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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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THE IMPLICATION OF LINGUISTIC PARADIGM SHIFT IN DIGITAL COMMUNICATION OF GENERATION Z TOWARDS INDONESIAN LANGUAGE PRESERVATION Sibuea, Parulian; Azzahra, Nur; Azzahra, Nida Aulia; Amanda, Rio
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.v5i2.8512

Abstract

The linguistic paradigm shift that occurs in Generation Z (Gen Z) in the digital era has significant implications for communication practices and efforts to preserve the standard Indonesian language. Generation Z, who grew up in a digital and global environment, tends to use a relaxed, creative language style, and utilize abbreviations, acronyms, emoticons, and foreign terms in daily communication on social media and digital platforms. This phenomenon reflects an adaptation to the need for fast and expressive communication while also posing a challenge in maintaining the purity of the standard Indonesian language. This research highlights how digitalization and social media culture encourage shifts in language patterns, including the rampant use of non-standard language, code mixing, and the adoption of foreign terms that blur the boundaries between formal and informal language. Nevertheless, awareness of the importance of good and correct Indonesian remains, although it is often marginalized by the demands of instant digital communication. The implications of this paradigm shift demand adaptive language education and literacy strategies so that the preservation of standard Indonesian is maintained in the midst of digitalization and globalization. This research contributes to the understanding of Generation Z’s digital linguistic dynamics and the urgency of preserving standard Indonesian as a national identity in the era of digital communication. Keywords: Generation Z, digital communication, linguistic paradigm, standard Indonesian language
STUDENTS’ ABILITY AND DIFFICULTIES IN WRITING REPORT TEXT AT SECOND SEMESTER STUDENTS OF STIE-SAK ACADEMIC YEAR 2024/2025 Sukarta Kartawijaya; Yelnim; Al-Padli
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.v5i2.8513

Abstract

This research was a descriptive research which used to analyzed students’ ability and difficulties at second semester of accounting major at STIE-SAK academic year 2024/2025. The population of this research was students all the students at second semester of accounting major. The instrument used in this research was writing test. The research findings showed that the students’ ability were low in understanding report text because from the students’ score, there was 1 student got 80, 1 students got 70, 1 student got 60, and most of the students or there were 10 students got under 60. Then, after counting the students’ percentage score, it showed that only a students got A, 1 student got B, C, and D. There were 9 students got E. It could be concluded that the students at second semester of accounting major at STIE-SAK academic year 2024/2025 failed in writing report text. Moreover, in writing report text, the students faced some difficulties. The difficulties were: the understanding of paragraph, the understanding of generic structure, and the understanding of language features.
DUOLINGO APPLICATION EFFECTIVENESS: IMPROVING ENGLISH LISTENING SKILLS AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT Nabila, Putri; Muhammad Hifdil Islam; Nina Agus Hariati
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.v5i2.8516

Abstract

Listening skills are one of the key competencies in English language learning and are crucial to master in the era of globalization. Language learning applications such as Duolingo offer interactive learning methods that have the potential to enhance students' listening abilities, particularly in dealing with variations in accents and speech speed. This study aims to explore the effectiveness of using Duolingo in improving the listening skills of students in the English Education department at Zainul Hasan Genggong Islamic University. The method used is a qualitative case study with data collection techniques including participatory observation, semi-structured interviews, and documentation. The findings indicate that regular use of Duolingo can improve students' sensitivity to pronunciation, recognition of similar-sounding words, and comprehension of varying speech speeds. However, the limited range of accents available in the application poses a significant challenge, leading students to express the need for more diverse features and content. Overall, Duolingo has proven to be an effective technology-based language learning tool that supports independent learning and active engagement, although further innovation is needed to meet the demands of complex global communication.   Keywords: Duolingo, listening, accents, speech speed, English language learning
STUDENTS’ PERSPECTIVE TO IMPROVE VOCABULARY ENGLISH SPEAKING CLASS BY USING BUBBLE APPLICATION AS LEARNING MEDIA Fatmawati , Sri Ayu; Rahman Hz, Benni Ichsanda
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.v5i2.8577

Abstract

Artificial Intelligence (AI)-based learning is currently developing rapidly, in improving students' speaking skills with vocabulary, influency, and pronunciation. Research shows that the use of AI can produce better academic results by providing support in overcoming specific learning gaps. The focus of this study is that Bubble Application can improve students' speaking skills by using vocabulary in the application. This study aims to activate the improvement of the Bubble application in the class students' English speaking skills. 28 students participated, 28 of whom have answered the questionnaire given by the researcher and 10 students were interviewed by the researcher, to support the existing questionnaire. This study used a qualitative method in the form of descriptive questionnaires and interviews to analyze students' perceptions of the Bubble application in improving students' English speaking. The Bubble app can improve students' speaking skills by expanding their knowledge of new vocabulary that they know and use in their daily conversations. Furthermore, the app also provides example sentences by teaching students how to pronounce them, thus improving their ability to communicate appropriately. Furthermore, the audio in the application can make students listen to the correct pronunciation and can be done repeatedly, thus practicing students' speaking skills. Thus, this study can provide insight into the development of other educational applications to continue to transmit and adjust their features to better meet user needs. Keywords: Artificial Intelligence (AI), Bubble Aplication Effectiveness,Improve Student, Improvement of english,Speaking skill,
PROFESSIONAL IDENTITY CONSTRUCTION: EFL PRE-SERVICE TEACHERS’ CHALLENGES IN DOING TEACHING PRACTICUM AT PUBLIC PRIMARY SCHOOLS Emyliana, Emyliana; Yunika Upa
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.v5i2.8598

