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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 351 Documents
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EMPOWERING EFL LEARNERS: ANALYSIS OF STUDENT’S BOOK FOR LEARNER AUTONOMY IMPLEMENTATION Berlin, Astri Winandari; Wirza, Yanty; Madaresita, Madaresita; Lestari, Ayu; Al-Kahfi, Faksi Rana
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10153

Abstract

Learner autonomy has gained attention in English for Foreign Language (EFL) study context, but research on its promotion through EFL textbooks used in Indonesian Classroom remains limited. This study addresses this gap by evaluating ‘English in Mind’ student’s textbook facilitation of learner autonomy. A qualitative case study was employed, using Levels of Learner Autonomy Implementation Framework to analyze the textbook. The result show that the textbook facilitates learner autonomy to varying degrees, with Awareness level being the most prominent. The facilitation of higher levels of autonomy, namely Involvement, Intervention, Creation, and Transcendence were less frequent. They suggest that while the textbook supports foundational autonomy, there are gaps in promoting higher-level autonomy. This study contributes to educational theory by illustrating how textbooks can support learner autonomy in a context with limited studies. Practically, it offers insights into how textbooks can be used to foster learner autonomy in EFL classrooms. From a policy perspective, while the findings suggest that the textbook lays a foundation for learner autonomy promotion, targeted policy initiatives are needed to systematically integrate higher-level autonomy tasks and support their effective implementation in Indonesian EFL classrooms.
THE IMPACT OF MIND MAPPING TECHNIQUES ON PRE-WRITING ACTIVITIES IN EFL CLASSROOMS Nurjannah, Ratih Laily; Budiati, Budiati; Rejeki, Peni Sri
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10267

Abstract

Mind mapping is believed to be an effective technique for the pre-writing stage. This study aims to investigate the impact of mind mapping technique as a pre-writing activity in EFL classes. This study used a quasi-experimental research design with pre- and post-test control group design. The respondents were seventh grade students of SMPIP Assalamah Ungaran who were divided into two groups: the experimental group, which was given instructions on how to use mind mapping as a pre-writing approach, and the control group was given conventional teaching. A pre-test and post-test on writing performance were given to both groups, and the data collected from these assessments were evaluated and analyzed by comparing the results of the pre-test and post-test assessments. The results showed that there was a significant increase in the mean score of the experimental group by 13.35, while that of the control group by 5.36. This shows that pre-writing activities with mind mapping can improve students' writing skills. The mind mapping technique improves students' writing skills; ideas are more organized, sentences are more complex, the number of sentences is more in accordance with the number of ideas in each of the branches arranged in the mind map, and the relationship between sentences looks better and there is cohesion and coherence between sentences.
ENGLISH STUDENTS’ PERCEPTION OF USING CHATGPT IN ACADEMIC VOCABULARY SUBJECT Kurniadi, Yulia; Yendra, Yendra; Satria, Willy
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10113

Abstract

This study aims to examine students’ perceptions of using ChatGPT in learning academic vocabulary. The research was conducted among English Education students at Universitas PGRI Sumatera Barat, class of 2024, who have used ChatGPT in the Academic Vocabulary course. This study employed a descriptive qualitative approach with data collected through semi-structured interviews with 4 students who were selected purposively. The data were analyzed using thematic analysis based on four indicators: emotions, past experiences, personal values, and social influences. The findings indicate that the majority of students hold positive perceptions toward ChatGPT, as it is considered to facilitate material comprehension, enhance learning motivation, and boost self-confidence. However, some respondents also expressed concerns regarding potential dependency and the limitations of the language style used by ChatGPT. These findings suggest that ChatGPT can serve as an effective learning medium in supporting academic vocabulary acquisition, provided it is used critically and in a balanced manner. This research offers new insights into the integration of AI in language learning and serves as a foundation for developing more adaptive and reflective technology-based learning strategies.
English Education Students’ Perceptions of the Teaching Profession and PPG Program Toward Their Interest in Becoming Professional Teachers Umahati, Zanati Tahta; Hidayat, Hamdan; Ruswandi, Riki
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10060

