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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 Study of Syntactic Errors in English Produced by Non-Native Speakers Using Social Media Platforms Novriyani; Rizki Anugrah PR
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8146

Abstract

The study investigated syntactic errors in English produced by non-native speakers using social media platforms. To collect the data, the researcher analyzed based on the students’ opinions in Whatsapp group. The partcipants of the research were the students of Islamic Institute Darul A’mal Lampung. There were 15 participants of English Education Department. The results showed that there were 15 syntactic errors based on their chatting. Syntactic error could be caused by intralingual factors, which are limited vocabulary knowledge, weak grasp of English grammar, sentence structure mistakes, punctuation errors, and confusion about different types of clauses. To reduce students' sentence errors, teachers can increase students' awareness of the differences between first and second language rules. Additionally, it is recommended that teachers explicitly teach sentence types and common sentence errors through sentence combination tasks. These strategies can be effectively implemented if teachers use engaging teaching methods and techniques.
An Analysis of Students’ Grammatical Errors in Writing Descriptive Texts at Senior High School Level Lumban Gaol, Lidia Natalia; Yenita Br Sembiring; Elita Modesta Br Sembiring
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8265

Abstract

This study investigates the grammatical errors made by tenth-grade students in writing descriptive texts at SMK Telkom Medan. Adopting a descriptive qualitative approach, the research aimed to identify the types and sources of grammatical errors found in students’ writing. The data were collected through students’ written tasks and analyzed using the Surface Strategy Taxonomy by Dulay, Burt, and Krashen (1982), which classifies errors into omission, addition, misformation, and misordering. The findings revealed that misformation was the most frequent error (40.2%), followed by omission (33.7tc%), addition (16.8%), and misordering (9.2%). In terms of error sources, intralingual transfer was the dominant factor, indicating students’ overgeneralization of grammatical rules. Other sources included interlingual transfer, context of learning, and communication strategies. The results highlight the need for more targeted grammar instruction and feedback in EFL writing classes. This study contributes to improving grammar pedagogy and promoting more effective teaching strategies in descriptive writing instruction.
An Analysis of Junior High School Students’ Attitude in Learning English Panjaitan, Miranda; Nasution, Jamaluddin; Srisna J. Lahay
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8271

Abstract

This study explores the attitudes of junior high school students toward learning English and the factors influencing their engagement and performance in English classrooms. Adopting a descriptive qualitative approach, the research aims to identify students’ emotional, cognitive, and behavioral dispositions toward English as a foreign language. Data were collected through questionnaires and interviews, focusing on the nature of students’ attitudes (positive or negative), the underlying factors (such as teacher influence, parental support, peer environment), and the effects of these attitudes on classroom participation. The findings reveal that while many students show interest in learning English, negative perceptions related to difficulty and anxiety persist. Factors such as teaching strategies, classroom climate, and social support significantly shape student attitudes. The study highlights the importance of fostering positive learning environments and tailored instructional approaches to enhance student motivation and academic success in English language education.
Identifying the root Causes of Students' Comprehension Problems in Narrative Reading in EFL Education Veronika Angelina Tampubolon; Tarigan, Natalia Widya Pasca; Wariyati, Wariyati
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8287

Abstract

This study aims to analyze the difficulties encountered by Grade 7 students at SMP Panca Budi Medan in understanding narrative texts in an English as a Foreign Language (EFL) classroom. Employing a qualitative case study approach, data were collected through classroom observations, student and teacher interviews, and document analysis. The findings reveal that students face various challenges, including limited vocabulary, lack of understanding of narrative text structure, difficulty in making inferences, and low motivation toward reading. These difficulties are influenced by both linguistic and non-linguistic factors, such as students’ limited exposure to English reading materials and the lack of effective reading strategies. The study highlights the need for more interactive and strategy-based teaching practices to improve students' reading comprehension skills. It also recommends increased support from schools and teachers in promoting reading habits and providing engaging narrative texts suited to students' language proficiency levels.
Exploring Listening Proficiency Among University Students Nababan, Theresia Yolanda; Tarigan, Natalia Widya Pasca; Wariyati, Wariyati
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8289

Abstract

This study aims to analyze the listening skills of students at STIKES Columbia Asia Medan and identify the factors that influence their listening comprehension. Employing a descriptive qualitative method, data were collected through an IELTS-format listening test provided by the British Council and semi-structured interviews. The results showed that 45% of students achieved an “Excellent” level, 25% were categorized as “Very Good,” 10% as “Good,” and 20% as “Fair,” with no students falling into the “Failed” category. The qualitative findings revealed several key factors affecting listening performance, including limited vocabulary, difficulties in understanding foreign accents, lack of concentration, minimal exposure to authentic English, unfamiliarity with test formats, and psychological aspects such as anxiety. The study concludes that British Council listening materials can effectively support listening skill development, but they must be complemented by comprehensive teaching strategies and consistent practice.
Teacher’s Strategies in Teaching Reading Comprehension: A Case Study at a Junior High School Anjelina Malau; Br Sembiring, Yenita; Ira Maria Fran Lumbanbatu
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8326

Abstract

This study aims to explore the strategies used by an English teacher in teaching reading comprehension at a junior high school, focusing on how these strategies support students’ understanding and the challenges encountered in their application. Using a qualitative case study approach, data were gathered through classroom observations, semi-structured interviews, and document analysis. The findings reveal that the teacher employed a combination of strategies, including pre-reading vocabulary activation, think-aloud modeling, reciprocal teaching, questioning techniques, and post-reading summarization. These strategies positively influenced students’ engagement, comprehension, and metacognitive awareness. However, the teacher also faced several challenges, such as time limitations, diverse student reading abilities, and lack of authentic materials. The study concludes that effective reading instruction requires not only teacher initiative and skill but also institutional support and resources. This research contributes to the understanding of real-life teaching practices and emphasizes the importance of strategy-based instruction in improving students' reading comprehension in EFL contexts.
An Analysis of Writing Competence of Class VIII Students of SMP Negeri 3 Tanjung Pinang through English Recount Text Dinda Widianda; Nana Raihana Askurny; Jelita, Seri; Fitri Noviyanti; Chindy Marselina; Keti; Grace Angela marbun
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8422

