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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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INTEGRATING THINK PAIR SHARE AND THREE STEP INTERVIEW TO ENHANCE STUDENTS’ SPEAKING ACHIEVEMENT Pramesti Eba Utami, Dian Anggoro; Nurweni, Ari; Munifatullah, Feni
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.v11i4.10478

Abstract

This study aims to examine the improvement of students’ speaking achievement and their perceptions toward the implementation of integrated Think–Pair–Share (TPS) and Three-Step Interview (TSI). The research employed a one-group pretest–posttest design involving 30 ninth-grade students at SMPN 4 Metro. Instruments included a speaking test (pretest and posttest) and a perception questionnaire. Data were analyzed using a paired sample t-test and descriptive analysis. The results showed a significant improvement in students’ speaking scores from a pretest mean of 84.80 to a posttest mean of 89.40 (p < 0.05). Furthermore, students’ perceptions toward the TPS–TSI were positive with overall mean = 3.86, with the Target and Situation dimensions receiving the highest means, 3.94. These findings suggest that the integration of TPS–TSI not only enhances speaking skills but also fosters a supportive learning environment aligned with students’ future goals.
UNVEILING GENDER IDEOLOGY IN ENGLISH TEXTBOOKS PUBLISHED BY THE INDONESIAN MINISTRY OF EDUCATION AND CULTURE Zastika, Yeli; Ramadhan, Syahrul; Tiarina, Yuli
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.v11i4.10661

Abstract

This study examines the construction of gender ideology in English textbooks published by the Indonesian Ministry of Education and Culture in 2022. As official pedagogical documents, the textbooks play a strategic role in shaping students' gender understanding. This study aimed to identify and analyze gender representations in text and images to uncover the gender ideologies underlying the materials' construction. To answer the research questions, high school textbooks for grades X, XI, and XII served as data sources. Using a qualitative design with documentation and discourse analysis techniques, this study classified verbal and visual excerpts into ideological frameworks through a multimodal discourse analysis approach. The findings revealed three main ideologies: egalitarian, intensive parenting, and moderate traditional. Egalitarian ideology is reflected in the representation of women and men as professional, high-achieving, resilient, and creative subjects; intensive parenting is evident through the collaborative division of caregiving roles, while moderate traditional ideology is evident in the continued dominance of women in certain domestic tasks. These three ideologies indicate a hybrid gender discourse that reflects the negotiation between progressive and traditional values in government-published textbooks. Practically, these findings encourage the need for gender sensitivity audits in textbook development and critical pedagogy in the classroom. Theoretically, this research contributes to strengthening the understanding that gender representation in educational media is dynamic, layered, and reflects broader social changes in the context of national education.
ENHANCING READING ABILITY OF SMP BUDI DHARMA DUMAI STUDENTS THROUGH ICRS BASED ON CEFR Army, Adinda Mutiara; Erni, Erni; Azhar, Fadly
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.v11i4.10536

Abstract

This quantitative pre-experimental research was undertaken to investigate the pedagogical efficacy of the CEFR-aligned Inquiry Complexity Reading Strategy (ICRS) model in enhancing the reading proficiency of second-year students (N=26) at SMP Budi Dharma Dumai. Rooted in the principles of Inquiry-Based Learning and Connectivism, the ICRS model was implemented to actively foster critical and creative reading ability through collaboration. Data collected via a One Group Pretest-Posttest design were analyzed using a paired-samples t-test. The empirical results demonstrated a statistically significant enhancement in reading ability, evidenced by the substantial increase in the mean score from 58.85 (Fair) to 82.88 (Excellent). The t-test confirmed this significant difference (p < 0.05), further supported by a very large effect magnitude (Cohen’s d = -2.061). These findings lead to the conclusion that the CEFR-based ICRS model is highly effective in improving overall reading proficiency, successfully reducing the achievement gap, and supporting the differentiated learning goals of the Merdeka Curriculum in the English as a Foreign Language (EFL) context.
ENGLISH LEARNING NEEDS OF TECHNOLOGY INFORMATICS COMPUTER STUDENTS: AN ESP ANALYSIS Sevrika, Hevriani; Mayuasti, Mayuasti; Zurniati, Vivi; Junialdi, Rezi
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.v11i4.10557

