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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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An Analysis of Learning Style Preferences and Student Participation in General English Courses at the Management Study Program, Universitas Muhammadiyah Bengkulu” mike siltia; Ivan Achmad Nurcholis; Kiagus Baluqia; Ririn Putri Ananda
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.v6i2.10999

Abstract

This research aimed to analyze students’ learning style preferences and to describe the level of student participation in the General English course of the English Education Program at Universitas Muhammadiyah Bengkulu. This research also aimed to identify how students’ learning styles were reflected in their classroom participation.This research used a descriptive quantitative method. The population of this research was the first semester 2025/2026 student of the management study program at Universitas Muhammadiyah Bengkulu. The sample consisted of 50 students who were selected using total sampling. The data were collected through a questionnaire based on the VARK learning style model and student participation indicators. In addition, interviews were conducted to support and strengthen the data obtained from the questionnaire. The data from the questionnaire were analyzed using mean scores, while the interview data were analyzed descriptively.The results showed that students had diverse learning style preferences. The auditory learning style was the most dominant (mean = 3.94), followed by read/write (3.83), kinesthetic (3.77), and visual (3.69). In terms of participation, the results indicated that students’ classroom participation was generally at a high level. Students showed the highest participation in practicing English (mean = 4.42) and completing tasks (mean = 4.36), while answering questions had the lowest mean score (3.30) which was categorized as moderate. The interview results supported the questionnaire findings by showing that students with dominant auditory learning styles tended to participate actively in listening, discussions, and classroom activities.In conclusion, the findings indicate that students have different learning style preferences, with auditory learning style being the most dominant, and that students generally demonstrate a high level of participation in the classroom.
Analysis Students’ Motivation in Extensive Reading at English Education Study Program Muhammadiyah University of Bengkulu: At English Education Study Program Muhammadiyah University of Bengkulu Muhammad Ja’far Shodiq; 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.v6i2.11002

Abstract

This study aims to analyze students’ motivation in extensive reading, focusing on the motivational aspects that influence students in engaging with extensive reading activities in the English Education Study Program of the University of Muhammadiyah Bengkulu, and to identify the most dominant aspect. The background of this research lies in the importance of extensive reading for improving grammar, reading fluency, and text comprehension, while students’ engagement in this activity remains varied. A descriptive qualitative method was employed, using 20 closed-ended and one open-ended questionnaire items based on a Likert scale as the instrument, involving 15 sixth-semester students as respondents. The data were analyzed by calculating the percentage scores of five motivational aspects: curiosity and autonomy, enjoyment and interest, academic benefits, teacher and peer influence, and self-efficacy. The analysis revealed that students’ motivation in extensive reading was high, with all motivational aspects falling into the “high” category. Curiosity emerged as the most dominant aspect (85.3%), followed by academic benefits (84.6%), interest (83.3%), teacher and peer influence (81.3%), and self-efficacy (80.6%). These findings indicate that internal factors—particularly curiosity and autonomy—are the main drivers of students’ engagement in extensive reading. It is therefore recommended that educators provide students with the freedom to choose reading materials and create a learning environment that fosters curiosity. Keywords: Motivation, Extensive Reading, Curiosity.
Students’ Language Production in Duolingo-Based Learning: A Qualitative Study in Mobile-Assisted Language Learning Context Rendi Nurhidayat; Lusiana Suciati Dewi
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.v6i2.11005

