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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 179 Documents
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DEVELOPING FOOD STORYTELLING MATERIAL OF ENGLISH FOR TOURISM Afore Tahir Harefa; Tri Yanti Nibenia Gea; Intan Hartini Ndruru; Zun Kelvin E. A Halawa
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10068

Abstract

This study aims to develop food storytelling materials within the context of tourism in Nias, as an effort to optimize the untapped culinary potential. Using the ADDIE model, the research formulates engaging narratives to enhance tourist appeal. Trial results at the Museum Pusaka Nias indicate that 87,4% of visitors felt more inclined to try local food after interacting with the storytelling materials. The developed materials effectively educate tourists about the ingredients and cooking processes of Nias cuisine while serving as a communicative tool to convey local culture and traditions. This study recommends an increase in stakeholder awareness regarding the benefits of storytelling in promoting tourism, as well as the importance of collaboration among academics, practitioners, and the community to create authentic and sustainable culinary experiences. These findings emphasize that innovation in the presentation of culinary stories can enhance tourism marketing and preserve the cultural heritage of Nias.
Whatsapp and Wordplay: Gamified English Learning in Nonformal Classroom Dina Fitria; Sujito
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10129

Abstract

English vocabulary mastery presents a significant challenge for nonformal education students characterized by heterogeneous backgrounds and limited face-to-face instructional time. This study explores the effectiveness of gamified vocabulary challenges through WhatsApp in improving vocabulary mastery among Grade XI students at PKBM Arrohmah Demak Package C program. Employing a pre-experimental design with one-group pretest-posttest, the research involved 40 students participating in a two-week gamification program with structured daily and weekly tasks. Data were collected through standardized vocabulary tests and participation tracking via WhatsApp platform. Analysis using paired sample t-test and Pearson correlation revealed significant improvement in mean scores from 56.2 to 74.8 with participation rates reaching 87.5%. The multidimensional assessment system measured timeliness, completeness, accuracy, and creativity with an overall achievement of 77.4%. A strong positive correlation was identified between participation levels and learning achievement. Findings confirm that integrating gamification and mobile learning through WhatsApp effectively enhances vocabulary mastery in nonformal education contexts. This platform offers high accessibility and flexibility suitable for adult learner characteristics. Despite its effectiveness, challenges such as limited internet access and low student creativity require attention in future digital learning implementations.
Language Exposure and Writing Ability : A Correlational Study in English Learning Context: A Correlational Study of Eighth Grade Students in the 2024/2025 Academic Year Lusyani Mardiyanti Nur; Lena Sastri; Absharini Kardena; Elsi Amiza
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10150

Abstract

This research investigated the correlation between students’ language exposure and their writing ability. It was motivated by several issues identified among students, such as difficulties in expressing ideas effectively, inconsistencies in writing styles possibly influenced by different levels of language exposure, and a lack of familiarity with proper writing structures. The objective of this research was to determine whether there is a significant correlation between students’ language exposure and their writing ability among eighth-grade students. A correlational research design was employed in this research. The population consisted of 80 eighth-grade students, and total sampling was used to include all participants. The instruments used were a questionnaire and a writing test. The questionnaire contained 23 items to measure students’ language exposure, while the writing test required students to write a recount text based on one of four given topics. The data were analyzed using the Pearson Product Moment correlation through SPSS. The findings revealed a correlation coefficient of 0.755, indicating a strong and positive relationship between students’ language exposure and their writing ability. The results suggest that greater exposure to the English language significantly contributes to the improvement of students’ writing ability. It can be concluded that enhancing students’ engagement with English through various forms of exposure plays an important role in developing their writing proficiency.
The Use of Translanguaging by Students of the English Education Study Program in Class Discussion at Universitas Muhammadiyah bengkulu Erza Kurnia Zahari; Yupika Maryansyah; Dian Susyla; Epi Wadison
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.9707

