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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 149 Documents
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A LINGUISTIC LANDSCAPE IN THE DIGITAL ERA: A CASE STUDY IN MEDAN Nurmala, Dewi; Diana Sopha, Diana Sopha; Ayu Melati Ningsih; Vera Kristiana; Muhammad Kiki Wardana
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9398

Abstract

The study investigated the linguistic landscape of downtown looks like in the digital era and how the digital era influenced changes in the linguistic landscape in downtown Medan. This study uses qualitative methods. The data collected consists of written data and the types of media on signboards in the city of Medan. Data analysis was carried out in three steps, namely: 1) data condensation, which is the process of reading the collected data and determining the data, in this case data in the form of writing and types of signboard media, 2) data display, which is displaying selected data in the form of billboards in the central area of Medan, and 3) drawing conclusions, which is finding results after analyzing the data. After analysing data, it was found that 38% signage uses Indonesian, 30% uses English, 27% uses language mixing and the rest, 5% uses traditional language and other foreign languages. Conventional signage has given way to new, more dynamic, and interactive forms thanks to the digital age. These include LED boards, electronic screens, and the incorporation of digital components like social media and QR codes in signboards and advertisement. Digital media forms display more modern language choices, posing a threat to the national language and isolated regional languages in their own countries. The research highlights the linguistic landscape that has emerged in the digital era.
MORAL VALUES AND CULTURAL IDENTITY IN INDONESIANCHILDREN’S SONG LYRICS: A DISCOURSE ANALYSIS: A Discourse Analysis Eka Nur Ramadhani; Gisca Tri Maura Kunti; Sofi Nurazizah, Sofi; Suci Chalista; Yovanka Digna Margareta; Siamir Marulafau; Erikson Saragih
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9425

Abstract

This writing entitled "Moral Values and Cultural Identity in Indonesian Children's Song Lyrics: A Discourse Analysis". This study used a qualitative discourse analysis method to find cultural identity markers, moral themes, and character education values in the language, synbols, and social environment of the song lyrics. Children's song lyrics made up the primary data, and pertinent scholarly sources on character education, cultural linguistics, and Indonesian children's song studies provided secondary data. The findings demonstrate that fundamental moral principles including obedience, discipline, cooperation, thankfulness, civility, and simplicity are reflected in the lyrics of Indonesian children's songs. Children's conceptions of the Indonesian environment are also shaped by references to nature, traditional transportation, social life, and local language patterns, all of which are manifestations of Indonesian cultural identity. It has been demonstrated that children's songs are essential for moral, social, and cultural education. In order to guarantee that moral and cultural lessons are assimilated contextually. This study suggests reviving children's songs in the character education curriculum and including kids in song interpretation.
Reflection of Psychological Analysis in the Main Character of Emil Scherbe’s “Nameless Monster” Nafiah, Homsatun; Sulastri, Sulastri
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9453

Abstract

Short story is one of fictional prose forms that typically focus on a single event and limited character development. This research aims to analyze psychological aspects through languages experienced by the main character in the short story “Nameless Monster” by Emil Scherbe. The data were employed from the words, phrases, or sentences containing the psychological representation in the story. The theory used in this research was Sigmund Freud’s psychological theory of personality. In conducting this research, the methodology was qualitative and presented descriptively. The results of this research revealed that two stages namely id and ego briefly and strongly performed by the main character, while the superego is almost completely absent from the story. Finally, even though the subject is a non-human creature, analyzing psychological features in the short story contributes to criticize how language is used to express ideas and feelings, also to create certain effects including emotion.
The Effect of Using Think Talk Write (TTW) Strategy toward students’ Speaking Skill for the Tenth Grade Student of Senior High School Rosyidi, Ahmad Zuhri; Ningsi, Fitri; Suparlan, Suparlan; Darmanto
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9473

