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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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A CASE STUDY OF TEACHER’S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN TEACHING ENGLISH AFTER PANDEMIC Taufik, Beatrice Ellen; Sudarsono, Sudarsono; Ikhsanudin, Ikhsanudin
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.v9i4.7488

Abstract

TPACK is the knowledge that teacher should be mastered it is included technological, pedagogical, and content knowledge. This research aims to determine how the teacher implementations TPACK in post-pandemic and examine students’ response toward the implementation of TPACK in post-pandemic at XII MIPA 8 Students in the Academic Year 2022/2023. This research applies a case study design that helps the researcher to collect the data qualitatively such as interview and observation. Moreover, the participants of this research are the one English teacher and 38 students of XII MIPA 8. The findings of the research are the teacher usually prepares the technology tools to engage the students, becomes selective and creative in choosing appropriate media and gains more information about teaching sources with other English teacher. Besides, students’ response towards the implementation of TPACK showed enthusiastically that can be seen from their participation during teaching and learning process. In conclusion, the implementation of TPACK gives enlightenment in teaching at senior high school.
THE USE OF ACTIVETEACH AS A DIGITAL MEDIA TO IMPROVE LISTENING COMPREHENSION (A Classroom Action Research at Grade 8 of SMP Karya Bangsa Sintang) Juniar, Rima
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.v10i2.8172

Abstract

Listening plays a crucial part in English language acquisition. This language skill is infrequently taught by the English teacher in the class. Classroom Action Research is used in this study in three cycles to collect the data. It was conducted in three meetings for each cycle. This study aimed to improve students’ listening comprehension in terms of accuracy of answers and understanding of main idea by using digital media in a form of application called ActiveTeach in teaching English to Grade 8 at SMP Karya Bangsa Sintang. The participants of this study were 22 students consisted of 10 females and 12 males of Grade 8 at SMP Karya Bangsa Sintang in academic year of 2022/2023. The findings showed that the use of ActiveTeach Wider World Level 3 to teach listening in terms of accuracy of answers and understanding of main idea improved the students’ listening comprehension. The listening activities given by using ActiveTeach improved students’ interest and curiosity to the learning materials since it offers audio and visual media to deliver the English materials. Furthermore, the listening test scores in each cycle were varied based on the students’ understanding of each material and the activities given during all the meetings.
AN ANALYSIS OF TEACHER’S DISCOURSE MARKERS IN THE CLASSROOM INTERACTION Sukriyah, Nazifah Rahma; Jismulatif, Jismulatif; Delfi, Syofia
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.v10i3.8080

Abstract

This research aims to find out the types of discourse markers used in the teacher talk and the reasons for the presence of its dominant use. The subject of this study was an English teacher of SMP YLPI Marpoyan. This study used a descriptive qualitative design. The data was gathered through observation, recording, and interview. The data were evaluated using Fung and Carter's (2007) hypothesis. The result of the study revealed that there were four types of teacher discourse markers in English classroom interaction: interpersonal, referential, structural, and cognitive. Interpersonal marker is the most dominant type of discourse markers used by the teacher with 49,21%, referential 23,43%, structural 21,87%, and cognitive 5,46%. The reasons for the teacher's use of interpersonal markers as the dominant one were influenced by the presage category and the context category. The English teacher was suggested to understand the importance of employing discourse markers in conversations to add to the efficacy of the teaching and learning process.
PROHIBITION SPEECH ACTS OF GUS BAHA AND USTADZ ABDUL SOMAD IN ISLAMIC PREACHING Urohmah, Annisa Aulia; Ratnadewi, Dwijani; Ro'ifah, Ro'ifah
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.v1i1.7909

Abstract

Prohibition speech acts of religious preachers is an interesting topic research because it is not like that of other people's speech acts which always be modified according to interests, preachers’ language but must be clear, unambiguous and without raising different interpretations. The aim of this research is to find types, meaning, and comparison of Gus Baha’s (GB) and Ustadz Abdul Somad’s (UAS) prohibition speech acts. The design of this research is qualitative descriptive with the data collection techniques: downloading and selecting videos from youtube. To obtain data, the key instrument was the researcher herself. Data in this study were utterances containing prohibition speech acts in 6 YouTube of GB’s and UAS’ Islamic preaching. The data were analyzed based on Pragmatics, Speech Act, Politeness, and Context theories. The findings were GB used Off Record (Rhetorical Questions), Positive Politeness (Assuming or emphasizing reciprocity), and Negative Politeness (Being Conventionally Indirect). Meanwhile, UAS uses the Off Record strategy (Metaphor and Use of Contradiction) and Negative Politeness (Intensifying Interest in H). The preachers similarly used the Bald On Record and Positive Politeness (Notice). The politeness strategy applied is able to reveal the similarities and differences in the choice of prohibition speech acts from both preachers.
UNPACKING ENGLISH PRIMARY TEACHERS PEDAGOGICAL COMPETENCES TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA Wahyuni, Resty
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.v1i1.7960

