Teaching English and Language Learning English Journal
TELLE Journal is an OPEN ACCESS journal aims to provide opportunity for research to publish research articles of analyses, studies, research reports, application of theories, material development, and reviews. The scopes of the journal cover English Language, English linguistics, English literature, and English teaching.
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<![CDATA[TEACHERS’ STRATEGIES TO TEACH ENGLISH VOCABULARY TO EARLY CHILDHOOD ISLAMIC EDUCATION( PIAUD) PROGRAMAT STATE ISLAMICUNIVERSITY RADEN FATAH PALEMBANG ]]>
<![CDATA[HERA WATI]]>;
<![CDATA[Ariya Agustin]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3299
<![CDATA[An English teacher in such a location has a unique challenge in teaching the target language. This study was conducted to early childhood islamic education (PIAUD) class programat state Islamic University Raden Fatah Palembang. There is one primary question to be answered in this study, which is what strategies were used by English teachers inteaching vocabulary to early childhood islamic education (PIAUD) at State Islamic University Raden Fatah Palembang. Knowing that learning English vocabulary is important, the researchers conducted this research by observing the class times teacher. Class observations, which included the strategies used by the teacher and thelearning and teaching process used to collect the data. Besides that, The results of the study presented some variousteaching strategies which were used to teach English vocabulary. From a class observation and three main strategies wereidentified. The three primary strategies used by the English teacher in teaching English vocabulary to early childhood islamic education (PIAUD) class Programwere the use of teaching media, the implementation of appropriate methods andapproaches, and the use of fun activities to create a more engaging class. Therefore, giventhe unique condition of each school, English teachers need to be creative yet wise inchoosing the most appropriate teaching strategies to meet the needs of the learners.]]>
<![CDATA[The Effect of Peer Assisted Learning Strategy toward Students’ Writing at English Education Program of Muhammadiyah University of Bengkulu ]]>
<![CDATA[Ade Patriona]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3317
<![CDATA[This study aims to determine the differences effect before and after use Peer Assisted Learning (PAL) Strategy in teaching writing (in the form of pre-test and post-test scores) on 20 students at English students in Muhammadiyah University of Bengkulu, by providing treatment using the Peer Assisted Learning (PAL) Strategy. This type of research is Quasi Experiment. The population is students of Muhammdiyah University of Bengkulu in the academic year 2020/2021 with 62 students each class is 26 students A class and 36 students in B class. From this population, 20 students were taken as samples in A class 10 students as a control class and 10 students as experimental class. Research data were collected through writing tests and documentation. The results showed a significant change in the experimental class with an average value of 76.67 while in the control class an average value of 69,89 The post-test results show that the Peer Assisted Learning (PAL) Strategy can improve students' writing skills. Thus, the Peer Assisted Learning (PAL) Strategy can be one of effective strategy to increase students writing skills. Keywords: Peer Assisted Learning, (PAL) Strategy, Writing Narrative Texts]]>
<![CDATA[Students’ Ability In Giving Definition as Prime Minister in Speaking for Debate Class at Muhammadiyah Univeristy of Bengkulu ]]>
<![CDATA[Rizky Amelia Putri]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3318
<![CDATA[The definition in the aspect of debate assessment is a very important aspect in starting a debate, it is used for the boundaries of a motion so that the issues to be debated can be more focused. Therefore, it is necessary to have a clear definition of each motion so that the public can understand the scope of the debate. The purpose of this research is to know and describe Students' Ability in Giving Definition as Prime Minister in Speaking for Debate at Muhammadiyah University Of Bengkulu. The research design of this study used a qualitative descriptive method. The instruments used were observation checklists and interviews. The subjects of this research were fourth semester students as Prime Ministers who take speaking for debate courses in the English Education Program for the 2020/2021 academic year. The results of this study showed that the ability of students to provide a definition as a prime minister in the high category. This study indicates that English students in the fourth semester at Muhammadiyah University of Bengkulu to have a better understanding on how to give a good definition especially in the aspect of not be self proving as prime minister. For further researchers, it is suggested that could be use to find out the students argument quality especially in definition aspect. Keywords : Speaking, Debate, Definition]]>
<![CDATA[ANALYSIS OF STUDENTS’ MATTER ABILITY IN SPEAKING FOR DEBATE AT FOURTH SEMESTER IN MUHAMMADIYAH UNIVERSITY OF BENGKULU ]]>