Abstract

This study aims to determine English Language Education students' perceptions of the teaching profession and the Teacher Professional Education Program (PPG), and their influence on their interest in becoming professional teachers, using the Social Cognitive Theory and the Theory of Planned Behavior as theoretical frameworks. This research uses a quantitative method with an ex post facto associative-causal design. Data was collected through a closed-ended questionnaire with a four-point Likert scale, then analyzed using multiple linear regression and Pearson correlation analysis with the help of SPSS 25. The results of the descriptive analysis show that the majority of respondents have a high perception of the teaching profession (69%), a moderate perception of the PPG (76%), and a moderate interest in becoming professional teachers (60%). The results of the partial t-test show that perception of the teaching profession (t = 2.279; p = 0.025) and perception of the PPG (t = 2.910; p = 0.005) significantly influence interest in becoming a professional teacher. The simultaneous ANOVA test (F = 32.321; p < 0.001) confirms that both variables have a significant effect, with a coefficient of determination value of R² = 0.432. This means these two perceptions can explain 43.2% of the variance in interest in becoming a professional teacher.
EXPLORING STUDENTS’ SELF-RATING PRACTICE IN WRITING CLASS: A DESCRIPTIVE QUALITATIVE STUDY AT MTSN 3 KOTA SURABAYA Nisa, Khoirun; Rakhmawati, Rakhmawati; Mahmudah, Lilik
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10230

Abstract

This study looks at how eighth-grade students feel about using self-rating when they write in English. The goal is to see how self-rating affects their understanding of their writing skills, their motivation, and the quality of their writing. The research uses a qualitative case study approach, where data was gathered through interviews with students from class 8D at MTsN 3 Kota Surabaya. The interviews were done online using Google Meet, and the questions were in Indonesian to make sure students understood them clearly. The results show that students mostly liked self-rating because it helped them become more aware of their strengths and weaknesses, improved their writing, and made them more motivated. But some students also mentioned problems like not knowing exactly how to evaluate their work and feeling unsure about their abilities. The study recommends including guided self-rating exercises in writing lessons to help students be more independent and reflective in their learning.
AN OVERVIEW OF WRITTEN FEEDBACK FROM TEACHERS’ PERCEPTION AND PRACTICE Randa, Cory Putri; Suharni, Suharni; Ikhsan, M. Khairi
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10068

Abstract

This study analyses the perceptions and practices of teachers in providing written feedback to students in the English Education Study Program at Universitas PGRI Sumatera Barat. This is a qualitative research. Data were collected through semi-structured interviews with two teachers who taught writing courses and analyzed using thematic analysis technique. The results showed that teachers consider written feedback as an important element in learning to write. They use various techniques of giving written feedback such as providing comments, symbols, colors, and direct revision on students' writing. Providing feedback is adjusted to students' ability level, learning style, and students' needs. Thus, time limitation is the main challenge in providing written feedback. 
STUDENTS' PERCEPTIONS OF THE SUGGESTOPEDIA LEARNING METHOD IN IMPROVING SPEAKING SKILLS FOR DELIVERING RECOUNT TEXTS Durrotunnisa', Fuad; Sukirlan, Muhammad; Mahpul, Mahpul
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10007

