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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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MEASURING ORAL PRESENTATION ABILITY OF ENGLISH STUDY PROGRAM STUDENTS Hisanah, Aliyah; Daud, Afrianto; Purwanti, Indah Tri
TELL - US JOURNAL Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i4.8845

Abstract

This study aims to find out the ability of students in conducting oral presentations. An oral presentation is one of the skills in speaking. This research is descriptive quantitative and has only one variable, namely the students' oral presentation ability. The population of this study was taken from second-year students of one of the English study programs in Riau with a sample total of 34 students. Based on the results of the analysis, the researcher concluded that the average ability of second-year students of one of the English study programs in Riau in 2022/2023 has a good ability to do oral presentations. The results of the analysis showed that 18% of 34 students had very good presentation ability, 76% of 34 students had good presentation ability, and 6% of 34 students had fair presentation ability on average, and no students were in the poor category. The conclusion is that the oral presentation ability of students in the second year of one of the English study programs in Riau is in the good category.
The Effect of using Nearpod on Students’ Reading Comprehension and Students’ Participation in Studying English Kalsum, Ifa; Sada, Clarry; Ikhsanudin, Ikhsanudin
TELL - US JOURNAL Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i4.8949

Abstract

This research investigated the effect of using Nearpod on Students’ Reading Comprehension and Students’ Participation during the English learning process. The objectives were to analyze the significance of Nearpod's impact on students' reading comprehension, assess the magnitude of this impact, and evaluate students' participation during the learning sessions. The methodology employed quasi-experimental design with non-equivalent control groups, involving both experimental and control groups. Data collection included pre-tests, post-tests, and questionnaires. The research targeted was Grade 9 students. The research utilized objective tests comprising 20 items and questionnaires as instruments. The findings indicated a positive effect of Nearpod on students' reading comprehension, albeit with a small effect size. Moreover, students demonstrated active participation during learning sessions using Nearpod. Therefore, the researcher recommends that teacher employ Nearpod as a tool to teach reading comprehension and to attract the students’ active participation in learning process.
CORPUS LINGUISTICS: UTILIZATION OF A MORPHOLOGICAL PERSPECTIVE Almos, Rona; Seswita, Seswita; Asdaqul Asma, Rahma
TELL - US JOURNAL Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i4.9118

Abstract

This research aims to examine the use of corpus linguistics from a morphological perspective. Corpus linguistics, as an empirical method that utilizes collections of texts or speech, allows researchers to carry out language analysis on a large scale with a higher level of accuracy. In the field of morphology, this approach is used to identify and analyze the frequency and distribution of morphemes, morphological variations, and distribution patterns of affixes in various linguistic contexts. Through comprehensive corpus data analysis, this research is expected to reveal morphological patterns that are not visible in small or introspective studies. The research results show that the corpus-based approach provides deeper and broader insights into the morphological structure of language, although there are several challenges such as the representativeness of the corpus and complex data processing. This research makes a significant contribution to the understanding of morphological variation and distribution and offers recommendations for a more effective corpus research methodology.
AN ANALYSIS OF DIFFICULTIES IN COMPREHENDING NARRATIVE TEXT OF SMAN 3 TAPUNG HULU STUDENTS Hutabarat, Rosindah; Delfi, Syofia; Novitri, Novitri
TELL - US JOURNAL Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i4.8856