Abstract

Abstract This study aims to describe the writing competence of grade VIII students of SMP Negeri 3 Tanjungpinang through the analysis of English recount text. The method used was descriptive qualitative with data collection through interviews with English teachers and documentation of students' writing. The results showed that students' scores varied greatly, ranging from 10 to 100. A total of 31.8% of students obtained very good grades (90-100), which shows that some students have mastered the material well. However, 36% of students were in the less and very less categories, indicating that many students had difficulty in writing recount texts. Factors influencing the difference include learning style, motivation, as well as the support of the learning environment at home. Teachers also revealed that learning tends to be monotonous with minimal use of visual media and collaborative activities. This finding indicates the need to apply more varied and contextualized learning methods, such as genre-based approaches, the use of visual media, and active learning. In addition, special attention and remedial programs for students with low scores are needed to improve their writing competence. Synergy between teachers, schools and parents is also important to create a supportive and inclusive learning enviromental.
THE IMPACT OF KAMPUS MENGAJAR COLLABORATIVE ACTIVITIES ON STUDENTS' LITERACY: A NARRATIVE REVIEW Muhammad Parli; Washlurachim Safitri
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8426

Abstract

In an era where literacy is fundamental for personal and societal advancement, enhancing students’ literacy skills has become a pressing educational priority, particularly in Indonesia, where national assessments show consistently low literacy performance among elementary students. This study explores the role of collaborative activities in the Kampus Mengajar (Teaching Campus) program in improving students’ literacy competencies. Rooted in the rationale that engaging, student-centered environments—through initiatives such as library revitalization, the creation of wall magazines, and reading corner development—can foster reading interest and writing ability, this research aims to investigate how such interventions influence students’ literacy engagement and outcomes. Employing a qualitative methodology in the form of a narrative literature review, the study analyzes current literature and field reports from relevant educational initiatives conducted in 2024 in Bengkulu, Indonesia. The findings reveal that collaborative activities significantly improve literacy by increasing student motivation, promoting creativity, and supporting interactive learning environments. In particular, revitalized libraries attract more student visitors and encourage book borrowing, wall magazines nurture creative expression, and reading corners cultivate a habitual reading culture. These results underscore the importance of collaborative, community-based interventions in literacy development and offer valuable insights for education stakeholders seeking to enhance literacy at the elementary school level.
CHARACTERISTIC OF LINGUISTIC LANDSCAPE: A CASE STUDY OF HIGH EDUCATION SCHOOL IN TANJUNGPINANG Rahmansah, Abdu; Anjaru, Abrar Octavirandra; Azim, Ayattullah Muhaddis; Pauziansah, Eki; Arsy, Muhammad; Meilando, Timoti; Askurny, Nana Raihana
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8438

Abstract

Landscape linguistics is a part of sociolinguistics that discusses how language is used and displayed in public places, and how it can indicate cultural identity, power relations, and communication purposes. This study aims to identify the linguistic characteristics found on boards and signs in the higher school environment in Tanjungpinang, and Tanjungpinang is known to have a strong Malay culture. The focus of this research includes language and phrase structure, layout and communication function of the linguistic signs found. This research uses qualitative description method with data collection techniques in the form of observation, documentation and note-taking. Documentation is done by taking photos as the main tool, then further analyzed based on language version (monolingual, bilingual, and multilingual). The results showed that most of the advertisements were bilingual, namely with Indonesian - English and on the intitution signage it showed that most were bilingual by using Indonesian = Malay. This study concludes that the linguistic landscape in the high school environment in Tanjungpinang reflects the existence of multilingualism and identity representation in the educational public space at the high school in Tanjungpinang.
Effectiveness of Using the Moodle Platform in Developing Students’ Speaking Skills YUNIANTI, EKA PRATIWI
Teaching English and Language Learning English Journal Vol. 5 No. 2 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i2.8505

Abstract

The growing integration of digital tools in language instruction has created new opportunities for improving speaking competence among EFL learners. This study aims to explore the effectiveness of Moodle, a widely used Learning Management System (LMS), in enhancing students’ speaking skills in an English course designed for non-English majors. The participants were 30 students from the Accounting Study Program at University of Aisyah Pringsewu, enrolled during the 2024/2025 academic year. A one-group pre-test and post-test design was employed to assess changes in performance following an eight-week Moodle-based intervention. Speaking tasks were delivered through Moodle features, including voice recordings, discussion forums, and peer feedback. Assessments were conducted using standard TOEFL/IELTS-based speaking rubrics. Descriptive statistical analysis revealed a significant improvement in speaking scores, with the average rising from 57.63 (pre-test) to 79.73 (post-test). The normality of the data was confirmed using the Shapiro-Wilk test, and a paired samples t-test yielded a statistically significant difference (p < 0.05), supporting the effectiveness of the intervention. The structured, asynchronous learning environment provided by Moodle enabled students to practice consistently, build confidence, and reduce performance anxiety. Furthermore, the integration of interactive and reflective speaking activities promoted greater learner autonomy. These findings suggest that Moodle can be a valuable platform for fostering speaking development in higher education, particularly for students outside language-related majors. It also highlights the potential of LMS-based instruction to support communicative competence in EFL contexts. Keywords : Moodle, speaking skills, digital learning, EFL students

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