Abstract

Second language learning is a complex process involving cognitive, linguistic, and social dimensions, particularly within the framework of Second Language Teaching (SLT), which emphasizes a balance between linguistic accuracy and communicative language use. In recent years, mobile-assisted language learning (MALL) has significantly influenced learning practices by enabling flexible access to materials beyond the classroom and increasing learners’ exposure to the target language. One widely used application in this context is Duolingo, which provides structured, pattern-based exercises to improve vocabulary and grammatical accuracy. However, previous studies have primarily focused on learning outcomes, with limited attention to how learners produce language after engaging with such exercises. This study aims to analyze students’ language production abilities following their interaction with Duolingo. It employed a descriptive qualitative approach with a process-oriented classroom observation design involving two junior high school students learning English as a foreign language. Data were collected through observation checklists, field notes, and students’ language output during and after learning sessions, focusing on grammar, vocabulary, fluency, pronunciation, and coherence. The findings indicate that students were able to produce simple and understandable sentences however, their production remained limited and predominantly reproductive, as reflected in grammatical inaccuracies, restricted vocabulary, and reliance on patterns. Although fluency and pronunciation were relatively adequate in familiar contexts, both participants showed limitations in producing varied and coherent sentences independently, highlighting the need to integrate communicative activities.
Cognitive Processing of Meaning in Language in Brain during English Comprehension Ira Tiara Rahayu; Lusiana Suciati Dewi
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.v6i2.11037

Abstract

Language is a complex cognitive system that functions not only as a means of communication but also as a mental process occurring in the human brain. This study examines the cognitive processing of meaning within a linguistic framework in the brain during English comprehension among English as a Foreign Language (EFL) learners. The study focuses on how learners actively process and construct meaning when exposed to English input. From a neurocognitive perspective, this process involves the interaction of multiple brain regions responsible for language processing, memory retrieval, semantic interpretation, and contextual integration, indicating that comprehension is supported by distributed neural networks rather than a single localized area. The study uses a qualitative approach with a think-aloud protocol to capture learners' cognitive processes in real-time while completing a video-based comprehension task. The findings indicate that comprehension involves dynamic cognitive activities such as translating, inferring meaning, predicting content, and utilizing contextual and visual cues. These processes demonstrate that language comprehension is not passive but requires active mental engagement and the integration of prior knowledge with new input. In addition, the brain continuously coordinates these processes through simultaneous neural activation, enabling learners to construct meaning efficiently. The study highlights that multiple cognitive mechanisms operate simultaneously in the brain during language comprehension. Furthermore, the study emphasizes the importance of focusing on learners' internal processing rather than solely on the final comprehension outcome. The results provide deeper insights into how language is processed in the brain and suggest that teaching strategies should align with brain-based learning principles, supporting active cognitive engagement to enhance the effectiveness of language learning.
Exploring Learning Strategies and Emotional Responses among Child and Adult EFL Learners: A Qualitative StudyThis study investigates the English learning experiences of child and adult learners in Indonesia within the framework of Second Language Acquisit Saadah Al Afiah; Lusiana Suciati Dewi
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.v6i2.11047

Abstract

This study investigates the English learning experiences of child and adult learners in Indonesia within the framework of Second Language Acquisition (SLA). Although age-related differences in language learning have been widely discussed, limited research has explored how learners from different age groups experience English learning in real classroom contexts. This study employed a qualitative approach involving semi-structured interviews with two elementary school students and two university students. Thematic analysis revealed two major findings. First, child learners predominantly relied on teacher-guided instruction and interactive classroom activities such as songs and videos, while adult learners demonstrated greater autonomy through the use of digital resources, films, and online materials. Second, both groups experienced positive emotions toward English learning; however, their motivational sources differed, with children driven by enjoyable activities and adults by academic and future-oriented goals. Despite this, both groups reported anxiety and fear of making mistakes, particularly in speaking. The findings highlight that English learning is shaped by the interaction of cognitive, affective, and contextual factors. This study emphasizes the importance of adapting English instruction to learners’ developmental and emotional needs.
Challenges Faced by Children and Adults in Learning English as a Second Language Berliana Salsabila; Lusiana Suciati Dewi
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.v6i2.11049

Abstract

Learning English has become increasingly important in the global era, particularly in educational and professional contexts. However, learners of different ages often experience distinct challenges in acquiring English. This study aims to identify and compare the challenges faced by children and adult learners in learning English. This study employed a qualitative approach using semi-structured interviews with four participants consisting of two children and two adult learners. The data were analyzed using thematic analysis to identify key themes related to linguistic, psychological, behavioral, and environmental challenges. The findings reveal that children mainly experience difficulties in vocabulary and speaking, along with feelings of shyness and nervousness. In contrast, adult learners face more complex challenges, particularly in grammar and pronunciation, as well as higher levels of anxiety and lack of confidence. Additionally, children tend to rely on classroom learning, while adult learners demonstrate more autonomous learning through various media. Environmental factors also influence both groups, with children having limited exposure and adults having more opportunities but still facing psychological barriers. In conclusion, age differences significantly affect the challenges in learning English, suggesting the need for age-appropriate teaching strategies to improve language learning outcomes.
Women's Ecological Agency in Robert Frost's Selected Poems: An Ecofeminist Study Agung Suhadi; Sarwit Sarwono
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.v6i2.11080