Abstract

This research aimed at finding out the effect of Using Think Talk Write (TTW) Strategy toward students’ speaking skill For the Tenth Grade Student of SMA Islam Ulil Albaab NW Lendang Jaran Senior High School. This research was pre experimental research design. The Sample of the study was consisted of 34 students. The Data were gathered by using pre-test and post-test of speaking skill test. In analyzing data, the researcher used SPSS application to count the data. Based on the result of T-Tests, it was founded that the significance result was 0.015 it less than 0, 05. This finding show that Think Talk Write (TTW) effective toward students’ in speaking at the Tenth Grade Student of Senior High School at SMA Islam Ulil Albaab NW Lendang Jaran in the academic year of 2024/2025.
The Correlation Between Vocabulary Mastery and Students' Achievement in Writing Narrative Texts of The Ninth-Grade of SMP Swasta PGRI 1 Medan Lumbanraja, Hema Ribka Novelouisa; Asrul, Nurmahyuni; maniarsih, Dwi Suci
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9477

Abstract

This study was conducted to determine whether there was a relationship between vocabulary mastery and writing achievement of ninth grade students at SMP Swasta PGRI 1 Medan, particularly in writing narrative texts with theme “Slice of Life”. The research employed a quantitative approach with a correlational design. The sample consisted of 16 ninth grade students, who represented the only ninth grade class in SMP Swasta PGRI 1 Medan, therefore, the sampling technique used was total sampling. The instruments of this study included 20 multiple choice items of vocabulary test and narrative writing test assessed based on five aspects. The findings of this study showed that the majority of ninth grade students were at medium level in both vocabulary mastery (62.5%) and writing achievement (50%). The Pearson correlation test indicated that ther was a positive, moderate relationship between vocabulary mastery and writing achievement (r = 0.496), however the relationship was not statistically significant (sig. = 0.051 > 0.005). Thus, this study concluded that there was no significant correlation between students’ vocabulary mastery and their achievement in writing narrative text. These results that students’ writing achievement may be influenced by several other factor besides vocabulary mastery.
The Correlation Between Students’ Self-Efficacy and English-Speaking Performance in Future Dream Monologues Sihotang, Dwi Putri Sihotang; Br Sembiring, Yenita; Lumbanbatu, Ira Maria Fran
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9478

Abstract

This study aimed to investigate the relationship between students’ self-efficacy and their English-speaking performance in delivering a monologue about future aspirations among 16 ninth-grade students at SMP PGRI 1 Medan. Self-efficacy, defined as students’ belief in their ability to accomplish a task, is considered an important factor influencing language learning, particularly speaking skills, which require confidence, fluency, and organization. Despite receiving English instruction, students often encounter difficulties in expressing their ideas due to limited vocabulary, anxiety, and the influence of their native accents. This study employed a quantitative correlational approach. Data on self-efficacy were collected through a structured questionnaire, while students’ speaking performance was evaluated using recorded monologues. The relationship between the variables was analyzed using Pearson’s Product-Moment Correlation to determine the extent to which self-efficacy influences students’ speaking performance. The results revealed a positive correlation between self-efficacy and speaking performance; however, the correlation was not statistically significant. This indicates that students with higher self-efficacy tended to demonstrate better speaking outcomes, although the relationship was not strong enough to draw definitive conclusions. The findings emphasize the importance of fostering self-efficacy through guided practice, feedback, and motivational activities to enhance students’ speaking abilities. Moreover, this study provides insights into how psychological factors can influence language performance in monologue tasks.
Gender Differentiation in Classroom Interaction: A Critical Discourse Analysis of Teacher–Student Talk Leli Ridayani; Wahyudi Badri; Dian Susyla
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9510

Abstract

This study investigates gender-based discourse patterns in English classrooms through Critical Discourse Analysis (CDA) at MTsN 2 Kota Bengkulu during the 2024/2025 academic year. The participants were 8th grade students whose classroom interactions were recorded, transcribed, and analyzed using Fairclough’s CDA framework. The study aimed to identify (1) how male and female students participated in classroom discourse and (2) what gendered patterns emerged during teacher–student and student–student interactions. The findings revealed that male students dominated verbal participation by taking more turns, providing longer responses, and initiating more spontaneous interactions. Female students participated less frequently and tended to wait for teacher nomination before speaking, producing shorter and more cautious responses. Teachers’ discourse practices, including question distribution and feedback patterns, unintentionally reinforced these differences by giving male students more opportunities for elaboration. The results align with previous research, indicating that classroom discourse often reproduces broader gender ideologies. The study concludes that English classrooms at MTsN 2 Kota Bengkulu reflect gendered participation norms and recommends more equitable discourse strategies to promote balanced interaction. Keywords: Critical Discourse Analysis, gender, classroom discourse, participation, EFL learners
Teachers’ and Students’ Experiences in Using Kinesthetic Games to Practice Prepositions of Place Malau, Susanti Olivia; Halawa, Fitra Kurniawan; Br Sembiring, Alvita Aprilia; Sari, Juwita Rahmina Siva; Br Ginting, Desrina Damaiyanti; Tarigan, Natalia Widya Pasca
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9512