Abstract

This study aims to investigate students' perceptions of the Suggestopedia method in improving speaking skills, particularly in delivering recount texts. Suggestopedia is a language teaching method that emphasizes psychological comfort, relaxation, and enjoyment in the learning process through the use of music, games, and imaginative activities. The research employed a descriptive quantitative approach with a survey design involving 36 tenth-grade students from a Islamic Senior High School (MAN) in Bandar Lampung who had experienced learning through the Suggestopedia method. Data were collected through a closed-ended questionnaire using a 5-point Likert scale and semi-structured interviews to triangulate the findings. Quantitative data were analyzed descriptively, while qualitative data were thematically interpreted. The findings revealed that students generally had positive perceptions of the method, with high average scores across all measured aspects: awareness (79.7%), past experience (82.3%), knowledge (82.4%), motivation (83.3%), and social interaction (82.1%). These results indicate that Suggestopedia was well-received, especially in boosting students’ enthusiasm and participation in speaking activities. Interview data supported these findings, highlighting increased comfort, self-confidence, and creativity in expressing personal experiences. The study concludes that Suggestopedia effectively fosters a relaxed and supportive learning environment, which reduces anxiety and encourages spontaneous speaking. However, its successful implementation requires teacher readiness and sensitivity to different learner preferences. Suggestopedia proves to be a promising alternative method for improving students’ speaking fluency and confidence in recount text delivery.
The Correlation Between Linguistic Intelligence and Reading Habit of English Study Program Students of Riau University Apriani. E, Nabilla; Eliwarti, Eliwarti; Masyhur, Masyhur
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9380

Abstract

The aim of this study was to find out whether there was significantly correlation or not between linguistic intelligence and reading habit. Thirty-four students as sample by using random cluster sampling technique. The method of this study was correlational research. It was found that the outcome of this analysis is Sig. (2-tailed) value is 0.944, and it is greater than 0.05. It can be concluded that there was no significant correlation between linguistic intelligence and reading habit.
JUNIOR HIGH SCHOOL STUDENTS’ READING HABIT AND MOTIVATION DURING THE IMPLEMENTATION OF KURIKULUM MERDEKA Hasibuan, Anastasia Ronauli; Irzawati, Ira; Ayu, Siti Rahma
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9809

Abstract

The spirit of Kurikulum Merdeka provides big opportunity for students to gain more learning experience and develop their self-potential. This curriculum highlights the freedom to achieve many things during the learning period. The innovation can even prove an increase of students’ literacy achievement in Indonesia. Reading habits and motivation are one of the elements that contribute to improve literacy. This research explored the relationship between students’ reading habits and motivation during the implementation of Kurikulum Merdeka. This correlational study involved seventeen students of English Club members of a Junior High School in Palembang. They were selected by using convenience sampling technique. The data were collected through two types of questionnaires, namely Reading Habits and Reading Motivation Questionnaires. The obtained data were analyzed through Pearson Product Moment formula. The results showed that the mean scores of reading habit and reading motivation were 2.92 and 128.94 descriptively. Most students were at the moderate level of reading habit with the percentage of 58.8% (10 students). In addition, fourteen students (82.4%) were at the medium level of reading motivation. The correlational test also revealed that the pearson correlation value was 0.651 with the significance level of 0.005. The output of pearson correlation value showed positive coefficient value which means higher the degree of students’ reading habit level, the higher their reading motivation level is. It is expected that the results of this research brings a new perspective that is potentially used as the source of reference and information especially for the readers.
THE IMPACT OF INTEGRATING MIND MAPPING WITH GROUP INVESTIGATION IN TEACHING WRITING Intan, Laksmi Dwi; Raja, Patuan; Nurweni, Ari
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9704

Abstract

This study aimed to investigate the effectiveness of integrating mind mapping with group investigation compared with mind mapping. A quantitative method with quasi experimental design was employed. The participants were two second-grade classes at one of vocational high schools in Bandar Lampung. The experimental group was taught by using mind mapping with group investigation, meanwhile, the control group was taught using mind mapping. The result of the post-test showed that the experimental group achieved a higher average of 80.2 compared to 73.6 in the control group. T-test score indicated a significance value (Sig. 2-tailed) of 0.001, which is below 0.05, shows a statistically significant difference between the two groups after the students got the treatment. Moreover, the students in the experimental group demonstrated greater improvement in terms of five aspects of writing, including content, organization, vocabulary, grammar, and mechanics. These findings suggested that integrating mind mapping with group investigation is more effective in improving students’ writing achievement that using mind mapping.

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