Abstract

ABSTRACT Translanguaging, the strategic use of multiple languages within communication, has emerged as a significant pedagogical phenomenon in multilingual classrooms. In English as a Foreign Language (EFL) contexts, it enables students to draw on their full linguistic repertoire to enhance comprehension and participation. This study examines the types and functions of translanguaging employed by students during class discussions in the Second Language Acquisition (SLA) course at the English Education Study Program, UniversitasMuhammadiyah Bengkulu. This study employed a descriptive qualitative design, data were gathered through video recordings of three discussion sessions, transcriptions, and structured observations based on the classifications of Hoffman (1991) and Poplack (1980). The analysis identified three main types: intra-sentential, inter-sentential, and tag translanguaging, with intra-sentential being the most prevalent, often used to embed technical terms within Indonesian explanations. Functions observed include clarifying academic concepts, providing culturally relevant examples, and fostering inclusive social interaction. These findings indicate that translanguaging in EFL classroom discussions operates as a deliberate and strategic communication approach rather than random language mixing. It can serve as an effective pedagogical tool to improve comprehension and active engagement, suggesting its potential for broader application in EFL learning environments. Keywords: Classroom Discussion, EFL Students, Second Language Acquisition (SLA), Translanguaging.
Sixth Grade Students’ Difficulties in Learning English At Muhammadiyah 1 Elementary School Mulki Yustinto; Solehan
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10002

Abstract

Learning English at the elementary level often presents various challenges for students, particularly in contexts where English is taught as a foreign language. This study aims to investigate the difficulties faced by sixth grade students in learning English at Muhammadiyah 1 Elementary School. The research employed a descriptive qualitative design. The subjects of the study were sixth grade students, selected through purposive sampling. Data were collected using classroom observations, questionnaires, and interviews to gain comprehensive insights into students’ learning difficulties. The findings reveal that students experience several major difficulties, including limited vocabulary mastery, problems with pronunciation, low understanding of grammar, and lack of confidence in speaking English. In addition, insufficient exposure to English outside the classroom and limited learning media were found to contribute to these difficulties. These challenges negatively affect students’ motivation and participation during English lessons. The study implies that teachers need to apply more interactive teaching strategies, provide varied learning media, and create a supportive learning environment to reduce students’ difficulties in learning English. Improving teaching methods is expected to enhance students’ English learning outcomes at the elementary level.
Students’ Attitudes toward English Learning at a Muhammadiyah Junior High School: A Study at a Muhammadiyah Junior High School Zahwa Rizky Aulia Zahwa; Washlurachim Safitri; Fetriani
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10107

Abstract

English plays a crucial role in supporting students’ academic development and global communication skills, making it a compulsory subject in Indonesian junior high schools. However, students’ success in learning English is strongly influenced by affective factors, particularly attitude. This study aimed to examine seventh-grade students’ attitudes toward English learning at a Muhammadiyah Junior High School in Bengkulu City by exploring affective, cognitive, and behavioral dimensions. A descriptive quantitative research design was employed involving 19 students selected through total sampling. Data were collected using a Likert-scale questionnaire supported by classroom observations and analyzed using descriptive statistics. The findings revealed that students generally demonstrated positive attitudes toward English learning, indicated by a mean score of 3.21 and 81% favorable responses. Students showed emotional enjoyment, recognized the usefulness of English for future opportunities, and actively participated in classroom activities. However, several learners still experienced low confidence in speaking English due to anxiety and fear of making mistakes. These results suggest that while students possess supportive attitudes toward English, pedagogical strategies are needed to foster confidence and transform positive perceptions into effective language use. This study highlights the importance of creating supportive and interactive learning environments to enhance students’ engagement in English learning. Keywords: students’ attitudes, English learning, affective factors, junior high school, EFL context
Short Attention Spans in EFL Learning: A Descriptive Qualitative Study of Cognitive Characteristics, Skill-Specific Impacts, and Instructional Strategies Uas Gna; Washlurachim Safitri; Epi Wadison; Solehan
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10137

Abstract

The increasing prevalence of short attention spans in digitally mediated learning environments presents significant challenges for English as a Foreign Language (EFL) instruction. This descriptive qualitative study investigates (1) the behavioral and cognitive characteristics of short attention spans among EFL learners, (2) their effects on vocabulary development, reading fluency, and listening comprehension, and (3) instructional strategies that may mitigate their negative impact. Conducted in a natural classroom setting at the university level, the study employed purposive sampling and collected data through in-depth interviews, structured observations, and document analysis. Data were analyzed inductively through data reduction, data display, and conclusion drawing, with triangulation ensuring credibility. The findings indicate that short attention spans are reflected in task-switching behavior, digital distraction, and mind-wandering, which disrupt sustained cognitive engagement. Listening comprehension was found to be the most vulnerable skill due to the transient nature of auditory input, while reading fluency and vocabulary retention were also adversely affected by attentional fragmentation. However, pedagogical strategies such as task chunking, interactive learning, multimodal instruction, and structured breaks were identified as effective in enhancing attentional stability. The study underscores the importance of integrating attention management into EFL instructional design to improve learner engagement and learning outcomes.
Paragraph Writing Barriers: A Study on The Fifth-Semester of English Department Students Silfi Angraini; Eki Saputra
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10897