Abstract

This study examines the experiences of English lecturers and nursing students utilising kinaesthetic games to learn prepositions of place in an English for Nursing course in Medan, Indonesia. Employing a qualitative descriptive design, data were gathered via classroom observations, semi-structured interviews, and documentation. The findings indicate three primary themes: lecturers' experiences in employing kinaesthetic games, students' learning experiences, and the perceived advantages and challenges of the methodology. Both teachers and students said that kinaesthetic games made the classroom more lively, interesting, and interactive. Activities that involved movement helped students understand spatial meanings better, made them more confident, and made them less anxious about grammar. The games also helped kids work together and remember things better. But there were some problems, such as not enough room in the classroom, not enough time to get ready, and more noise. In general, the study finds that kinaesthetic games are a good way to teach prepositions of place in the Indonesian EFL nursing context. They have cognitive, emotional, and social benefits that help students learn grammar in a more meaningful way.
Common Mistakes in Writing Citation Found on English Students Literature Review Thesis in English Education Program of Muhammadiyah University of Bengkulu Rahmadania, Mega; Wadison, Epi
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9535

Abstract

The primary purpose of this research is describe about common mistakes in writing citation found on English Students’ Literature Review Thesis in English Education Program of Muhammadiyah University of Bengkulu. The research design of this research used qualitative method. The instrument is using table cheklist about mistakes in writing citation by APA Style 7th edition : Direct Citation and Indirect Citation. The result of this study showed that there were common mistakes in writing citation found on English Students’ Literature Review Thesis. First, Directcitation in book sources, most of English Students did not write page number as initial “p”. Second, indirect citation from the book sources, most of the students did not write “as cite in” as characteristics in writing Indirect Citation. Third, Direct Citation from journals sources, most of English Students write Paragraph number using colon, not use initial “para” as in APA guiding style. Fourth, Indirect Citation from the journals sources, most of the English Students did not write words “as cite in” as a characteristics in writing indirect citation. Fifth, the common mistakes in writing Indirect Citation in English Students Literature Review Thesis from Book sources in single author, especially in writing page number. On the other hand, the common mistakes in writing Indirect Citation in English Students Literature Review from the book sources in single author especially in write the words “as cite in”. The common mistakes in writing direct citation from the journals sources in single author in writing paragraph number, and the common mistakes in writing indirect citation from the journals sources in single author especially in write the words “as cite in”. Key words: Citation, literature review, academic writing
LEARNERS’ PERSPECTIVE TOWARDS SELF-REGULATED LEARNING STRATEGY FOR ENHANCING ESSAY WRITING Novriyani; Rizki Anugrah PR
Teaching English and Language Learning English Journal Vol. 5 No. 3 (2025): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v5i3.9566

Abstract

Self-regulated learning (SRL) has been widely recognized as a critical component in supporting learners’ academic development, particularly in complex language production tasks susch as essay writing. This research aims to investigate students’ perceptions of SRL strategy use and its contribution to enhanching essay writing performance. Employing a quantitative descriptive design, data were collected from 15 participants through a validated SRL questionnaire consisting of 32 items representing forethought, performance, and self-reflection phases. The findings indicate that learners demonstrate a generally high level of engagement in SRL, with the strongest responses observed in goal-setting, task planning, self-monitoring, and reflective evaluation. Students reported that SRL strategies helped them organize ideas more effectively, amnage writing tasks more independently, and improve the clarity and coherence of their essays. Additionally, learners perceived the self-reflection phase as particularly influential, as it enabled them to identify weaknesses, intehgrate feedback, and plan targeted improvements. The research contributes to a deeper understanding of SRL in the context of academic writing and provides implications for teaching strategies that promote learners autonomy and sustained writing proficiency. Key words: Essay Writing, Learners’ Perspective, Self-Regulated Learning Strategy

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