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Teaching English and Language Learning English Journal
Published by Universitas Muhammadiyah Bengkulu
ISSN : 27972844     EISSN : 27750728     DOI : https://doi.org/10.36085/telle.v1i1
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Search results for , issue "Vol. 6 No. 1 (2026): February" : 14 Documents clear
The Effect of Speech Disfluency on English Speaking Performance among Third-Semester Students: Manuscript Submission: Speech Disfluency in EFL Speaking Performance Mendrofa, Nur Shiyam; N.Cui, Siti Khafifah Shaleh; Zendrato, Oktoberlianus
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9965

Abstract

This study investigates the effect of speech disfluency on English speaking performance among third-semester students of the English Education Study Program at Universitas Nias. Grounded in psycholinguistic perspectives, speech disfluency is viewed as a natural outcome of cognitive processing during speech production, particularly in a second language context. A quantitative descriptive research design was employed, involving ten students selected through purposive sampling. Data were collected through audio-recorded English self-introduction tasks and transcribed for analysis. The analysis focused on identifying and quantifying common disfluency features, including fillers, repetitions, and pauses. The findings reveal that speech disfluency frequently occurs in students’ spoken English and is closely associated with difficulties in speech planning and lexical retrieval. Rather than indicating communicative failure, these disfluencies reflect ongoing language development among EFL learners. The study highlights the importance of considering speech disfluency as an informative aspect of speaking performance evaluation in higher education EFL contexts.
IDENTIFYING FREQUENT SPELLING ERROR FOR YOUNG LEARNES OF PPA DELADA IO-126 HELEFANIKHA, GUNUNGSITOLI IDANOI (A PSYCHOLINGUISTICS STUDY) Zebua, Malili; Gulo, Lefis Niwati; Ziliwu, Yurman; Laowo, Fitriana Purnamasari; Lase, Efen Ronalis; Harefa, Afore Tahir
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9967

Abstract

Spelling is an important component of English writing skills, especially for early learners. Repeated spelling errors not only indicate limited writing ability, but also reflect the cognitive processes involved in language acquisition and comprehension. This study aims to reanalyze the spelling errors of young learners at PPA Delada IO-126 Helefanikha, Gunungsitoli Idanoi, from a psycholinguistic perspective with a focus on orthographic knowledge. This study uses secondary data obtained from previous research on spelling errors. The data were analyzed by linking types of spelling errors, such as letter substitution, letter omission, and letter sequence errors, with the domains of language acquisition and language comprehension. The results showed that the dominant spelling errors were related to learners' weak orthographic knowledge, which indicated a negative relationship with their ability to acquire and comprehend written language. This study concludes that spelling errors are a representation of mental processes in language learning and have important implications for teaching English spelling to early learners.
Analysis of Factors Influencing the Lack of Motivation of Stigmatized Students in Learning English with a Psychological Approach at MA Muhammadiyah Suprapto in Bengkulu City Andusti, Desva; Washlurachim Safitri; Dian Susyla
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9978

Abstract

Learning motivation is a critical internal drive determining academic success, yet it remains a significant challenge for stigmatized learners. This study aims to identify the psychological factors contributing to low learning motivation among stigmatized students and examine the effectiveness of a psychological-empathic approach in enhancing their motivation in English language learning. Conducted at MA Muhammadiyah Suprapto Bengkulu City, this descriptive qualitative research involved eight students as research subjects. Data were collected through classroom observations, semi-structured interviews, and documentation during the School Field Experience Program (PLP II). The findings reveal that low motivation is driven by internal factors such as emotional pressure from unstable family backgrounds and low self-esteem and external factors, specifically negative social labeling and a lack of emotional support. However, the implementation of a psychological approach, characterized by active listening, emotional validation, and empathetic interpersonal interactions, significantly reduced academic anxiety and fostered students' self-confidence. The results showed a notable shift in student behavior from passivity to active engagement and increased participation in communication-based tasks. This study concludes that a psychological-empathic approach is a central factor in restoring the learning enthusiasm of stigmatized students by creating a safe and inclusive emotional climate. These findings suggest that emotional recovery through humanistic teacher-student relationships is a fundamental prerequisite for academic engagement in foreign language learning.
Developing Gamification Strategies to Boost English Speaking Skills: Manuscript Submission: Developing Gamification Strategies to Boost English Speaking Skills Mendrofa, Nur Shiyam; Zebua, Malili; Gulo, Lefis Niwati; Waruwu, Puspa Triyani; Laowo, Fitriyana Purnama S.; N.Cui, Siti Khafifah Shaleh; Zebua, Muharni Sartika; Waruwu, Yaredi
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9980

