Pub Date : 2023-09-30DOI: 10.22202/tus.2023.v9i3.6952
Anisa Rahmawati, Waode Hamsia, S. Yunianti
After the covid-19 pandemic, everything was online, including learning. Teachers no longer have to always race on books in the learning process, they can take advantage of technology that is smartphones. Therefore, the aim of this study is to find out how Duolingo application is implemented on 10th grade’ students along with the students’ response. Duolingo itself is a learning app that has the highest rating in the education field on the Appstore. This application provides various features and also integrated skills such as 4 skills (reading, writing, listening, and speaking), then pronunciation, vocabulary, and grammar. Since the previous study was only discussed vocabulary, the writer conducts writing skill for this study. Through this application, teachers will be easier to introduce various vocabulary for students to write descriptive text. In addition, students also become more interested in learning English and the learning process in the classroom is not boring anymore. This study analyzed teaching and learning process using descriptive qualitative method with 3 instruments those were observation, questionnaire and interview. It is stated that, based on the result of observation was the students became very enthusiastic and excited in the learning process of writing descriptive text in the classroom. Besides that, it is stated from the results of the questionnaire could be concluded that the students felt helping by the Duolingo application for learning vocabulary in writing descriptive text, and this application was also easily accessible.
{"title":"AN IMPLEMENTATION OF DUOLINGO APPLICATION FOR EXPANDING VOCABULARY IN WRITING DESCRIPTIVE TEXT TO HIGH SCHOOL STUDENTS","authors":"Anisa Rahmawati, Waode Hamsia, S. Yunianti","doi":"10.22202/tus.2023.v9i3.6952","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i3.6952","url":null,"abstract":"After the covid-19 pandemic, everything was online, including learning. Teachers no longer have to always race on books in the learning process, they can take advantage of technology that is smartphones. Therefore, the aim of this study is to find out how Duolingo application is implemented on 10th grade’ students along with the students’ response. Duolingo itself is a learning app that has the highest rating in the education field on the Appstore. This application provides various features and also integrated skills such as 4 skills (reading, writing, listening, and speaking), then pronunciation, vocabulary, and grammar. Since the previous study was only discussed vocabulary, the writer conducts writing skill for this study. Through this application, teachers will be easier to introduce various vocabulary for students to write descriptive text. In addition, students also become more interested in learning English and the learning process in the classroom is not boring anymore. This study analyzed teaching and learning process using descriptive qualitative method with 3 instruments those were observation, questionnaire and interview. It is stated that, based on the result of observation was the students became very enthusiastic and excited in the learning process of writing descriptive text in the classroom. Besides that, it is stated from the results of the questionnaire could be concluded that the students felt helping by the Duolingo application for learning vocabulary in writing descriptive text, and this application was also easily accessible.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139333883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.22202/tus.2023.v9i3.7321
Khairil Bahri, Noni Agustina
Numerous investigations have delved into the cultural content and intercultural communicative competence. Nevertheless, there remains a lack of comprehensive research that directly scrutinizes these aspects within the context of Indonesian EFL textbooks, specially following new curriculum in Indonesia, the Merdeka curriculum. Therefore, this study aims to explore the representation of the culture content and intercultural communicative competence in “English for Change” and “Bahasa Inggris Tingkat Lanjut” textbooks designed for the 11th-grade students following the Merdeka Curriculum by employing content analysis. The findings suggested that both textbooks focused more on the source culture than on international and target culture. They also did not convey sufficient intercultural communicative competence. These findings imply that the government, teacher, and material developers must carefully determine and select the learning material to present a balance culture content and intercultural communicative competence in order to build students’ culture sensitivity and global awareness.
