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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 127 Documents
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A ANALYZING ICON, INDEXES, AND SYMBOL IN THE MOVIE FORREST GUMP USING PEIRCE’S SEMIOTIC THEORY Via Ingrid Anda Resta; Ivan Achmad Nurcholis
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7516

Abstract

This article examines the intricate meanings within the film Forrest Gump through the lens of Charles Sanders Peirce’s semiotic theory, focusing on icons, indexes, and symbols. While prior studies have highlighted the film's thematic richness, a comprehensive analysis of its semiotic components is lacking. This research employs a qualitative approach, analyzing the film itself as the primary data source to identify and interpret signs in relation to overarching themes. Findings reveal a dynamic interplay among icons, such as the recurring feather, which evokes deep emotional responses; indexes like the Vietnam War, which ground the narrative in reality; and symbols, represented by the character of Forrest, embodying ideas of innocence and resilience. The study concludes that understanding these semiotic elements enhances our appreciation of the film's narrative complexity and emotional resonance. Future research could further explore the film's musical and auditory dimensions within a semiotic framework, providing a more holistic view of its storytelling techniques.
Assessing Students' Perceptions of AI Grammar and Writing Assistance Tools: Implications for Academic Writing Instruction Jaya, Sinarman; Susyla, Dian
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7535

Abstract

Abstract This qualitative study investigates how EFL students view academic writing AI tools (QuillBot, Grammarly, and ChatGPT). This qualitative study examines how English as a Foreign Language (EFL) learners see artificial intelligence (AI) tools for academic writing, including Grammarly, ChatGPT, and QuillBot. Ten seventh-semester students from Muhammadiyah University of Bengkulu's English Study Program were interviewed in order to collect data. The results show that students often utilize these AI tools, with QuillBot being used for paraphrasing, Grammarly mostly for grammar checking, and ChatGPT for idea generation. Eight out of ten students believe that using AI tools to improve their language and sentence structure is beneficial. However, difficulties arise while attempting more difficult tasks, such coherence and logical arguments; some students reported difficulties in maintaining a logical flow in their writing. Students report that while AI tools are helpful for grammar and sentence structure, they are not effective in fostering creativity and critical thinking. They also raised ethical concerns, such as plagiarism and depedence on AI tools. Most of students support the integration of these tools into EFL writing instruction as a complement to traditional methods. It is suggested that educators establish clear guidelines for using AI tools to support students' writing without limiting originality and critical thinking. Keywords: Academic writing, AI grammar assistant, AI writing assisstant, Students’ perceptions
Artificial Intelligence In English Language Learning: Advantages And Challenges Wahyudi Badri; Solehan; Muhammad Parli
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7538

Abstract

Artificial Intelligence (AI) has revolutionized English language learning by introducing tools and systems that offer personalized learning paths, instant feedback, and greater accessibility for learners worldwide. This study explores the advantages and challenges of integrating AI into English language education, drawing on recent research and expert insights. AI-powered platforms enhance learning experiences through adaptive techniques that address individual learner needs, increase engagement with gamified content, and provide inclusivity for diverse socio-economic and cultural backgrounds. Tools like chatbots and natural language processing (NLP) applications have demonstrated significant improvements in language acquisition and motivation. However, challenges persist, including algorithmic biases, data privacy concerns, the digital divide, and the potential for over-reliance on AI at the expense of human interaction. The findings emphasize the need for collaborative efforts between educators, technologists, and policymakers to balance the transformative potential of AI with its limitations. By leveraging AI as a complement to traditional teaching methods, this study highlights the importance of fairness, transparency, and inclusivity in fostering an equitable and effective learning environment. These insights pave the way for innovative approaches to English language education in an increasingly globalized world.
Maya Angelou’s Poems “Still I Rise” and “Woman Work”: Voices of Defiance on Female Violence and Resistance Suhadi, Agung
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7587