Abstract

Speaking skill is a crucial component of English language learning; however, many EFL students experience anxiety, low confidence, and limited opportunities to practice oral communication. This study aims to develop gamification strategies to boost English speaking skills among third-semester students of the English Education Study Program at Universitas Nias. The study employed a Research and Development (R&D) design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants were ten students selected from one class with a total population of thirty-eight students. Data were collected through speaking tests, observation checklists, questionnaires, and documentation. The findings indicate that the developed gamification strategies increased students’ motivation, participation, confidence, and speaking fluency. These results suggest that gamification, when systematically designed, can serve as an effective instructional strategy for improving English speaking skills in higher education EFL contexts.
Gamified Quizzes as Media to Enhance Students’ English Reading Comprehension Skills Damanik, Fitri; br sembiring, yenita; Br Karo, Valentina; Lumbanbatu, Ira Maria Frans; Tarigan, Merry Susanty Br
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9996

Abstract

This study examines how gamified quizzes can support junior high school students in improving their English reading comprehension. Using a qualitative approach, the research gathered rich insights from 25 students through interviews, focus group discussions, classroom observations, and weekly reflective journals. Throughout the lessons, students engaged with reading activities that included interactive game elements such as points,timers, and leaderboards. The findings show that these gamified quizzes helped students understand texts more effectively, especially when identifying main ideas, recognizing supporting details, and making inferences. Students reported that the instant feedback and engaging format made them more willing to reread passages and reflect on their answers. The study also found a noticeable increase in students’ motivation. Many who previously felt bored or uninterested in reading became more enthusiastic when tasks were presented as challenges. In addition, students demonstrated stronger critical-thinking habits, such as analyzing information more carefully and discussing different interpretations with their peers. Overall, the study suggests that gamified quizzes not only make reading activities more enjoyable but also encourage deeper thinking and more consistent engagement. These results highlight the potential of gamification as a meaningful addition to traditional reading instruction.
Banggai Folktales as Reading Materials for Developing Students’ Critical Literacy: A Qualitative Content Analysis Thalib Mbau, Anitha; Pratiwi, Nurul; Pacidda, Nurafni Azzahra Dg; Zalianti, Mifta; Larau, Kasih Marchela Z.
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10016

Abstract

Folktale has considerable potential as English reading material, not only for fostering students’ cultural awareness but also for developing their critical literacy. In the current digital era, students are exposed to massive amounts of information that cannot be fully controlled, making critical literacy an essential skill. A critical lens enables students to analyze texts and information thoughtfully before forming judgments or taking action. This study, then, intended to analyze the potential Banggai folktales as English reading materials for developing students’ critical literacy. It applied a qualitative content analysis. The source of the data was Banggai folktales texts written in English. The researchers play vital roles as the main instrument for collecting and analyzing the data. The four dimensions of critical literacy—disrupting the commonplace, interrogating multiple viewpoints, focusing on sociopolitical issues, and taking action and promoting social justice— were used as the analytical framework. Peer debriefing was conducted to maintain the trustworthiness of the study. The results indicate that three Banggai folktales can effectively engage students across all four dimensions of critical literacy. To sum up, Banggai folktales have strong potential as alternative English reading materials to develop students’ critical literacy and encourage them to critically engage with complex and problematic social issues.
The Sociolinguistics Perspectives on Gastronomy of Nias Culinary Harefa , Afore Tahir; Harefa , Wina Anjelina; Telaumbanua , Silvan Herniyanti; Laia, Putrawan Saleh
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10026

Abstract

This research looks at how Nias culinary names represent sociolinguistic meanings in the gastronomy of Nias traditional foods. The study examines three issues: (1) how Nias culinary names function as a symbol of identity, (2) how they reflect variation and change in naming practices, and (3) how they transmit cultural knowledge across generations. As a result, the research seeks to explain the sociolinguistic functions encoded in the naming reasoning for Nias food items. Using a qualitative descriptive approach, data were gathered from community explanations of thirteen Nias cuisine names and analyzed using theme coding based on Wardhaugh and Fuller’s (2015) sociolinguistic elements. The findings show that all culinary names use local Li Niha/ Nias name naming, which indicates affiliation and group participation. Several names also exhibit systematic variation and change due to process-based naming patterns, contextual use in adat and hospitality contexts, and minimal evidence of modernity and cross-food comparability. Most artifacts also serve as cultural transmission instruments, conserving intergenerational information regarding preservation techniques, traditional culinary skills, customary etiquette, and historical survival practices. These findings indicate that Nias gastronomy is a linguistic cultural archive in which food naming promotes identification, adapts to social settings, and preserves historical values.
Onomatopoeia in Comic Discourse: A Descriptive Study of Dead Days by Dey Mulyani, Andi; Asmanur, A. Tenrinia; J, Rahmat
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10041