Abstract

This study explores the challenges experienced by pre-service English as a foreign language (EFL) teachers during their teaching practicum at SDN Seluang Danau and SDN Semata. This study aims to explore the challenges faced by EFL pre-service teachers during their teaching practicum at SDN Seluang Danau and SDN Semata, and to investigate the influence of these challenges on the EFL pre-service teachers’ professional identity construction. The method used was a qualitative approach with lived experience, data were collected through semi-structured interviews with 4 EFL pre-service teachers who had conducted teaching practicum in the two schools. The results showed that the participants faced various challenges, including difficulties in applying appropriate teaching methods, difficult classroom management, and limited facilities. These challenges had a significant impact on their professional identity formation process, with most participants feeling insecure and pressured by expectations of being an ideal teacher. Nonetheless, the experience during teaching practicum provided opportunities for them to learn, adjust to the environment, and develop strategies to overcome problems that arose. Adequate support from educational institutions and mentors is crucial for pre-service teachers to face challenges and build a strong professional identity. This study opens up opportunities for further research related to efforts to develop pre-service teachers' professional identity in various diverse contexts, and emphasizes the importance of adapting the curriculum to meet specific needs in remote areas.
STUDENTS' PERCEPTIONS OF THE USE OF DIGITAL LEARNING CARDS IN VOCABULARY LEARNING IN 10th GRADE Arvie, Amanda Silvia; Jamaluddin Nasution; Amanda Silvia Arvie; Yosia Amelia Br. Marbun; Echa Febrian Nurfi
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.v5i2.8617

Abstract

This study investigates the perceptions of 10th-grade students at SMAS Harapan Mandiri concerning the use of digital flashcards in English vocabulary acquisition. Recognizing vocabulary as a cornerstone of language proficiency, the research employed a qualitative descriptive methodology, collecting data through questionnaires completed by 22 students to explore their cognitive, affective, and psychomotor responses. The findings reveal that the majority of students hold favorable views toward digital flashcards, perceiving them as effective tools that enhance understanding, facilitate retention of vocabulary, and sustain motivation during the learning process. Students particularly valued the interactive and visually appealing design of digital flashcards, noting that features such as colorful layouts and engaging formats contribute to improved concentration and active participation in classroom activities. Nevertheless, the study also highlights that students’ independent use of digital flashcards outside the classroom remains limited. Contributing factors include a continued preference for traditional learning methods—such as handwritten notes and printed materials—as well as practical barriers, notably limited access to digital devices and unreliable internet connectivity at home. Despite these challenges, the integration of digital flashcards aligns well with established theories of multimedia learning and student-centered instruction by promoting active engagement and intrinsic motivation. In conclusion, digital flashcards represent a valuable pedagogical tool for enriching vocabulary instruction, creating a more dynamic and learner-focused environment. It is recommended that educators incorporate digital flashcards systematically into their teaching practices and encourage students to utilize them for autonomous study. Further research is warranted to identify strategies that could enhance students’ motivation and capacity to engage with digital learning tools independently, thereby maximizing their potential benefits for language learning. Keywords: digital flashcards, vocabulary acquisition, student perception, English education, active learning
“THE IMPACT OF FILM AND SERIES SUBTITLES ON STUDENTS’ UNDERSTANDING OF FOREIGN LANGUAGES” Sari, Riska; Nisa, Nurul; Natsir, Ratu Yulianti; Hamid, Sitti Maryam
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.v5i2.8667

Abstract

This study aims to investigate the relationship between the use of film subtitles and students’ translation ability. A quantitative approach with a correlational design was employed, involving 31 students from the English Language Education program who had been exposed to translation theory and regularly watched foreign-language films with subtitles. The data were collected using a closed-ended questionnaire in the form of a Likert scale, consisting of 20 items that measured both the frequency of subtitle use and translation ability. After testing for normality, the data were analyzed using Spearman’s rank correlation due to its ordinal nature. The results revealed a moderate positive correlation (r = 0.449) between the use of subtitles and translation ability, with a significance value of 0.013 (p < 0.05), indicating a statistically significant relationship. These findings suggest that subtitles can serve as an effective medium to support language learning, especially in enhancing students’ understanding of vocabulary, sentence structure, and context in translation. This study highlights the potential of integrating multimedia tools like film subtitles into language education to improve students' translation competence.

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