Abstract

Penelitian ini menyelidiki kesulitan yang dihadapi oleh siswa kelas sepuluh di SMAN 3 Tapung Hulu dalam memahami teks naratif dan mengidentifikasi faktor-faktor yang mempengaruhinya. Menggunakan model survei deskriptif kuantitatif, penelitian ini mengumpulkan data dari 51 siswa melalui tes pilihan ganda dan kuesioner. Tes membaca menilai delapan indikator pemahaman, yang menunjukkan skor rata-rata yang sangat rendah pada indicator Identifikasi Informasi Faktual (39) dan Identifikasi Referensi (35), yang mengindikasikan tantangan besar dalam menemukan rincian spesifik dan memahami bahasa referensial. Indikator lainnya, seperti Identifikasi Ide Utama (46) dan Identifikasi Inferensi (48), juga menunjukkan kinerja yang lemah, sementara Identifikasi Struktur Umum (51) memiliki skor tertinggi, namun tetap mencerminkan pemahaman yang buruk secara keseluruhan. Kuesioner mengungkapkan dua faktor internal utama yang memengaruhi pemahaman: Kosakata Terbatas (7,28%) dan Pemahaman Kalimat Panjang (6,95%), bersama dengan faktor eksternal seperti metode pengajaran dan pengaruh lingkungan. Hasil penelitian menunjukkan bahwa kosakata terbatas dan lingkungan sekolah yang menantang merupakan hambatan utama dalam pemahaman teks naratif yang efektif. Penelitian ini merekomendasikan peningkatan pengembangan kosakata, penyempurnaan strategi pengajaran, dan pembentukan lingkungan belajar yang mendukung untuk meningkatkan keterampilan membaca siswa dan keterlibatan mereka dengan teks. Penelitian ini merupakan penelitian kuantitatif dengansurvei deksriptif. AbstractThe research investigates the difficulties of tenth-grade students at SMAN 3 Tapung Hulu face in comprehending narrative texts and identifies contributing factors. Utilizing a quantitative descriptive survey model, the study employed multiple-choice tests and questionnaires to gather data from 51 students. The reading test assessed eight comprehension indicators, revealing particularly low mean scores in Identifying Factual Information (39) and Identifying Reference (35), indicating significant challenges in locating specific details and understanding referential language. Other indicators, such as Identifying Main Idea (46) and Identifying Inference (48), also showed weak performance, while Identifying Generic Structure (51) had the highest score but still reflected poor comprehension overall. The questionnaire highlighted two primary internal factors affecting comprehension: Limited Vocabulary (7.28%) and Understanding Long Sentences (6.95%), alongside external factors like teaching methods and environmental influences. The results suggest that limited vocabulary and a challenging school environment are major barriers to effective narrative text comprehension. The study recommends enhancing vocabulary development, refining teaching strategies, and fostering a supportive learning environment to improve students' reading skills and engagement with texts. This research is a quantitative study using a descriptive survey.
INTEGRATING THINK-PAIR-SHARE WITH OUTLINING STRATEGY IN TEACHING NARRATIVE WRITING Virgosa, Rika Jum'a; Raja, Patuan; Flora, Flora
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9326

Abstract

This study investigates the effectiveness of integrating the Think-Pair-Share (TPS) strategy with outlining to enhance students’ writing achievement in writing narrative text. Recognizing the difficulties EFL students face in organizing ideas and the limitations of traditional TPS methods, this study explores whether integrating outlining as a pre-writing activity can improve the quality and structure of students’ writing. A comparative analysis was conducted between students taught using TPS with outlining and those taught using the original TPS method. The study aims to determine if there is a significant difference in writing achievement between the two groups, focusing on aspects such as content, organization, vocabulary, language use, and mechanics. The findings indicate a significant improvement in writing performance among students, suggesting that integrating TPS with outlining can serve as an effective instructional strategy for improving students’ writing skills in EFL contexts.
ESL STUDENTS' INTERPRETATIONS OF PUN IN ENGLISH JOKES Pasaribu, Tiara Kristina; Pasaribu, Donna Ria; Simanjuntak, Hotnida Irawaty; Hia, Leli Arlinawati; Halawa, Ardiwan
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9173

Abstract

This research is expected to broaden students' perspectives through humor, specifically "puns" or "one-liners." The interpretation of ESL students towards English jokes will be analyzed to understand their comprehension of "wordplay." The objectives of the study are to determine how ESL students interpret puns and to identify the difficulties arising from misinterpretations of puns. This study employs a qualitative descriptive approach. Questionnaires and interviews are used to help understand linguistic difficulties and cultural knowledge, exploring students' cultural understanding by exposing them to the use of wordplay in English.The novelty of this research lies in analyzing puns from the perspective of ESL students in North Sumatra, comprising Batak and Nias ethnic students. The findings indicate that students' interpretations of puns show that most can understand the humor if their vocabulary is strong. They can interpret homonyms effectively. Cultural knowledge plays a crucial role; the broader their experiences in the outside world, the better they can appreciate pun humor. Good metacognitive skills also aid students in interpreting pun humor, evident in how they attempt to understand wordplay. Some students can "understand" the jokes due to their familiarity with the words through prior experiences.The researcher hopes that students' vocabulary can be enhanced so they grasp double meanings in humor better. Students are encouraged to expand their cultural knowledge and metacognitive skills by exposing themselves more to foreign cultures through reading, listening to news, social media, or new experiences.
THE CORRELATION BETWEEN LEARNING STRATEGIES AND STUDENTS’ WRITING ACHIEVEMENT THROUGH PROCESS-BASED APPROACH IN THE THINK-PAIR-SHARE TECHNIQUE Bestari, Nirmala; Setiyadi, Agustinus Bambang; Flora, Flora
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9328