Abstract

This article explores the complex portrayal of female violence and resistance in Maya Angelou’s poetry. By examining key poems, this study uncover how Angelou addresses the dynamics of power, suffering, and resilience, highlighting the poet’s unique voice in confronting and transcending the violence experienced by women. Her poems "Still I Rise" and "Woman Work" provide powerful examinations of female violence and resistance, highlighting the resilience and strength of women facing systemic and personal adversities. In "Still I Rise," Angelou portrays an unyielding spirit in the face of oppression and dehumanization. The poem's repeated affirmation of rising above derogatory treatment and emotional abuse exemplifies a profound resistance to societal constraints. Similarly, "Woman Work" underscores the relentless labor performed by women, including physical, emotional, and spiritual dimensions. Through the imagery of caregiving and repetitive tasks, Angelou illustrates how women’s work is a form of resistance against undervaluation and neglect. In shorts, both poems celebrate the capacity for joy and self-assertion amidst struggle, reinforcing the themes of empowerment and defiance.
Pre-Service Teacher’ Preparation for Teaching English At School Deta Amelia; Dian Susyla; Sinarman Jaya; Ririn Putri Ananda
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7588

Abstract

This research aims to investigate the pre-service teacher’ preparation for teaching English of English Study Program Students of University of Muhammadiyah Bengkulu. The researcher used a descriptive qualitative method. The subject of the study was all of the students at the sixth semester who enrolled microteaching subject at English program of UMB Bengkulu. The microteaching class was divided into five classes with total students 44. The researcher used interview and observation list as the instruments of the research in this study. The interview guide was constructed from “K to 12 Blended Teaching Preparation” adopted by Graham et al. (2019). The result of this research showed that the pre-service teacher’ preparation for teaching English was good or in high level of preparation. The preservice teachers’ preparations were related to some aspects; (a) Preparation related to the material to be taught; (b) Preparation related to learning media; (c) Preparation related to teaching strategies with the following steps; (d). Preparation related to assessment; (e) Preparation related to the use of ICT tool (computer/laptop); and (f) Preparation related to the mastering of using teaching online platforms (Zoom, Whatsapp, Google Classroom). It is suggested for the preservice teachers to be ready to face another possibility for the next during the pandemic of Covid-19, especially the problems which may come among the teaching and learning accessibility. The preservice teachers are required to be more interacted with the modern technology in order to be able to compete with the development of technology especially in education field. Moreover, further studies are recommended to investigate deeper research related to the preservice teachers preparation in teaching English with large number of sample of research. Keywords : Preservice Teacher, Preparation, Teaching English
Analysis Of Anies Baswedan’s Rhetorical Moves In Lectury On Urban Leadership And Digital Resiliance At The Nanyang Technological University Dwi Cahyo Pranajaya; Agung Suhadi; Washlurachim Safitri
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7589

Abstract

The purpose of this study is to identify and describe the rhetorical moves and to identify the dominant type of rhetorical moves used by Anies Baswedan in his lecture on urban leadership and digital resilience at Nanyang Technological University. This study is designed using a descriptive method. The object of this research is Anies Baswedan. The data collection technique through visual video analysis is carried out by analyzing the visual video and then listening to the spoken language to gain understanding with the aim of obtaining data related to the research. In this study, 37 pieces of data were found in Anies Baswedan's speech. The researcher found that the dominant type of rhetoric used by Anies Baswedan is logos. In this research, logos were found in 15 arguments, followed by pathos in 12 arguments, and finally followed by ethos in 10 arguments. Based on the results of this research, this study can serve as a reference for readers and all communication practitioners through the use of logos, ethos, and pathos. For future researchers, this study can be used as a reference to conduct research using different theories and objects in their research. Keywords: Rhetoric, Logos, Ethos, Pathos.
Deixis Used by The English Lecturers At Muhammadiyah University Of Bengkulu Roza Apriani; Ririn Putri Ananda
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7590