<![CDATA[Acacia Agnes Dwita Ariesy]]>;
<![CDATA[Ririn Putri Ananda]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3319
<![CDATA[Matter in debate is the content of debate. Matter is seen as the main thing in conveying the arguments. However, the students often do not attentive on their matter in which reduce the quality of their debate performance. The aim of this study is to identify how students’ matter ability in speaking for debate at fourth semester in Muhamadiyah University of Bengkulu. The data were taken from three steps, namely ; exercise, middle test, and final examination and were analyzed on elements of matter following Simon Queen (2005). This research used a descriptive method. The subjects of this research were 34 students at fourth semester who attended the course as speaking for debate at the English Study Program, Muhammadiyah University Of Bengkulu. The result showed that the students is low criteria with a percentage of 27%. Not all the students have understood about use of the elements of matter. It is suggested that English students need to learn more about the elements of matter and evaluate their arguments. Keywords: Speaking, debate, matter ability]]>
<![CDATA[ENGLISH STUDENTS’ PROBLEMS IN PRONOUNCING UNEXIST ENGLISH VOWELS AND CONSONANTS IN INDONESIAN LANGUAGE ]]>
<![CDATA[Nona Leviakandella]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3328
<![CDATA[The purpose of this study was to know students' problems in pronouncing unexist English vowels and consonants in Indonesian language. This research was designed as descriptive qualitative method. The subjects of this research were the fourth semester of English Education study Program of Muhammadiyah University of Bengkulu. The instrument of the research were dictionary and online dictionary. The results of the study were: first, in vowels In Indonesian language usually one sound has only one phoneme while in English several rather similar sounds have their own phonemes Second, in consonant. Unexist Manner of articulation for fricative sounds (/v/, /θ/, /ð/, /ʒ/) and unexist place of articulation for labiodental /v/, dental /θ/ (unvoiced) /ð/ (voiced), palate alveolar /ʒ/ in Indonesian language. Keyboard : Pronunciation, Problems, Unexist, English Vowels, English Consonants.]]>
<![CDATA[STUDENT’S PROBLEM IN WRITING UNITY OF PARAGRAPH IN ENGLISH EDUCATION PROGRAM AT MUHAMMADIYAH UNIVERSITY OF BENGKULU ]]>
<![CDATA[Feti Yuhariah]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3329
<![CDATA[The objective of this research was to identify the Student’s Problem in Writing Unity of Paragraph in English Education Program at Muhammadiyah University of Bengkulu who have followed writing II subject. This study use qualitative research, and used descriptive qualitative method. The subject of this research was consisted of 28 students fourt semester. In this research, the researcher used scoring criteria Unity of Paragraphs as instrument and using three different topic get the data. The data were collected by: Asking students to write paragraph descriptive with different topics. In identified and classified the students problem in writing unity of paragraphs to gave the score based on Oshima and Hogue (1983) criteria. The result of this research, the Student’s Problem in Writing Unity of Paragraph in English Education Program at Muhammadiyah University of Bengkulu still poor in write: the use of Trasition Signal (TS), Supporting Sentences (SS), and Concluding Sentences (CS). This research suggested the students to study and practice more in the use of transition signal, Supporting Sentences, Concluding Sentences therefore the students could write good unity of paragraph. Keywords: Writng, Unity, Paragraph.]]>
<![CDATA[An Analysis of Reiteration in Research Paper Writing at The Sixth Semester of Muhammadiyah University of Bengkulu ]]>
<![CDATA[Nici Jarsi]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3330
<![CDATA[This research entitled an analysis of reiteration in research paper writing at the sixth semester of Muhammadiyah University of Bengkulu. It analyzes reiteration on student’s research paper using Halliday and Hasan’s theory (1976). The aims of this analysis are: the first is to identify the types of reiteration used in the student’s research paper, the second is to find out the most types of reiteration lexical cohesion found in the research paper. Qualitative method was used in conducting this project. In collecting the data, the reiteration in the research paper were identified and recorded in Microsoft word according to the types of reiteration. In analyzing the data, the types of reiteration in the research paper were analyzed based on the theory of Halliday and Hasan (1976). The results of the analysis showed that four types of repetition that used by students in their research paper, that are repetition, antonymy, synonymy and hyponymy.The most most reiteration was repetition (98,226 %). Meanwhile, the less most reiteration was antonymy (0.669%), synonymy (0,640 %) and hyponymy (0.005 %). From the analysis, it could be concluded that repetition is the most reiteration type used by students at the sixth semester, while hyponymy is the least reiteration type used. The use of reiteration lexical cohesion is important in some aspects of English. It helps the writer and readers to get more understanding of the point in argumentative research. Besides, it also helps readers and writers to solve the problem of new vocabularies. Keywords: analysis, reiteration, writing, qualitative research]]>