Abstract

This study examines the representation of women's ecological agency in Robert Frost's selected poems through Karen J. Warren's ecofeminist philosophy. This study investigates how feminine figures and feminized natural elements function as ecological subjects in Spoils of the Dead, The Tuft of Flowers, Wind and Window Flower, Gathering Leaves, and Asking for Roses. Employing a qualitative descriptive design, the research uses thematic textual analysis based on Warren's concepts of hierarchical dualism, the logic of domination, ecological ethics, and the ethic of care. The findings reveal Frost constructs women's ecological agency through four interrelated roles: ecological guidance, ethical mediation, environmental stewardship, and respectful negotiation with nature. He presents them as active ecological mediators who foster care, reciprocity, conservation, and contextual responsibility. Shortly, Frost's poetry advances an ecofeminist vision in which sustainable human nature relationships are achieved through ethical coexistence rather than domination. These findings enrich ecofeminist literary criticism by highlighting women's transformative roles in promoting ecological harmony and environmental responsibility.
STUDENT’S PERCEPTIONS OF THE ROLE OF POETRY IN LEARNING ENGLISH PRONOUNCIATION SKILLS yossudarso Sudarso; Agung Suhadi; Eki saputra; 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.v6i2.11186

Abstract

Abstract This study aims to determine students' perceptions of the role of poetry in learning English pronunciation. This study used a quantitative descriptive method involving students of the English Language Education Study Program at the Muhammadiyah University of Bengkulu as research participants. Data were collected through a questionnaire consisting of 20 statements using a five-point Likert scale. The data obtained were then analyzed using descriptive statistical techniques in the form of average values ​​(means) and percentages. The results showed that students had a positive perception of the use of poetry in learning English pronunciation with an overall average value of 3.77, which is included in the high category. Poetry is considered an effective learning medium because it can help students improve segmental aspects such as vowels and consonants as well as suprasegmental aspects including word stress, rhythm, and intonation. In addition, the use of poetry also has a positive impact on students' affective factors by increasing self-confidence and motivation and reducing anxiety in learning English pronunciation. Based on these findings, it can be concluded that poetry has an important role in supporting the development of students' English pronunciation skills and can be used as an alternative learning medium in EFL classes. Keywords: Student perception, Poetry, Learning English
The Effect of English Choir Activities in English Day Programs on Students’ English Pronunciation and Motivation at SMA Muhammadiyah 4 Bengkulu Adila; Dian Susyla
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.v6i2.11217

Abstract

This study aims to explore the effect of English choir activities implemented in the English Day program on students’ English pronunciation and learning motivation at SMA Muhammadiyah 4 Bengkulu. This research employed a descriptive qualitative design to describe changes in students’ pronunciation and to examine students’ experiences and perceptions during their participation in English choir activities. The participants consisted of senior high school students who actively joined the English choir as part of the English Day program, with Class X Unggul selected for focused observation. Data were collected through classroom observations and documentation during four English choir training sessions conducted over one month. The findings reveal that English choir activities contributed positively to students’ pronunciation development, particularly in terms of sound clarity, word stress, and intonation. In addition, the activities fostered higher learning motivation, as reflected in students’ increased confidence, active engagement, and willingness to practice English pronunciation during the learning process. The enjoyable and collaborative nature of singing English songs created a supportive learning atmosphere that reduced students’ anxiety and encouraged active participation. These findings suggest that English choir activities can serve as an effective qualitative learning strategy within English Day programs to support students’ English pronunciation development and learning motivation in EFL contexts.

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