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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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Challenges of Using AI Writing Tools in the Thesis Writing Process: A Study on Undergraduate English Education Students at Universitas Muhammadiyah Bengkulu Revo Aditama Febrian; Ivan Achmad Nurcholis
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.v5i3.9568

Abstract

The use of Artificial Intelligence (AI) writing tools such as ChatGPT, Grammarly, and Quillbot has rapidly expanded in academic contexts, particularly in higher education. While these tools offer significant benefits in assisting students with grammar correction, paraphrasing, and idea generation, they also pose critical challenges related to dependency, originality, academic integrity, and writing quality. This study explores the challenges experienced by undergraduate English Education students at Universitas Muhammadiyah Bengkulu when using AI writing tools during their thesis writing process, along with the strategies adopted to overcome them. Employing a descriptive qualitative approach, data were collected from 22 final-year students through open-ended questionnaires and semi-structured interviews. Thematic analysis revealed five key challenges: dependency on AI tools, issues of originality and plagiarism, difficulties in maintaining academic writing conventions, technical and conceptual limitations of AI tools, and fluctuating confidence in writing. To address these challenges, students applied self-regulation, consulted supervisors, used plagiarism checkers, paraphrased content manually, and improved independent writing skills. The study concludes that AI tools can effectively support thesis writing when used ethically and critically, supported by institutional guidance and academic supervision.   Keywords : AI Writing Tools, Academic Writing, Thesis Writing, EFL Students, Challenges
Exploring the Use of AI-Enhanced Listening Comprehension Tools by EFL Students in the English Department at Universitas Bhinneka PGRI Huda, Moh. Choirul; Nia Roistika; Caterina Nova Triani
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.v5i3.9602

Abstract

The rapid growth of Artificial Intelligence (AI) in education has introduced new opportunities for improving English listening comprehension, a skill many EFL learners continue to find challenging. This study explores the use of AI-enhanced listening tools among students in the English Department at Universitas Bhinneka PGRI. The research aims to identify the AI tools commonly used by students, examine their perceptions of usefulness, ease of use, and engagement, and investigate the difficulties they encounter when using these tools. A qualitative descriptive exploratory design was employed, combining a questionnaire distributed to 43 students with semi-structured interviews conducted with 10 participants. Data were analyzed using the Miles and Huberman framework, which includes data reduction, data display, and conclusion drawing. The findings indicate that YouTube Auto-Caption is the most widely used AI tool, followed by ELSA Speak and Duolingo, mainly due to their accessibility and familiar interfaces. Students reported positive perceptions of AI-enhanced listening tools, noting that features such as automatic captions, speed control, replay functions, and pronunciation feedback helped them better understand spoken English and increased their motivation to practice listening. Despite these advantages, several challenges emerged, including inaccurate captions, unstable internet connections, limited free features, and insufficient guidance on how to use the tools effectively.Overall, the study concludes that AI-enhanced tools have strong potential to support EFL learners’ listening development, but their effectiveness depends on both technological quality and pedagogical support. The findings highlight the need for teachers to provide structured guidance and for developers to improve usability and accessibility. Future research may examine the long-term impact of AI tools or compare the effectiveness of different platforms in various learning contexts.
EFL TEACHERS’ PERSPECTIVE ON USING CHATGPT TO TEACH READING: A SYSTEMATIC REVIEW Ardiyani, Rizky Tri Ardiyani
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.v5i3.9610

Abstract

Nowadays, there is an increase in the use of digital tools by English teachers to support reading instructions. Among these tools, Artificial Intelligence (AI) has become popular because it can help students understand texts more easily. This study aims to find out EFL teachers’ views on using ChatGPT in teaching reading. To achieve that goal, the study uses a systematic review method by collecting and analyzing fifteen journal articles related to this topic. The review analysis results showed that ChatGPT has some benefits for the reading task, such as making reading more interesting, helping students understand difficult texts, and giving flexible feedback to support their learning. However, the study also found some problems when teachers used ChatGPT to teach reading. Teachers worry that students might rely too much on ChatGPT, which could weaken their independent reading and critical thinking skills. They are also concerned that some AI-generated information may be inaccurate and that not all teachers feel confident or fully prepared to use ChatGPT in the classroom. This study is expected to give teachers, researchers, and schools a better understanding and ideas on how to use and maximize the potential of ChatGPT to teach EFL reading skills.
Analysis of Directed Motivational Currents (DMC) in EFL Students' Reading Motivation Dwi, Nindia Dwi Citra; Fetriani; Washlurachim Safitri
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.v5i3.9612