关于文化内容和跨文化交际能力的研究不胜枚举。然而，在印尼 EFL 教科书的背景下，特别是在印尼新课程--默迪卡课程之后，仍然缺乏对这些方面进行直接审查的全面研究。因此，本研究旨在通过内容分析，探讨 "English for Change "和 "Bahasa Inggris Tingkat Lanjut "教科书中文化内容和跨文化交际能力的表现形式，这两本教科书是为采用默迪卡课程的十一年级学生设计的。研究结果表明，这两本教科书更侧重于源文化，而不是国际文化和目标文化。它们也没有传达足够的跨文化交际能力。这些研究结果表明，政府、教师和教材编写者必须认真确定和选择学习材料，以平衡文化内容和跨文化交际能力，从而培养学生的文化敏感性和全球意识。
{"title":"CULTURAL CONTENT AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN INDONESIAN EFL TEXTBOOKS","authors":"Khairil Bahri, Noni Agustina","doi":"10.22202/tus.2023.v9i3.7321","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i3.7321","url":null,"abstract":"Numerous investigations have delved into the cultural content and intercultural communicative competence. Nevertheless, there remains a lack of comprehensive research that directly scrutinizes these aspects within the context of Indonesian EFL textbooks, specially following new curriculum in Indonesia, the Merdeka curriculum. Therefore, this study aims to explore the representation of the culture content and intercultural communicative competence in “English for Change” and “Bahasa Inggris Tingkat Lanjut” textbooks designed for the 11th-grade students following the Merdeka Curriculum by employing content analysis. The findings suggested that both textbooks focused more on the source culture than on international and target culture. They also did not convey sufficient intercultural communicative competence. These findings imply that the government, teacher, and material developers must carefully determine and select the learning material to present a balance culture content and intercultural communicative competence in order to build students’ culture sensitivity and global awareness.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139332744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This comprehensive review explores the utilization of Artificial Intelligence (AI) in language assessment and its transformative potential. Language assessment plays a vital role in education, employment, and societal integration. Language assessment has traditionally relied on human evaluators, who assess and score language performance based on standardized criteria. However, this manual assessment approach has limitations, including subjectivity, inter-rater variability, and scalability issues. With the rapid advancements in AI technologies, language assessment has experienced significant changes, offering more accurate, efficient, and innovative evaluation methods. The method used in this study is systematic review which critically examines the application of AI in language assessment, highlighting its benefits, challenges, and future prospects. The review covers various aspects, including automated scoring and evaluation, intelligent tutoring systems, natural language processing, advantages and benefits, challenges and considerations, and future directions. By harnessing the use of AI, language assessment can achieve unprecedented levels of objectivity, scalability, and personalization, while addressing ethical considerations. This review contributes to the understanding of AI's impact on language
{"title":"HARNESSING THE USE OF ARTIFICIAL INTELLIGENCE IN LANGUAGE ASSESSMENT: A SYSTEMATIC COMPREHENSIVE REVIEW","authors":"Hidayatul Ummah Al-Imamah Al-Abbas, Halim Halim Halim, Nunung Nurjati","doi":"10.22202/tus.2023.v9i3.7366","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i3.7366","url":null,"abstract":"This comprehensive review explores the utilization of Artificial Intelligence (AI) in language assessment and its transformative potential. Language assessment plays a vital role in education, employment, and societal integration. Language assessment has traditionally relied on human evaluators, who assess and score language performance based on standardized criteria. However, this manual assessment approach has limitations, including subjectivity, inter-rater variability, and scalability issues. With the rapid advancements in AI technologies, language assessment has experienced significant changes, offering more accurate, efficient, and innovative evaluation methods. The method used in this study is systematic review which critically examines the application of AI in language assessment, highlighting its benefits, challenges, and future prospects. The review covers various aspects, including automated scoring and evaluation, intelligent tutoring systems, natural language processing, advantages and benefits, challenges and considerations, and future directions. By harnessing the use of AI, language assessment can achieve unprecedented levels of objectivity, scalability, and personalization, while addressing ethical considerations. This review contributes to the understanding of AI's impact on language","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139333686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.22202/tus.2023.v9i2.6671
Fadhil Ramadhani, D. Sukyadi, P. Purnawarman
The Covid-19 pandemic has resulted in a shift into online learning, including in English language learning. One of the popular online learning platforms in Indonesia is Ruangguru, where students can access English learning materials on its application anytime and anywhere. This study aims to find out Indonesian high-school students’ perceptions of Ruangguru as an English online learning tool. A questionnaire and guided interviews were used to collect the data from Indonesian high-schoolers who use Ruangguru. The data were analyzed using a mixed-methods approach using descriptive statistics and qualitative analysis. The results indicate that Ruangguru is positively perceived by online English learners, namely because its videos give clear instructions that can motivate the students into becoming autonomous learners. However, some learners still encounter problems regarding the constraints posed by online learning and digital gap. Regardless, most of them see Ruangguru as a helpful English learning tool during the online education era.
