013 curriculum which is still applied in Indonesia today requires teacher to be proficient in assessing students’ learning either in the form of formative assessment or in the form of summative assessment. However, EFL teachers in Indonesian context are facing challenges in carrying out formative assessment. As such, this study aims to investigate the challenges faced by an Indonesian EFL teacher in practicing formative assessment. The researchers employed a case study research design to explore the phenomena. The data were collected through semi-structured interview and observation. The collected data were then analyzed using thematic analysis. An experienced EFL teacher who has been teaching for more than five years in a public Junior High School in West Sumatera was involved in this study. The finding reveals that teacher’s formative assessment knowledge and experience gaps are the primary obstacles faced by the teacher. Furthermore, it was discovered that one significant element that might provide challenges for the teacher is the students’ attitudes of assessment since the students have low motivation in learning English. Therefore, it is suggested that the teacher’s professional development and teacher’s collaborative work are needed to be improved.
HOW MIND MAPPING TECHNIQUE EFFECTIVE ON STUDENTS’ DESCRIPTIVE WRITING ACHIEVEMENT Jelimun, Maria Olga
TELL - US JOURNAL Vol 10, No 1 (2024): March 2024
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v1i1.6873

Abstract

This study aims at analyzing the effectiveness of the mind mapping technique on students’ descriptive writing achievement. This research belongs to quasi experiment. The population was tenth grade of SMKN Mano,  East Manggarai Regency, NTT, Indonesia. The sample was two classes consisting of 72 students. The instrument used was writing test and the data were analyzed quantitively and qualitatively. The result shows that the use of mind mapping technique in teaching writing was effective regarding the students’ descriptive writing achievement. It had been proved through the average scores from the pre-test and the post-test scores in experimental class, where the pre-test scores was 65,6944 to 82,5277 in the post test. It is also supported by the total number of students with a very good writing category. There were 22 from 36 students who have better score writing achievement (“very good” writing category) after using mind mapping technique in their writing. While 14 students left has a “good” and “fair” score writing achievement. Besides, based on the description of statistical tests in the experimental class shows that the value of tob < -tcv or it can be formulated -2,9248 < -1,99444 ( two tailed). It means that  the use of mind mapping technique in teaching writing in tenth grade students in of SMKN Mano 1 was effective.
IMPLEMENTING FLIPPED CLASSROOM TO IMPROVE READING SKILL Khairani, Mustika; Sutapa, Yohanes Gatot; Regina, Regina
TELL - US JOURNAL Vol 10, No 2 (2024): Dynamics of Language Teaching and Literary Studies: Innovation, Technology, and
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i2.7695

Abstract

This research aimed to find out how the implementation of Flipped Classroom (FC) approach improved reading skills of year-10 students at SMAN 9 Pontianak in the academic year 2022/2023. Classroom Action Research was conducted in two cycles to achieve this goal. The subject of this research was 36 students in class X MIA 2. The researcher used students’ ClassDojo behavior reports, field notes, and reading assignments from ReadWorks as tools to collect the data. The result showed that the implementation of FC improved students’ reading skill. The ClassDojo behavior reports and field notes revealed noticeable changes in both students' behavior during the process FC implementation. These alterations appeared to enhance student motivation and engagement, leading to improved reading comprehension. In addition, results from the reading assignments activities such as rate the word, word builder and an inferring question set from ReadWorks indicated that students had improved their ability to identify the main ideas and their vocabulary within report texts. These outcomes suggest that the activities in FC have potential as a strategy to enhance reading skills among Year 10 students. Therefore, the researcher recommends that teachers employ the FC strategy to help students improve their reading skills. .
THE IMPACT OF USING A SCIENTIFIC APPROACH ON READING COMPREHENSION OF SEVEN-GRADE STUDENTS Siregar, Alfitriani
TELL - US JOURNAL Vol 10, No 1 (2024): March 2024
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v1i1.7949

Abstract

The objective of this research was to examine the effects of using a scientific approach on the development of reading comprehension abilities among students in the seventh grade. The objective of this research was to ascertain the importance of using a scientific approach within the realm of reading comprehension. The current experimental study was carried out among a class of seventh-grade students at SMP Muhammadiyah 57 Medan during the academic year 2022-2023. The study population included a total of 47 students. The research used a random sample methodology. The experimental class for this research was designated as VII C and was subjected to the implementation of the scientific approach strategy. In contrast, the control class, VII A, was selected for the study and used the reading technique. The data gathering instrument was a blend of multiple-choice and essay forms. The data was obtained from pre-test and post-test evaluations of the pupils. A statistically significant difference was seen in the mean scores of students between the pre-test experimental class and the post-test experimental class. The data is shown by a two-tailed p-value of 0.000, which is lower than the preset significance threshold of 0.5. As a result, the incorporation of scientific methodology in educational research has a significant impact on the level of competency pupils have in reading and interpreting narrative texts. This, in turn, facilitates the enhancement of their analytical thinking and problem-solving skills, which are essential for their overall development. 
STUDENTS' PERCEPTIONS ON THE USE OF ELSA SPEAK APPLICATION TO IMPROVE ENGLISH SPEAKING SKILLS Yuliawati, Neng Lies; Suryadi, Suryadi
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.v9i4.7649

