Teaching English and Language Learning English Journal
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.
Articles
127 Documents
<![CDATA[Unraveling Students’ Strategies in Overcoming the Listening Comprehension Problems ]]>
<![CDATA[Agung Suhadi]]>;
<![CDATA[Kiagus Baluqiah]]>;
<![CDATA[Hanniffa Putri Pertiwi]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2840
<![CDATA[Understanding the listening comprehension strategy plays important role for students successfull to upgrade their listening test and TOEFL score as well. This aims to investigate deeply the students’ strategies in overcoming listening comprehension problems. The descriptive qualitative method is applied toward the third semester students of English Education study program Muhammadiyah University of Bengkulu. This research took 51 students who have taken listening courseworks (listening 1 and 3). Data collection technique were conducted by giving questionnaires in the light of Rebbica’s theory (1993); direct and indirect strategies. The results of study showed there were some problems faced by the third semester students in conducting listening comprehension test, such as unfimiliar words, complex grammatical structure, lack of concentration, pronunciation, obscure form of speech, long answer question, and accents. Whilst, most of students used cognitive strategy in overcoming their problem in listening comprehension. To sump up, students must to learn some listening strategies as an effort to anticipate their problems when conduct listening comprehension test.]]>
<![CDATA[The Effect of Read, Cover, Remember, and Retell (RCRR) Strategy on Eighth Semester Students’ Reading Comprehension at English Study Program of Muhammadiyah University of Bengkulu ]]>
<![CDATA[Yupika Maryansyah]]>;
<![CDATA[Putri Ramadhani]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2841
<![CDATA[The purpose of this research is to determine the effect of Read, Cover, Remember, and Retell (RCRR) Strategy on students’ reading comprehension. This current study was carried out by using quasi experimental method. The subjects of this research were 14 Eight semester students of English Study Program of UMB . The instrument used in this study was a reading comprehension test consisted of pre-test and post-test. Pre-test was given before the treatment and post-test was given after the treatment. The result of the study show that there is an increased scores of students who used RCRR Strategy. After conducting the measuremnet, researchers found that T-count value was lower than T-table (1.1904 < 1.70562). However, the total score was 590 and mean score was 84.28 for experimental group, which was higher than the total score in the control group, 555 and mean score was 79.28. This indicate that RCRR has a significant effect on students reading comprehension skill.]]>
<![CDATA[STUDENTS’ MOOD IN LEARNING WRITING IN ONLINE CLASS PANDEMIC ERA ]]>
<![CDATA[Sinarman Jaya]]>;
<![CDATA[Dinda Putri Anggrainy]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2961
<![CDATA[The objective of this study was to find out the students’ mood in learning writing in Online Class Pandemic Era at University of Muhammadiyah Bengkulu. This study applied a quantitative research design. A total of 45 sixth semester students Academic Year 2020/2021 participated in this study. The data were collected by using a questionnaire and a guided interview to get information about the students’ emotions in learning writing Online. The writers adapted and modified a new category of emotion categorization, called Hourglass of Emotions, based on the emotions wheel proposed by Cambria et al (2018). The Hourglass Model organizes the primary emotions around four affective dimensions (Pleasantness, Attention, Sensitivity, Aptitude). The finding of this research indicated that the students’ mood in learning writing in Online Class Pandemic Era at University of Muhammadiyah Bengkulu was positive. The students confirmed that they feel positive pleasantness, attention, sensitivity, and aptitude in learning writing by online. It is suggested that both the lecturers and the students to keep the positive mood in process of teaching and learning writing online. For further researchers, this research finding can be used as scientific contribution to investigate the students’ mood in learning writing in Online Class Pandemic Era. Keywords: Students’ Mood, Learning Writing, Online Class, Pandemic Era]]>
<![CDATA[STUDENTS’ PERCEPTION OF ASYNCHRONOUS IN ENGLISH LEARNING DURING COVID-19 PANDEMIC ]]>
<![CDATA[Ivan Achmad Nurcholis]]>;
<![CDATA[Washlurachim Safitri]]>;
<![CDATA[Riska Rahma Putri]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2962