Abstract

Writing paragraphs in English is a fundamental academic skill, yet many students still encounter various difficulties, particularly in the digital era where technology influences writing practices. This study aimed to identify the barriers faced by fifth-semester students in paragraph writing and examine the factors influencing their writing, including the role of digital technology. This research employed a descriptive qualitative design. The participants were fifth-semester students of the English Education Department at Universitas Muhammadiyah Bengkulu. The data were collected through questionnaires and interviews. The findings revealed that students experienced linguistic, cognitive, technical, and technological barriers. Linguistic barriers were the most dominant, particularly in vocabulary, grammar, and spelling. Other difficulties included cohesion, mechanics, organization, and coherence. In addition, digital technology acted as both a supporting and influencing factor. While digital tools helped students correct errors and generate ideas, excessive reliance on these tools reduced students’ confidence and independent writing ability. In conclusion, vocabulary and grammar limitations remain the primary barriers, and digital technology significantly influences students’ paragraph writing both positively and negatively. Keywords: paragraph writing, writing barriers, digital writing, linguistic barriers, writing factors.
Teachers’ Roles in Overcoming Difficulties in Learning English of Junior High Students in Special Needs Schools (SLB) at Bengkulu City Desva Andusti; Kiagus Baluqiah; Washlurachim Safitri; Agung Suhadi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10912

Abstract

This study aims to find out teachers roles in overcoming difficulties in learning English of junior high students special needs schools (SLB) at Bengkulu city. The background of this problem arises because SLB students still face difficulties in learning English, while the role of teachers in overcoming these difficulties has not been clearly described. The research method used is descriptive qualitative with Observation Sheet and Question Lists instruments. The results of the study show that 10 teacher roles according to Harmer in (Naibaho, 2019) are applied in teaching English to overcome the difficulties of learning English for junior high students in Special Needs Schools (SLB) in Bengkulu City. However, the level of implementation varies depending on the classroom context and student needs. There are 10 teacher roles in teaching children with special needs, namely (1) controller (2) organizer (3) assessor (4) prompter (5) participant (6) resource (7) tutor (8) observer (9) performer and (10) teaching aids. Teachers carry out these roles in overcoming students' learning difficulties by guiding each student with special needs individually, repeating instructions and materials gradually, managing the class in a structured manner, providing direct examples through gestures and facial expressions, and using learning media that are appropriate to the conditions and needs of students. Researchers suggest that English teachers in special needs schools continue to optimize their roles in learning, because teaching students with special needs requires appropriate and consistent strategies. For future researchers who are interested in conducting similar research, it is recommended to conduct a more in depth analysis of the implementation of each teacher's role and also at other levels of education.
The Social Impact of Michael Jackson’s ‘Heal the World’ on Youth Awareness Alia Afifa; Jamaluddin Nasution; Citra Intan Christine Gea; Angel Herlin Chintya Harefa; Grace Asni Natalie Hulu; Mutiara Pia Gratia Situmorang
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10996

Abstract

This study aims to analyze the representation of humanistic values in Michael Jackson's song "Heal the World" and examine its contribution to public social awareness, particularly among today's youth. This study employs a qualitative, descriptive design. Data were collected through two primary sources: an analysis of the song's lyrics as the research object and an online questionnaire distributed to ten respondents from the current younger generation. Furthermore, a literature review is crucial to strengthening the theoretical foundation of this study. Data analysis techniques include content analysis, thematic analysis, and interactive analysis, encompassing data collection, simplification, presentation, and conclusion. The research findings indicate that the song conveys four humanistic values: empathy, social concern, peace, and optimism. The questionnaire results show that most young people are accustomed to enjoying the song without understanding its underlying meaning. However, a significant number of respondents acknowledged that the song conveys a humanistic message. The majority of respondents also believe that this song remains relevant to current conditions and influences their perspective on social issues. Additionally, nearly all respondents felt more compassionate toward others after listening to the song. However, this study also revealed a discrepancy between emotional impact and tangible actions, as only a few respondents were motivated to take direct positive action. This means the song's influence is more dominant in understanding and feelings than in actual actions. Thus, it can be concluded that the song "Heal the World" serves not only as mere entertainment but also as an effective medium for fostering social awareness among the younger generation. However, its influence on actual actions is still influenced by individual and environmental factors.

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