Abstract

AbstractTechnology Information students need the material in English subject that relate with their department. However, most of the lecturers used the materials in general English in working fields. Thus, in this research the writer did it to know the students’ need. In this research, the samples are the students in the technology informatics computer department. There is one class which is 28 students. The writer took all students through technology informatics computer sampling is total sampling. The instrument that writer used to take the data is questionnaires through close – ended questions. The design of this research is descriptive quantitative research. Then, the findings reveal that, in terms of necessities, students require English materials that are simple, relevant to IT contexts, and easy to understand. Regarding lacks, students have limited vocabulary, which hinders their ability to comprehend reading texts. Concerning wants, students express a strong desire to improve their speaking fluency; however, classroom instruction rarely provides sufficient opportunities for speaking practice. The results suggest that English teachers should design and implement learning materials that are contextually relevant to the IT and emphasize communicative activities to enhance students’ speaking competence.
TEACHERS’ EXPERIENCE IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNER AT ELEMENTARY SCHOOL BANDUNG Lukman, Nazhifah Madina; Hidayat, Hamdan; Gaffar, Andriana
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.v11i4.10509

Abstract

This study aims to explore the experiences and strategies employed by English teachers in teaching vocabulary to young learners at an elementary school in Bandung. The research focuses on how teachers implement vocabulary teaching techniques, the types of media and materials they use, and the challenges they face during instruction. Employing a qualitative descriptive approach, data were collected through semi-structured interviews, and document analysis involving two English teachers at a private elementary school The findings reveal that both teachers apply a combination of interactive and varied techniques including games, storytelling, flashcards (physical and digital), and smartboard usage to engage students actively in vocabulary acquisition. The multisensory approach and incorporation of diverse media proved effective in increasing student motivation, participation, and retention of vocabulary. However, challenges such as classroom management and sustaining student attention were evident, highlighting the need for continuous professional development and supportive institutional frameworks. This study underscores that comprehensive vocabulary instruction combining multiple strategies and media can enhance young learners’ English vocabulary mastery and suggests schools invest in teacher training and adequate teaching resources to improve the quality of elementary English education
A STUDY ON THE ABILITY OF THE SIXTH-SEMESTER STUDENTS OF THE ENGLISH STUDY PROGRAM AT FKIP UNIVERSITAS RIAU IN ANALYZING SHORT STORIES Zuarni, Witri; Azahar, Fadly; Erni, Erni
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.v11i4.10543

Abstract

This study aimed to investigate the ability of sixth-semester students of the English Study Program at FKIP Universitas Riau in analyzing the intrinsic elements of short stories. This research employed a descriptive quantitative method. The sample consisted of 37 students from one class (6A) , selected through cluster random sampling. The instrument used was a semi-essay test where students were asked to analyze the elements of one chosen short story from three options. The analysis focused on five intrinsic elements: setting, character, point of view, plot, and theme. The findings revealed that the students' overall ability was in the "average to good" category, with a total average score of 77.2. Students performed best in analyzing Point of View (average score 78.7) and Character (78.0). Conversely, students faced the most difficulty with the more abstract elements of Theme (76.1) and Plot (77.3). The study concludes that while students possess a solid ability to analyze concrete literary elements, there is a need for improvement in analyzing abstract components like plot and theme.
THE CORRELATION BETWEEN STUDENTS’ META-LEARNING AWARENESS AND WRITING DESCRIPTIVE TEXT IN JUNIOR HIGH SCHOOL Zhamasar, Aisha; Sinaga, Juwita Boneka; Ashari, Erwin
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.v11i4.10588

Abstract

This study aims to investigate the relationship between students’ Meta-learning awareness and writing descriptive texts at the junior high school level. This research is motivated by students' difficulties in writing descriptive texts, including organizing ideas, selecting vocabulary, and applying correct grammar. The research method used is a quantitative approach with a correlational design. The population of this study consisted of all seventh-grade students at SMPN 30 Batam, and one class (N = 41) was randomly selected using a cluster random sampling technique. The research instruments consist of a questionnaire to measure Meta-learning awareness and a writing test to assess the ability to write descriptive texts based on Brown's (2003) rubric. The data was analyzed using the Spearman rank correlation test because the data was not normally distributed. The analysis results show a significant positive correlation between Meta-learning awareness and writing descriptive text (rs = 0.330; Sig. = 0.035). Although the strength of the correlation is considered weak, this finding indicates that students with higher Meta-Learning awareness tend to have better writing skills. The results of this study confirm that Meta-learning awareness can improve students' writing skills by encouraging them to be more reflective in the learning process. This research recommends that teachers integrate Meta-learning activities into writing instruction to foster students' independence, focus, and confidence in producing descriptive texts.
THE CORRELATION BETWEEN AFFECTIVE-COGNITIVE WRITING AND WRITING SKILLS Ramadhani, Nursyahida Suci; Manurung, Sulastri; Putri, Aulia
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.v11i4.10619