<![CDATA[This research aimed to describe how the students’ perception of asynchronous in English learning during covid-19 pandemic in English study program in Muhammadiyah University of Bengkulu. This study used quantitative descriptive research. The subject of the research was the students who followed the Subject of Speaking for Debate of English Education Program of Muhammadiyah University of Bengkulu. The instrument of this research was using the questionnaire. The result shows that the students’ perception of asynchronous learning helped the researchers to develop understanding to present the data to support the problem solving learning activities. During the covid-19 pandemic, asynchronous learning is not effective to be used because the teaching method, media and learning activities were consider inefficient. There are many problems when the conducting the online learning process. In asynchronous learning system, the experiences were a lot of constraints such as the teacher should be able to teach by the distances that must be used the technology. The teacher also must be ready to design learning models and teaching materials and the media. In the other hand, it is hoped that asynchronous learning can be applied in this pandemic era. Keywords: Students’ Perception, Asynchronous Learning, Pandemic Era.]]>
<![CDATA[English Students’ Self Instruction Strategy in Following Microteaching Class ]]>
<![CDATA[Eki Saputra]]>;
<![CDATA[Putri Kurnia Ilahi]]>;
<![CDATA[Fetriani Fetriani]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2964
<![CDATA[This research was aimed to investigate the strategy of self instruction which is applied by English students as pre-service teacher in following microteaching. The researcher used a descriptive quantitative data to obtain the data about self instruction implemented by students in following microteaching class. The population of this research was 6th semester of English students who enrolled Microteaching class at the English Education Program of Muhammadiyah University of Bengkulu Academic Year 2020/2021. There were 46 students who become the population of this research. The researcher used a questionnaire and observation checklist as the instrument of this research. The finding showed that there were five strategies of self instruction namely; cognitive modelling stage, overt external guidance, overt self guidance, faded overt self guidance, and covert self instruction. Moreover, the dominant role of lecturer was Overt External Guidance. Keywords: Self Instruction Strategy, Microteaching Class]]>
<![CDATA[ENGLISH TEACHERS’ PERCEPTIONS TOWARD TEACHING MEDIA IN SENIOR HIGH SCHOOL NO.7 BENGKULU CITY ]]>
<![CDATA[Fadel Havip]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2965
<![CDATA[The objective of this research was to find out English Teachers’ Perceptions of English Language Teaching Media. The research design of this research used descriptive qualitative method. The data collected used the questionnaire adopted from Soko (2017) about ELT media based on Rao (2014) theory. The result of this research is: first. the teachers have very good or positive perception about view and understanding of ELT Media in teaching English. It means the teachers believe that English language teaching will be done effectively if they are assisted by other supporting system including media.Second, the teachers have bad or negative perception about action of ELT Media It means, in implementation media in teaching the teachers only rely on certain media especially in enhancing the students’ language comprehension such as listening, speaking, reading and writing. Based on the result above, the researcher give suggestion for teacher, be more creative and innovative in choosing teaching media to improve the students ability, so that teachers do not use the same media every time they teach doing, it is expected that the chance for their manuscript to be accepted for publication in an international journal is higher Key Words : Teaching, Teaching, and Learning Process, Media]]>
<![CDATA[ANALYSIS OF READING QUESTIONS IN ENGLISH FOR HEALTH COURSE BOOK BASED ON REVISED BLOOM’S TAXONOMY THEORY ]]>
<![CDATA[Meklan Junito]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2966
<![CDATA[The objectives of this research are to investigate the types of questions based on Revised Taxonomy Bloom used in reading task on English for health coursebooks and to investigate the dominant type of questions based on Revised Taxonomy Bloom used in reading task on English for health coursebooks. This study used descriptive study which tried to potrait the use of Taxonomy Blooms revise used in English coursebook for nursing students. This research used an English coursebook for nursery students entitled “English for Health†by Eka Susilowati and Agustin Widiani. The instrument of observation was checklist. The observation checklist contains six components of cognitive process of Revised Bloom‟s Taxonomy. The researcher gave