Abstract

Motivation is a key determinant of success in learning English as a Foreign Language (EFL), particularly in reading, which requires sustained. concentration, strategic approaches, and perseverance. However, many students struggle to maintain reading motivation, highlighting the need for a framework that explains strong and sustained motivational engagement. Directed Motivational Currents (DMC) provides such a framework, offering insights into the triggers, sustaining mechanisms, and contextual influences on motivation. This study investigates the triggers and maintenance strategies of DMC, describes students' experiences within this motivational state, analyzes the impact of contextual and instructional factors, and explores its implications for engagement and long-term reading habit formation. This study employed a mixed-methods convergent design, data were collected from 14 fourth-semester students of the English Education Study Program through total sampling. The quantitative data were analyzed descriptively, while qualitative data underwent Interpretative Phenomenological Analysis (IPA). The findings indicate that DMC is triggered by both positive and negative experiences, social support, and tangible reading progress. Motivation is sustained through reading routines and incremental goal-setting. Students in DMC reported positive emotional engagement, a clear long-term vision, and structured behavioral patterns, though internalization levels varied. Classroom environment, teaching strategies, and peer and lecturer support were found critical in initiating and sustaining DMC. Keywords: Directed Motivational Currents (DMC), EFL Students, Reading Motivation, Reading Skills
Reading Pramoedya Ananta Toer’s Voice in Mangir: Misogyny or Feminism? Suhadi, Agung; Sarwit
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.v5i3.9657

Abstract

Pramoedya’s Mangir has long attracted critical attention for its ambiguity, particularly concerning whether the text reflects misogynistic tendencies or a feminist critique of women’s oppression. This article argues that Pramoedya adopts a feminist perspective; a writer who empathetically portrays female’s struggles, affirms women’s resistance to patriarchy, and values the women in his life cannot be considered misogynistic. Through his depictions of sympathetic characterization, and subtle criticism of patriarchal power, Pramoedya presents his female as a complex female torn between loyalty and love. This article presents an analysis Mangir work using gender representation theory to determine whether the narrative reinforces misogyny or challenges patriarchal authority. Employing qualitative textual analysis, it explores female agency, patriarchal domination, and structural violence within the socio-political context of Mataram. Pambayun—caught between political manipulation and emotional vulnerability—emerges as the central figure illustrating the contradictions of gendered power relations. The findings show that while the narrative depicts women’s oppression and objectification, Pramoedya simultaneously constructs a subtle feminist voice by exposing patriarchal cruelty, critiquing male political ambition, and highlighting women’s emotional and moral resilience. Rather than supporting misogyny, Mangir functions as a critique of patriarchal injustice, using female suffering to reveal the consequences of gendered power. This research contributes to broader discussions of gender politics in Indonesian literature and positions Mangir as a text open to feminist interpretation.
An Analysis of Reading Questions in an English Textbook for Junior High School Merdeka Curriculum Edition Based on Revised Bloom’s Taxonomy nova, nurfadillah; Kiagus Baluqiah; Ivan Achmad Nurcholis; Eki Saputra; Washlurachim Safitri
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.v5i3.9683

Abstract

Abstract The Revised Bloom's Taxonomy provides a framework for evaluating cognitive levels in learning materials, and achieving a balanced distribution of lower- and higher-order thinking skills in textbooks is essential to fulfilling the objectives of the Merdeka Curriculum. This study aims to analyze the cognitive levels of reading comprehension questions in Interactive English 2 for Junior High School, Merdeka Curriculum edition, based on the Revised Bloom's Taxonomy. Using a qualitative descriptive design with document analysis, 114 reading comprehension questions across 10 chapters were examined and classified into six cognitive domains: Remembering (CI), Understanding (C2), Applying (C3), Analyzing (C4), Evaluating (C5), and Creating (C6). The analysis revealed that lower-order thinking skills dominated, with Remembering (62.28%) and Understanding (18.42%) comprising the majority, while higher-order thinking skills such as Analyzing (7.02%), Evaluating (6.14%), and Creating (3.51%) were underrepresented. These findings indicate that the textbook emphasizes factual recall and basic comprehension over critical, analytical, and creative thinking. which is inconsistent with the goals of the Merdeka Curriculum. Therefore, it is recommended that future textbook development ensure a more balanced distribution of cognitive levels to better support students' higher-order thinking skills. Keywords: English Textbook, Reading Questions, Revised Bloom's Taxonomy. Merdeka Curriculum.
Students’ Strategies in Learning English at Law Faculty of Universitas Muhammadiyah Bengkulu Solehan; Saffitri, Washlurachim
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.v5i3.9753