Abstract

This research is based Unpacking English Primary Teachers Pedagogical Competence Teaching English as A Foreign Language in Indonesia. Researcher found that there is still a lack of knowledge in this regard in the field of English and many students still have difficulties in learning English at the elementary school level and the competence of a teacher is not deep in understanding English material and the researcher looks at how the teacher's competence in teaching Elementary school level students to easily understand English subjects. This research will be conducted using a descriptive qualitative method to describe problems in the process of a teacher's competence in teaching and focus on researching. Based on the findings and discussion, the result of this research can be concluding that:English teacher pedagogic competence in teaching English in SDS Plus Mip Marelan as a whole understands student characteristics by trying to know student personalities, mastering learning theories and educational principles by designing and using various teaching and learning activities, developing curriculum according to rules and objectivity of teaching and learning activities, organizing educational learning activities, helping students in developing self-potential, good communication behavior with students in class, and conducting assessments and evaluations using various techniques appropriate to learning materials and learning objectives.
EMPIRICAL VALIDITY AND INTERNAL CONSISTENCY TESTING OF MODIFIED ONLINE LEARNING READINESS SCALE (OLRS) Rohim, Agil Abdur; Purwati, Oikurema; Anam, Syafiul; Suhartono, Suhartono
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.v9i4.7731

Abstract

Five dimensions of Online Learning Readiness Scale (OLRS) offers convincing quantification of online students’ readiness. Its modification, the addition of two more dimension, is even claimed to be applicable for blended learning environment. Nonetheless, quality of modified OLRS is questionable. Therefore, the purpose of this study is to assure the quality of OLRS after the modification. In order to do so, empirical validity and internal consistency testing were conducted. 42 participants were included for the testing. The result showed that there are four items which needs special attention. The reliability value is also slightly decreased, from .85 to .74. The value is not ideal, but still widely acceptable for research usage. In short, the OLRS modification insignificantly reduces the quality of its psychometric properties. Further research is recommended by the author to focus on reformulating the items in order to enhance its empirical validity and reliability simultaneously, or conducting other statistical test to maintain the quality of OLRS.
TEACHERS’ PERCEPTION ON THE USE OF ALTERNATIVE ASSESSMENT IN INTERNATIONAL PRIMARY SCHOOL: BENEFITS AND OBSTACLES Purnamasari, Rike; Anam, Syafi'ul; Munir, Ahmad
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.v10i3.8484

Abstract

Since assessment is an essential component of education, various assessments, both short-term and long-term, can be used throughout or at the end of the learning process. Among these, alternative assessment becomes prominent to be applied. This study reveals the teachers’ views and experiences, the potential advantages, and challenges of implementing alternative assessment in primary international schools. Data were collected through open-ended questionnaire from international primary school teachers that have experienced more than 10 years. This study discovered four notable benefits and three notable challenges that have been deduced from the current theoretical framework. The benefits can be classified into four main categories: enhancing students' performance, catering to different learning styles and preferences, emphasizing process-oriented learning, and promoting motivation. The three obstacles are to the issues of subjectivity and trustworthiness, time limitations, and the selection of the suitable methodology. Alternative assessment is crucial as it offers a valuable opportunity to improve students' learning and should be implemented to allow students to strengthen their skills. Hence, it is imperative for EFL teachers to regard alternative assessment as a viable option for classroom assessment.
OPTIMIZING THE USE OF AUTHENTIC MATERIALS IN THE WORD FORMATION PROCESS TO IMPROVE STUDENTS’ UNDERSTANDING IN THE ENGLISH MORPHOLOGY SUBJECT Adha, Annisha Dyuli; Gusta, Wienda; Afersa, Mona
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.v9i4.7581

Abstract

The purposes of this research are to (1) determine students' abilities in using word formation by using authentic materials provided. The instrument used to determine the student's abilities is MAT (Morphological Awareness Test); and (2) to determine the type and process of word formation contained in the authentic materials. This study used descriptive qualitative method. The results of this research, based on the MAT used, showed that the students’ understanding towards word formation process increased with the mean score was 83,26.  Meanwhile, the types of word formation found in the authentic materials were compounding, derivation, inflection, conversion, abbreviation, back formation, and initialism.
The Effect of Using KWL Strategy on Comprehending Descriptive Text at Tenth Grade Students of SMAN 3 Tapung Hulu Gultom, Heni Adetya; Syam, Novitri; Syarfi, M
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.v10i2.8249

Abstract

The objective of this research is to find out whether there is significant effect of using KWL strategy on understanding descriptive text. This research is a quantitative research with pre-experimental research design (pre-experimental research method). The population of this research was the X grade students of SMAN 3 Tapung Hulu which amounted to 191 students. The sample was class X IPAS 2 which amounted to 30 students. This research data collection instrument uses multiple choice for pre-test and post-test. The results showed that the average post-test is 87.86 and the average pre-test is 68.53. From the results, it can be seen that there is a significant effect of using KWL strategy to comprehend descriptive text. Therefore, it can be concluded that the use of Know-Want to Know-Learned (KWL) strategy significantly improved the students' ability at SMAN 3 Tapung Hulu in understanding descriptive text. 
MULTIDISCIPLINARY TRANSFORMATIVE LEARNING PRACTICE IN INDONESIAN CONTEXT Agustina, Noni; Anindita, Rina; Sitoayu, Laras; Hardianti, Hardianti; Cinantya, Ixora Gupita; Mustaqim, Karna; Firmasyah, Ezik
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.v1i1.7971

Abstract

Analytical thinking, creative thinking, resilience, flexibility, agility, motivation, self-awareness, and a lifelong learning mindset are the top five skills out of twenty-six are crucial for the workforce. These skills are highly important to be developed in higher education through transformative learning that encourages students to broaden their perspectives or change their mindset. Previous researches investigated the transformative learning, however there is still scarce study on the practice of transformative learning in a multidisciplinary context in higher education. Therefore, this study aims to explore the practice of transformative learning across different discipline. Narrative inquire research design was employed by involving six educators teaching at a private university in Jakarta, Indonesia. Classroom observation and interview was carried to collect the data. The finding showed that practice of transformative learning included critical self-reflection and dialogic conversation. The transformative learning provided the impact for the students.   

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