{"title":"ENGLISH TEACHERS’ ATTITUDES TOWARDS GOOGLE FORM AS AN ONLINE ASSESSMENT TOOL","authors":"Fadhil Ramadhani, D. Sukyadi, P. Purnawarman","doi":"10.22202/tus.2023.v9i2.6671","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i2.6671","url":null,"abstract":"The Covid-19 pandemic has resulted in a shift into online learning, including in English language learning. One of the popular online learning platforms in Indonesia is Ruangguru, where students can access English learning materials on its application anytime and anywhere. This study aims to find out Indonesian high-school students’ perceptions of Ruangguru as an English online learning tool. A questionnaire and guided interviews were used to collect the data from Indonesian high-schoolers who use Ruangguru. The data were analyzed using a mixed-methods approach using descriptive statistics and qualitative analysis. The results indicate that Ruangguru is positively perceived by online English learners, namely because its videos give clear instructions that can motivate the students into becoming autonomous learners. However, some learners still encounter problems regarding the constraints posed by online learning and digital gap. Regardless, most of them see Ruangguru as a helpful English learning tool during the online education era.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139336043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.22202/tus.2023.v9i3.6259
Risna Murti, Putri Asilestari, Lusi Marleni
This study sought to investigate whether or not there was a significant difference in reading comprehension between students who were taught utilizing reciprocal teaching strategies and those who were not, as well as whether there was a significant effect of applying these strategies on reading comprehension. In September and October 2022, Senior High School 1 in Kampar Hulu was the site of the study. The Senior High School 1 Koto Kampar Hulu population for this study was made up entirely of eleventh graders. In class XI 1, the researcher utilized the reciprocal teaching technique as the experimental class, while in class XI 2, the researcher used the traditional strategy as the control class. A quantitative and experimental method was adopted in this study. Pretest and posttest were not equal in the study's quasi-experimental approach. Pre-test and post-test tests were used as study instruments to gather the data. The independent t-test and paired sample t-test statistic techniques from SPSS 22 were used to analyse and evaluate the data. The independent t-test calculation using the test results in both groups' posttest scores revealed that the significant value was greater than the level of significance (0,361 > 0,05). It demonstrated that the experimental and control groups' differences were indeed substantial. Additionally, the paired t-test calculation revealed the paired sample t-test result (-12,805 0,05), which indicated that adopting the reciprocal teaching strategy had a substantial impact on students' reading comprehension
本研究旨在探讨采用互惠教学策略与未采用互惠教学策略的学生在阅读理解能力方面是否存在显著差异，以及采用这些策略对阅读理解能力是否有显著影响。2022 年 9 月和 10 月，研究地点设在甘榜胡鲁第一高级中学。本次研究的对象全部是甘榜胡鲁第一高级中学的十一年级学生。在十一年级 1 班，研究人员使用互惠教学法作为实验班，而在十一年级 2 班，研究人员使用传统策略作为对照班。本研究采用了定量和实验方法。在本研究的准实验方法中，前测和后测并不等同。研究采用前测和后测作为收集数据的研究工具。使用 SPSS 22 中的独立 t 检验和配对样本 t 检验统计技术来分析和评估数据。利用两组后测得分的测试结果进行的独立 t 检验计算显示，显著值大于显著水平（0,361 > 0,05）。这表明实验组和对照组的差异确实很大。此外，通过配对 t 检验计算得出的配对样本 t 检验结果（-12,805 0,05）表明，采用互惠教学策略对学生的阅读理解能力产生了重大影响。
{"title":"THE EFFECT OF RECIPROCAL TEACHING TECHNIQUE TOWARDS STUDENTS READING COMPREHENSION OF ELEVENTH GRADE AT SMAN 1 KOTO KAMPAR HULU","authors":"Risna Murti, Putri Asilestari, Lusi Marleni","doi":"10.22202/tus.2023.v9i3.6259","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i3.6259","url":null,"abstract":"This study sought to investigate whether or not there was a significant difference in reading comprehension between students who were taught utilizing reciprocal teaching strategies and those who were not, as well as whether there was a significant effect of applying these strategies on reading comprehension. In September and October 2022, Senior High School 1 in Kampar Hulu was the site of the