Abstract

Abstrak Penelitian ini meneliti hubungan antara strategi belajar siswa dan pencapaian menulis mereka dengan menggunakan Process Approach dalam teknik Think-Pair-Share (TPS). Penelitian ini melibatkan siswa kelas tujuh. Tes menulis dan kuesioner digunakan untuk menilai strategi belajar siswa. Metode penelitian kuantitatif diterapkan dengan menggunakan Korelasi Pearson Product-Moment untuk menganalisis hubungan antara strategi belajar dan pencapaian menulis. Hasil penelitian menunjukkan adanya korelasi positif yang kuat, yang mengindikasikan bahwa siswa yang menerapkan strategi belajar yang efektif cenderung memiliki pencapaian menulis yang lebih baik. Strategi metakognitif memainkan peran paling signifikan dalam meningkatkan keterampilan menulis, diikuti oleh strategi sosial, yang juga menunjukkan korelasi yang kuat dan positif. Sementara itu, strategi kognitif memiliki korelasi terlemah, yang mengindikasikan bahwa siswa mungkin memerlukan bimbingan yang lebih terstruktur untuk menerapkannya secara efektif. Temuan ini menekankan pentingnya dukungan yang terstruktur dan umpan balik dari guru untuk meningkatkan pencapaian menulis siswa.AbstractThis study examines the relationship between students' learning strategies and their writing achievement using the Process Approach in the Think-Pair-Share (TPS) technique. The study involved seventh-grade students. Writing tests and questionnaires were used to assess students’ learning strategies. A quantitative research method was employed, using Pearson Product-Moment Correlation to analyze the correlation between learning strategies and writing achievement. The results reveal a strong positive correlation, indicating that students who employ effective learning strategies tend to better in writing achievement. Metacognitive strategies played the most significant role in improving writing skills, followed by social strategies, which also showed a strong and positive correlation. Meanwhile, cognitive strategies had the weakest correlation, suggesting that students may require more structured guidance to apply them effectively. These findings highlight the need for structured support and teacher feedback to enhance students’ writing achievement.
THE CORRELATION OF SELF-CONFIDENCE AND STUDENTS’ SPEAKING ACHIEVEMENT THROUGH THE MODIFIED BUDDY SYSTEM WITH COMMUNICATIVE LANGUAGE TEACHING PRINCIPLES Agustin, Ervina
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9213

Abstract

This study investigates the correlation between self-confidence and students’ speaking achievement through the Modified Buddy System integrated with Communicative Language Teaching (CLT) principles. A quantitative research method was employed, using Pearson Product-Moment Correlation to analyze the correlation between self-confidence and speaking achievement. Speaking tests were administered to assess students' oral proficiency, while a self-confidence questionnaire measured their perceived confidence levels before and after the implementation of modified Buddy System with CLT principles. The findings indicate a significant positive correlation suggesting that students with higher self-confidence perform better in oral communication tasks. The study highlights the relevance of establishing a supportive learning environment in which students feel at ease communicating, which improves their speaking achievement and overall language competence.
STUDENTS’ PERCEPTION ON THE USE OF EPISODEN APPLICATION IN SPEAKING ENGLISH Hidayat, Yulia; Damanik, Emeliya Sukma Dara
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9151

Abstract

This study used descriptive qualitative research to investigate students' perceptions on the use of the episoden application in speaking English. A total of 31 students in 11-th grade at SMK Bandung 1 Bandar Setia were involved in this study. The students were asked to fill out a questionnaire and then 10 of them were randomly selected to be interviewed. Students' perceptions on the use of Episoden application were divided into three categories. The first category investigates students' perceptions on the use of Episoden application. The second category of students' perceptions of the benefits on the use of Episoden application. The third category investigates students' perceptions of the challenges on the use of Episoden application. The results of this study show that many students had a positive perceptions on the use of Episoden application and also the benefits on the use of Episoden application. Meanwhile, students' perceptions of the challenges on the use of Episoden applications received negative perceptions.  
Enhancing Reading Comprehension: The Role of RCRR Strategy and Small Group Discussions Rahmadianti, Dwi; Flora, Flora; Munifatullah, Feni
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9330

Abstract

This study addresses the ongoing challenge of improving students' reading comprehension, which is crucial for academic success. Despite various reading strategies being implemented, discrepancies remain between theoretical approaches and classroom practices, particularly in engaging students actively in comprehension tasks. To bridge this gap, this study examines the effectiveness of integrating the Read, Cover, Remember, Retell (RCRR) strategy with Small Group Discussions in enhancing students’ comprehension of descriptive texts. Conducted at SMA N 10 Bandar Lampung, this quasi-experimental research involved tenth-grade students, utilizing a pretest-posttest design with 42 multiple-choice questions. The experimental group, exposed to the integrated strategy, showed a significant improvement in reading comprehension, with a post-test mean score of 85.99, compared to the control group’s 76.53. Statistical analyses, including normality, homogeneity, and independent t-tests, confirmed the strategy’s effectiveness (p < 0.05). Findings indicate that Small Group Discussions enhanced the impact of RCRR by fostering active engagement, critical thinking, and collaborative learning. This study concludes that combining RCRR with Small Group Discussions is an effective instructional approach, providing valuable insights for educators seeking to enhance literacy instruction.

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