<![CDATA[Students’ Perception toward Supervisors’ Written Feedback in Writing Thesis Proposal ]]>
<![CDATA[Ivan Achmad N]]>;
<![CDATA[Sentia Islamiati]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3331
<![CDATA[This research aimed to find out what are students’ perception toward supervisor’s written feedback in writing thesis proposal. The researcher used descriptive qualitative method. The subjects of this research were 20 students of eighth semester students who are preparing thesis proposal in 2021 Academic Year in English Education Study Program at Muhammadiyah University of Bengkulu. The researcher used observation checklist adapted from Wolflok's theory. The researcher used photos sent via WhatsApp media by 8th semester students as the subject of this study. The researcher used descriptive method to analyze the data. The result of this study showed that the perception of students in the feedback provided by the supervisor really helped them in correcting errors in a thesis proposal writing, especially when the supervisor provided constructive motivation in the form of suggestions or solutions. There were 4 types of feedback given by the supervisor when conducting guidance namely comments, circles and underlines, mark and correct and other signs. Keywords: Supervisor Feedback, Thesis Proposal Writing, Perception.]]>
<![CDATA[Classroom Language Used by English Students in Microteaching Class ]]>
<![CDATA[Sinta Hidayati]]>;
<![CDATA[washlurachim safitri]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3332
<![CDATA[Classroom languages is language expressions used for communication between teacher and students in teaching learning process. Therefore the application of classroom language is important in teaching learning process for making habits in using English interaction in classroom. The aim of this study was to know about how the classroom language used by student teachers who took microteaching class and the most dominant categories of clasroom language used by student teachers. The design of this research was descriptive qualitative research, while the main instrument was the table analysis. The result showed that the classroom langauge used by student teachers was an excellent category with the total 92%, because the student teachers have been used 8 categories of classroom language. The most dominant categories of classroom language is simple intruction because easy to say and they have been made concept to teaching process. Keywords : Microteaching, Classsroom Language, Student Teachers]]>
<![CDATA[Students’ Anxiety in Delivering English Material Presentation on Online English Study Program Webinar ]]>
<![CDATA[Ivan Achmad N]]>;
<![CDATA[Agnes Permata Andesta]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v2i1.3333
<![CDATA[This research was aimed to describe the causes of anxiety faced by students in delivering English presentation material on Webinar in Seminar class and to describe the strategies used by students to overcome the anxiety in delivering English presentation material on Webinar in Seminar class. This research was a quantitative research. Subject of the research was the whole students of English Language Education Study Program of UMB Academic Year 2020/2021 who has delivered English presentation material on Webinar in Seminar Class on January 4th – 10th, 2021. The total subjects are 57 students. The instruments of this research were questionnaire and interview. The questionnaire was divided into two kinds; causes of anxiety and the strategies to overcome anxiety. The questionnaire of strategies used by students to overcome anxiety in presentation is adapted from Kondo & Ling (2004) who divided the strategies into preparation, relaxation, positive thinking, peer seeking, and knowing our audience (resignation). Moreover, to reconfirm the result of questionnaire the researcher did interview to 10 students who got much anxiety while delivering the presentation on Webinar class. There are two findings of this research; first, the causes of anxiety faced by students in delivering English presentation material on Webinar in Seminar class were (1) Webinar as the first online presentation; (2) the time to prepare is to short; (3) the material is not appropriate to the theme choosen; (4) the lecturers join the webinar; (5) Less knowledge related to the material; (6) Lack in Grammar; (7) Speaking full in English; (8) Lack of Pronounciation; (9) Fear of Negative Evaluation; (10) Being Center of Attention. Moreover, the most dominant causes was Fear of Negative Evaluation; Second, the strategies used by students to overcome the anxiety in delivering English presentation material on Webinar in Seminar class were preparation, relaxation, positive thinking, peer seeking, and knowing our audience (resignation). Moreover, the most dominant strategy used by students was preparation. Keywords: Anxiety, Material Presentation, Online Webinar]]>