Abstract

This study aims to investigate the English language learning strategies used by law students and to identify the strategies most frequently employed in learning English at the Law Faculty of Universitas Muhammadiyah Bengkulu. The research employed a quantitative descriptive design involving 77 first-semester students of the Law Study Program in the 2025/2026 academic year. Data were collected using a questionnaire adapted from Oxford’s Strategy Inventory for Language Learning (SILL), which covers six categories of learning strategies: memory, cognitive, compensation, metacognitive, affective, and social strategies. The data were analyzed using descriptive statistical techniques, including total scores and mean interpretation. The results reveal that students utilized all six types of language learning strategies, indicating varied and active engagement in English learning. Among the strategies, affective strategies were the most frequently used, followed by cognitive and social strategies. This finding highlights the significant role of motivation, emotional regulation, and active mental processing in supporting English learning among non-English major students. In contrast, metacognitive and compensation strategies were used less frequently, suggesting limited awareness of learning planning, self-monitoring, and strategic risk-taking in communication. The study concludes that while law students demonstrate strong affective and cognitive engagement in learning English, there is a need for explicit strategy-based instruction to enhance metacognitive awareness and communicative flexibility.
Higher Order Thinking Skills of Speaking Videos on British Council LearnEnglish Website Based on Revised Bloom's Taxonomy : Higher Order Thinking Skills of Speaking Videos on British Council LearnEnglish Website Based on Revised Bloom's Taxonomy Dwi Lestari, Anggun; Ririn Putri Ananda; Ria Angraini
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.v5i3.9754

Abstract

This study investigates the representation of Higher Order Thinking Skills (HOTS) in speaking videos provided on the British Council’s LearnEnglish website based on the Revised Bloom’s Taxonomy. Speaking skills require not only linguistic competence but also higher-level cognitive processes such as analyzing, evaluating, and creating. Using a qualitative descriptive design with content analysis, this research examined twenty speaking videos across levels A1 to B2. Data were collected through transcript analysis and supported by expert triangulation. The findings reveal that HOTS are embedded at all proficiency levels, with analyzing and evaluating frequently occurring at lower levels, while creating is more dominant at higher levels, particularly B2. These results indicate that LearnEnglish speaking videos promote not only communicative competence but also critical and creative thinking. The study contributes pedagogical insights for teachers, material developers, and learners in integrating HOTS-oriented digital speaking materials.
THE TEACHER CANDIDATES’ PERCEPTION ON TEACHING ENGLISH TO YOUNG LEARNERS: PERSEPSI CALON GURU DALAM MENGAJAR BAHASA INGGRIS UNTUK ANAK USIA MUDA AFRIZANUR ASWAD; Kiagus Baluqiah
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.v5i3.9816

Abstract

This study aims to determine the perception of prospective teachers about how important it is to teach English to children at an early age or golden age. Researchers used quantitative descriptive methods. The subjects of this study were students from sixth semester who were taking English for Young Leaners courses in the English Language Study program at the University of Muhammadiyah Bengkulu who were referred to as teacher candidates. Data samples were taken from 42 active students. Researchers used questionnaires and interviews as instruments in this study. Using questionnaires to collect data from prospective teachers (frankel & wallen, 2009:395). The questions in the questionnaire were adapted from Supriyanti's theory (2012). This study resulted in a positive response from prospective teachers with a percentage of 95.24% neutral response and 2.78% negative response. The interview results of prospective teachers revealed the perception of prospective teachers that English for young learners is very important to learn when they are in their golden age easier to improve students ' new vocabulary in learning English, helping them communicate well in the era of globalization Around the world using English in communication. Keywords: Perception, Prospective teacher, English Young Learner

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