Abstract

This study examined the relationship between students’ affective-cognitive writing strategies and their writing skills at the seventh-grade level of SMPN 21 Batam. The study employed a quantitative correlational design with a sample of 30 students selected through cluster random sampling to ensure representation of the population. Data were gathered using two primary instruments: the Affective-Cognitive Writing Strategies Questionnaire (ACWS) developed by Fisher (2010), which measures students’ affective and cognitive approaches to writing, and a descriptive writing test assessed using Brown’s (2007) analytic rubric. Assumption testing through the Shapiro-Wilk normality test and the linearity test confirmed that the data met the requirements for parametric analysis. Pearson’s Product Moment correlation showed that the use of affective cognitive writing strategies did not have a statistically significant relationship with students’ writing performance (r = -0.011, p = .954). These findings suggest that students’ writing performance was influenced more by their basic language proficiency and familiarity with the task than by their reported strategy use. Future studies with larger samples, multiple writing tasks, or qualitative data are recommended to provide deeper insights into how affective and cognitive factors contribute to students’ writing development. These results highlight the need for explicit instruction in both emotional regulation and cognitive strategy training in EFL writing classroom.
INTEGRATING MULTICULTURAL EDUCATION IN EFL CLASSROOMS: TEACHERS' PERSPECTIVES, CHALLENGES AND OPPORTUNITIES Nurpratiwi, Fheby Indriyanti; Apriani, Reni; Siahaan, Junita
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.v11i4.9554

Abstract

Multicultural education plays a significant role in fostering students' language learning by enhancing cultural awareness, motivation, and communicative competence. This study explores the perspectives of EFL teachers on how integrating multicultural education impacts language learning in Multiculturalism and Language Education course at La Tansa Mashiro University. Using a qualitative case study approach, data were collected through classroom observations, documents analysis and interviews involving two EFL teachers actively involved in EFL teaching and twenty students in this course, to explore the complexities and nuances of integrating multicultural education. The findings reveal that teachers’ awareness, understanding and strategy in integrating multicultural education in language teaching improves students' engagement, promotion of critical thinking and linguistic proficiency of appreciating and thriving in a diverse world. However, challenges such as the need for teacher training, culturally responsive teaching materials to balance with standardized curriculum requirements, students’ limited intercultural exposure that may lead to potential resistance or discomfort during discussions of culturally sensitive topics, and institutional support in enhancing multicultural education in EFL classrooms. In conclusion, this study provided valuable insights for teachers, institutions, and policymakers to improve multicultural education activities to maximize learning outcomes in EFL setting.Keywords: multicultural education, EFL Teachers, language learning, intercultural competence, case study
IMPROVING ENGLISH FOR NURSING COMMUNICATION SKILLS THROUGH SCENARIO-BASED LEARNING (SBL) IN EMERGENCY CARE SB, Handayani; Ramadhan, Syahrul; Tiarina, Yuli
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.v11i4.10785

Abstract

Scenario-based learning (SBL) is a teaching method that uses real-life simulations to help students develop practical skills and apply their knowledge in relevant and realistic contexts. This study aims to explore the impact of implementing scenario-based learning in English for Nursing, with a focus on improving students’ communication skills. The research used a qualitative approach, conducting in-depth interviews with 41 students from Akper Kesdam I/Bukit Barisan Padang who had participated in scenario-based learning. Data were collected to identify changes in students’ confidence, language anxiety, and their ability to apply medical communication in real-world situations. The findings indicate that scenario-based learning significantly improved students’ confidence in using English for communication, reduced language anxiety, and deepened their understanding of the importance of clear communication in emergencies. The scenarios provided practical experience that helped students bridge theory with real-life applications, better preparing them for urgent medical situations. Based on these findings, it can be concluded that integrating scenario-based learning into English for Nursing is effective in preparing nursing students to address communication challenges in medical settings and in improving patient care quality.

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