Abstract

Students encounter various challenges when striving to enhance their English-speaking abilities, one of which is the lack of sufficient learning tools, which might impede the progress of these talents. It's possible that some pupils won't have enough time to focus on their English skill. In the modern era, there exists a multitude of technologies and programs that might enhance one's English speaking proficiency. Among these options is the utilization of the ELSA Speak application. The goal of this study is to investigate students' viewpoints regarding the effectiveness of the ELSA Speak application in improving their English speaking skills. The study aims to evaluate students' perspectives regarding the efficacy of ELSA Speak as a means of enhancing their English speaking abilities. Additionally, it aims to investigate the extent to which students believe that the utilization of ELSA Speak can yield beneficial outcomes. A positive perspective on their proficiency in English communication, as well as factors that could influence their opinion of the application. This study employed simple random sampling methodology, wherein a sample of 60 individuals was chosen from a population of 100. Utilizing a survey instrument to gather information. The data was subjected to statistical analysis using SPSS 16.0, which involved calculating the mean correlation and average. Quantitative descriptive analysis employing Pearson correlation and Cronbach's alpha. The results of the questionnaire validation indicate that each statement item has passed due to the fact that the rcount value is greater than the rtable value. The Cronbach's alpha test yielded a high value of 0.955, indicating a strong level of reliability for the instrument. The study's findings suggest that the participants had a positive view on improving English speaking abilities using the ELSA speak application as a learning tool. In addition, pupils expressed positive experiences with the application. The users highlighted the user-friendly design, extensive range of materials, and significant improvement in their oral communication skills with frequent use of ELSA Speak. The research supports the use of this program as an effective tool for improving English speaking skills
EXAMINING SPEECH ACTS AND PRAGMATIC IMPLICATIONS IN BBC NEWS HEADLINES: MEDIA DISCOURSE ANALYSIS ON THE PALESTINE-ISRAEL CONFLICT Hidayoza, Prima; Muslim, Ahmad Bukhori
TELL - US JOURNAL Vol 10, No 3 (2024): September 2024
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i3.8434

Abstract

The framework underpinning the Speech Acts theory developed by Searle (1979) examining the headlines of one online International news advocating the never-ending conflict of Palestine-Israel becomes a fundamental analysis of this research. The qualitative case study is presented by 26 selected headlines (ranging from 6 to 13 words) from BBC News distinguished with the world–Middle East section of the Gaza and Israel war. This covers the headline from October 2023 to January 2024. The document analysis through the written texts of headlines was the main data. The research shows that there are four of five categories of speech acts found in this research, calculating “assertive” and “commisive” as both the largest and the least frequent models under the main framework of the Searle model. The pragmatics analysis is also integrated which presents five different types of implications including the involvement of external actors, statistics of released hostages, casualties of the war, Benjamin Netanyahu's point of view, and the war condition.
THE IMPACT OF DUOLINGO TECHNOLOGY IN ENGLISH LANGUAGE LEARNING ON STUDENTS' ACHIEVEMENT Mulyani, Marisa Sri; Suryadi, Suryadi
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.v9i4.7628

Abstract

Consequences of tech-Based Applications on English Learning a Language: A Case Study of Duolingo what part does technology play in the field pertaining to the English language learning has experienced a notable surge in importance within contemporary society. Duolingo provides a novel methodology for enhancing interactive and autonomous language acquisition. The utilisation technical means in language learning within the context of Indonesia presents a range of pertinent concerns. The primary objective of this study is to examine the influence of Duolingo technology on individuals' levels of English proficiency. The study additionally exhibits a profound dedication to meticulous research methodologies and ethical principles. Ensuring the respect of study participants' rights and security is achieved through the voluntary involvement of students and the acquisition of consent from the school. In summary, this study significantly enhances our comprehension of the correlation between the utilisation of technology in the context of English language acquisition and academic performance among high school students. The study employs a rigorous experimental methodology to establish a solid empirical basis for advocating the use of technology-based apps in the context of English language acquisition. The consequences of this phenomenon have the potential to influence educational policies and pedagogical approaches in order to improve students' competency in the English language, equipping them with the necessary skills to tackle future global challenges. 
TEACHER DIFFICULTIES IN TEACHING LINGUISTICS: A SEMANTIC MASTERING Saragih, Ibnu Ziat; Daulay, Sholihatul Hamidah; Dalimunte, Muhammad
TELL - US JOURNAL Vol 10, No 2 (2024): Dynamics of Language Teaching and Literary Studies: Innovation, Technology, and
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i2.8175

Abstract

Teaching semantic concepts in tertiary linguistics programs has presented significant challenges for instructors. However, there needs to be a more in-depth exploration of this issue, hindering the understanding of underlying problems that impede effective semantics instruction. This qualitative phenomenological study aims to fill this gap by examining the difficulties faced by 15 experienced linguistics lecturers while teaching semantics courses to undergraduate and postgraduate students. Through in-depth semi-structured interviews, four major themes emerge, encompassing key pedagogical obstacles. First, students needed help to grasp complex, abstract, and philosophical semantic theories. Secondly, the technical precision required for semantic role labelling and predicate logic translation proved overwhelming for learners. Thirdly, establishing relevance to real-world applications proved to be challenging. Finally, excessive abstractions led to widespread student disengagement, motivation issues, and avoidance. The findings highlight the significant need for instructional design and pedagogical support in tertiary linguistics education to improve semantic teaching ability and learning outcomes. Proposed measures include specialized instructor training, scaffolding complex concepts, leveraging technology, fostering interdisciplinary connections, and enhancing social perceptions of semantics utility. These initiatives aim to develop the sophisticated semantic thinking required for advanced linguistics practice. Further quantitative research is suggested to validate and generalize these qualitative insights, informing nationwide improvements in systemic semantics curriculum.

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