Abstract

Abstract This study examines English onomatopoeia in the comic Dead Days by Dey. It aims to identify the types of onomatopoeia and to analyze readers’ ability in understanding their meanings. This research used a descriptive qualitative method. The data were collected from 45 episodes of the comic and a questionnaire given to 30 students of the English and Literature Department at Alauddin State Islamic University of Makassar in the 2017/2018 academic year. The results show that direct onomatopoeia is the most common type, with 20 words identified, followed by 10 associative onomatopoeia words. No exemplary onomatopoeiawas found. The analysis of the questionnaire indicates that the students’ ability to understand the meaning of onomatopoeia is good, with most students scoring between 66 and 75. This study shows that onomatopoeia helps readers understand the comic story and makes the narrative more interesting. It also demonstrates that familiar sounds in comics can support language learning and improve readers’ vocabulary recognition. Furthermore, the findings provide useful information for educators, writers, and linguists about using onomatopoeia in comics and other literary texts. Overall, this research emphasizes the important role of onomatopoeia in comic discourse and its contribution to readers’ understanding and engagement. Keywords: direct onomatopoeia, associative onomatopoeia, readers’ ability, comic discourse
The Improving English Speaking Skills Through Tour Guiding Practice at Tundrumbaho Megalith Stone, Idanotae, South Nias Harefa , Afore Tahir; Hia, Zakiah Tafonao; Mendrofa, Rezeki; Waruwu, Jethrialdo
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10044

Abstract

English speaking skills play a crucial role in cultural tourism settings where tour guides serve as mediators between visitors and local heritage. However, in many cultural tourism sites, including Tundrumbaho Megalith Stone in South Nias, limited English proficiency and the lack of contextual learning materials hinder effective tour guiding practices. This study aims to develop an English tour guide book based on the historical and cultural heritage of Tundrumbaho as a medium to support future speaking practice. Employing a Research and Development (R&D) approach in its initial stages, the research focused on needs analysis, cultural documentation, and preliminary product design. Data were collected through semi-structured interviews with traditional custodians and community members, as well as field observations at the Tundrumbaho site. The findings reveal that the site contains rich historical narratives related to ancestral leadership, megalithic traditions, and symbolic cultural values, yet these narratives are not communicated effectively to foreign visitors due to linguistic limitations. The needs analysis indicates the necessity for contextual English materials that integrate cultural content, tourism vocabulary, and communicative functions relevant to tour guiding tasks. The study concludes that the development of an English tour guide book is feasible and strategically important for enhancing speaking competence, supporting cultural tourism, and preserving local heritage. Further stages of R&D involving expert validation and product testing are recommended to measure the guidebook’s effectiveness in improving English speaking skills.
Implementation of Task-Based Language Learning in Improving Reading Ability in Class 8 of MTsN 9 Boyolali Murdianasari, Titik; Habibi, Muhammad Nur
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10056

Abstract

Reading comprehension is a fundamental skill in English language learning, as it enables students to construct meaning, access information, and develop overall communicative competence. However, many junior high school students still face difficulties in reading due to limited vocabulary, weak grammatical understanding, and low engagement in teacher-centered classrooms. Therefore, this study aims to examine the effectiveness of Task-Based Language Learning (TBLL) in improving students’ reading comprehension skills. This study employed a quantitative experimental method using a one-group pretest–posttest design. The participants were 25 eighth-grade students of MTsN 9 Boyolali. Data were collected through reading comprehension tests on advertisement texts and analyzed using descriptive statistics and normalized gain (N-Gain) analysis. The results showed a significant improvement in students’ reading performance after the implementation of TBLL. The average score increased from 65.2 in the pretest to 79.6 in the posttest, with an average N-Gain score of 0.4, indicating a medium level of improvement. The greatest improvement was found in the linguistic component, followed by diction, goal, and message. In conclusion, the findings indicate that TBLL is an effective instructional approach for enhancing students’ reading comprehension. By promoting communicative, collaborative, and student-centered learning, TBLL supports meaningful interaction and active engagement, which contribute positively to students’ reading development.

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