mark (√) in the columns of the checklist if the task is using the component of cognitive process of Revised Bloom‟s Taxonomy. The finding showed that there were four components of cognitive domain were found in English for Health students textbooks, they were remembering, understanding, applying, and analyzing. There were 76 questions related to remembering component, then 14 questions belong to understanding component. Moreover, the rest two questions were included into one question for applying component and one for analyzing component. However, there was no question which belong to evaluating and creating component of cognitive domain in book. To conclude the “English for Health course book contained four components of cognitive domain, they were remembering, understanding, applying, and analyzing. Keywords : Reading Questions, English for Health, Revised Bloom’s Taxonomy]]>
<![CDATA[Students’ Attitudes toward Hybrid Teaching Model ]]>
<![CDATA[Nanda Dwi Putri]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2967
<![CDATA[Hybrid teaching is teaching that uses an online multimedia learning system but does not disappear face-to-face sessions, the students hybrid teaching models attitudes at class. This research has been conducted using a qualitative descriptive method. According to Meleon (2011) qualitative research is a research procedure that intends to understand the phenomenon of what is experienced but research subjects holistically (intact). The aim of the research to find out Students hybrid teaching mode attitudes at class. The researcher describes the results of this study. The researcher found several forms of students'' attitudes towards hybrid teaching. Researchers gave questionnaires to students who had done online learning data collection was carried out on August 7-11, 2021). The questionnaire is based on Meleon (2011) regarding: students' attitudes towards English class face-to-face and blended learning instructions. Based on the results of research and discussion, it shows that the percentage of students' attitudes towards hybrid teaching is at a moderate level. Where the sufficient level is 76%-100% Sufficient or Good which is shown in the percentage table. Students' attitudes towards hybrid teaching are at a high level.Keywords: Students’ Attitudes, Hybrid Teaching Model]]>
<![CDATA[English Students’ Satisfaction With Online Learning At Class ]]>
<![CDATA[Sindi Sanora]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2968
<![CDATA[Students’ satisfaction is a condition where students can achieve what students want and feel satisfied. This research was done to find out students satisfaction with online learning at class This research is a qualitative research. Researcher used questionnaire as the instruments in collecting data. They were distributed to 60 students at class. There are six types of satisfaction analyzed by researchers, namely: Language Learning Potential, Learner Fit, Meaning Focus, Authenticity, Positive Impact and practicality. After analyzing the indicators, the result of the study show that students’ satisfaction with online learning is in satisfied classification with the highest options percentage (49%).Keywords: Students’ Satisfaction, Online Learning]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ WAYS IN ANSWERING MULTIPLE CHOICE QUESTION ON READING TOEFL TEST ]]>
<![CDATA[Sinta Agustika]]>
<![CDATA[ Teaching English and Language Learning English Journal Vol. 1 No. 3 (2021): Desember ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.36085/telle.v1i3.2969
<![CDATA[The objectives of this research are to find the ways by the students in answering multiple choice question on reading TOEFL test and to find out the dominant way used by the students in answering multiple choice question on reading TOEFL test. The design of this research was a descriptive qualitative research,because in this research, the researcher describes the students’ ways in answering multiple choice question on reading TOEFL test.Subject of the research is the whole students with 50 total students. The Instrument of this research was questionnaire.Questionnaire is a list of question that describe of something.The questionnaire is designed based on Cohen and Upton (2006) theory. The are two main ways in answering multiple choice questions : Test Management Strategies Coding Rubic (T) and Test-Wisenes Strategies Coding Rubic (TW).Test Management Strategies Coding Rubic (T) consist of 28 Strategies and Test Wiseness Strategies Coding Rubic (TW) consist of 3 strategies.So,the total items of questionnaire is 31 items.The researcher finding showed that the dominant way used by the students in answering multiple choice question on reading TOEFL test was Test-wiseness Strategies Coding Rubic (TW).Key words: Student’s ways,Answering Question,Reading TOEFL Test]]>