Abstract

Deixis is a phenomenon in human language that highlights the relationship between context and words. This research aims to find out the deixis used by english Lecturers at Muhammadiyah University of Bengkulu. The type of research used in this research is descriptive analysis. The instruments used are observation checklist and record. The subjects of this research were 3 English lecturers at Muhammadiyah University of Bengkulu. The results of this study show that there were 68 deixis used by the English Lecturers. Mr. Epi Wadison in semantic and pragmatic’s class used 11 times of person deixis, 4 times of time deixis, 2 time of place deixis, 5 times of discourse deixis and 1 time of social deixis. Mr. Epi Wadison in Instructional planning’s class used 14 times of person deixis, 4 times of time deixis, 2 times of place deixis, 5 times of discourse deixis and 4 times of social deixis. Mr. Wahyudi Badri in listening’s class used 3 times of person deixis, 2 times of time deixis, 2 times of discourse deixis and 2 times of social deixis. Mrs. Ririn Putri Ananda in Speaking for Debate’s class used 3 times of person deixis, 2 times of time deixis, 2 times of place deixis and 1 time of social deixis.. This research shows that Person Deixis is the most frequently used type of deixis. Keywords: Deixis, Lecturers, English deixis
An Analysis Of Reading Comprehension Question Level On ″Talk Active ″ English Textbook Yeri; Ivan Achmad Nurcholis; Yupika Maryansyah
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7591

Abstract

The purpose of this study was to evaluate the levels of reading comprehension questions found in the Talk Active English textbook for tenth graders. The research employed a descriptive approach and utilized Clymer’s taxonomy, as cited by Brassel (2008:17–18), which categorizes reading comprehension into three levels: literal, inferential, and critical. These categories were organized into a checklist table for analysis. Results indicated that out of ten units in the textbook, seven contained questions from each level, totaling 80 questions overall. Specifically, the distribution included 56 literal comprehension questions, 14 inferential questions, and 10 critical comprehension questions. The study suggests that teachers should evaluate students’ reading abilities when choosing textbooks to ensure that the material is suitable for their grade level and learning needs. Keywords: reading comprehension question, level reading comprehension question, English textbook
A Study Of Students Motivation And Risk-Taking In Learning Speaking At English Education Study Program Of Muhammadiyah University Of Bengkulu Hendri Widodo; Dian Susyla; Epi Wadison
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7592

Abstract

The title of this research is A Study of Students’ Motivation and Risk-Taking in Learning Speaking at English Education Study Program of Muhammadiyah University of Bengkulu. The objective of this research was the students’ motivation and risk-taking in learning speaking at fifth semester English students in Academic Years 2016/2017 at Muhammadiyah University of Bengkulu and the limited on the research only focus on learning speaking. The design of the research was descriptive research. This method used to get the description by analyzing, interpreting and concluding. In the case, the researcher wanted to find out about the type students’ motivation and risk-taking in the fifth semester. In collecting the data, the researcher met the students in the fifth semester inside and outside of the class. Then the researcher gave the questionnaire. Next, ask the students to answer the questionnaire. After that the researcher took back the questionnaire and accumulated it to reinforce the result of this research. After that the researcher analyzed the data, so the researcher concluded that the type of students’ motivation and risk-taking of fifth semester was extrinsic motivation (62.2%) and analytical risk-taking (60.6%). The researcher suggested that the students to learning speaking more seriously and use the spend time to practice and study. The result of this research could be as a reference for the next researcher. Key word : Motivation, Risk-Taking
Students’ Extensive Reading Through Digital Media in Learning English: Problem Based Learning (PBL) (A Critical Review) Fetriani; Eki Saputra
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7713

Abstract

Extensive reading has been continuously studied as a promising instructional method for improving students’ language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. However, this practice still presents many challenges due to several factors. hence, this paper aims to critically review students’ extensive reading through problem-based learning with digital media in learning English. The present study is a meta–analysis by focusing on the Students’ Extensive Reading used digital media in learning English: problem-based learning. This study used 15 articles related to students’ extensive reading, digital media and problem-based learning (PBL). It was revealed that the implementation of digital extensive reading through those various digital or online platforms has been proven to be useful in supporting the success of EFL students’ digital extensive reading activities as well as the success of EFL students’ language learning. By using PBL showed that there are differences in the subjects’ advanced reading proficiency level as well as an increase in empathy soft skill before and after the implementation of the learning method. The integration of digital media and problem-based learning in extensive reading ushers in a new and significant era of English education. It makes the students to develop as independent learners who can successfully negotiate the complexity of the global language in improving their language proficiency. Keywords: Problem-Based Learning, Extensive Reading, Digital Media

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