study. The Senior High School 1 Koto Kampar Hulu population for this study was made up entirely of eleventh graders. In class XI 1, the researcher utilized the reciprocal teaching technique as the experimental class, while in class XI 2, the researcher used the traditional strategy as the control class. A quantitative and experimental method was adopted in this study. Pretest and posttest were not equal in the study's quasi-experimental approach. Pre-test and post-test tests were used as study instruments to gather the data. The independent t-test and paired sample t-test statistic techniques from SPSS 22 were used to analyse and evaluate the data. The independent t-test calculation using the test results in both groups' posttest scores revealed that the significant value was greater than the level of significance (0,361 > 0,05). It demonstrated that the experimental and control groups' differences were indeed substantial. Additionally, the paired t-test calculation revealed the paired sample t-test result (-12,805 0,05), which indicated that adopting the reciprocal teaching strategy had a substantial impact on students' reading comprehension","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.22202/tus.2023.v9i3.6779
Rizki Denarti, Eri Kurniawan, F. Yusuf
This study investigates the kind of students' motivation in studying English during the Covid-19 Pandemic, whether they had intrinsic or extrinsic motivation. Random sampling was used in collecting the data. This study employed 40 master students from a population of 63 from the second semester of the English Education Study Program of one of the universities in Bandung. The data was collected using a questionnaire and analyzed using Likert-Scale and descriptive statistic SPSS. The results showed that the students have intrinsic and extrinsic motivation in learning English during the Covid-19 Pandemic, with a total mean score of intrinsic motivation 3. 07 > 2.78 for extrinsic motivation. It showed that intrinsic motivation plays a big role in succeeding the students' learning process amid the Covid-19 situation.
{"title":"STUDENTS' MOTIVATION TOWARDS LEARNING ENGLISH DURING COVID-19: A QUANTITATIVE STUDY","authors":"Rizki Denarti, Eri Kurniawan, F. Yusuf","doi":"10.22202/tus.2023.v9i3.6779","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i3.6779","url":null,"abstract":"This study investigates the kind of students' motivation in studying English during the Covid-19 Pandemic, whether they had intrinsic or extrinsic motivation. Random sampling was used in collecting the data. This study employed 40 master students from a population of 63 from the second semester of the English Education Study Program of one of the universities in Bandung. The data was collected using a questionnaire and analyzed using Likert-Scale and descriptive statistic SPSS. The results showed that the students have intrinsic and extrinsic motivation in learning English during the Covid-19 Pandemic, with a total mean score of intrinsic motivation 3. 07 > 2.78 for extrinsic motivation. It showed that intrinsic motivation plays a big role in succeeding the students' learning process amid the Covid-19 situation.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.22202/tus.2023.v9i3.7282
Resni Mawarni Tambunan, Benni Ichsanda Rahman
Vocabulary is an important basic skill for learning English, because it contains the basis for the development of all other skills such as reading, speaking, writing, and listening. This study aims to explain the reflections of English foreign language (EFL) learners after using the Bingo game and to explore their perceptions of it is benefits. This research uses qualitative method. The results obtained from questionnaires and interviews. This research was conducted at a private junior high school in Medan, Indonesia. Twenty six college students participated in this study (12 females 14 males). The data from the questionnaire was viewed, and the results showed that most of the students were happy with how the Bingo game helped them learn new vocabulary. It can be seen that, in the second meeting, some students participated more actively than at the first meeting. When they don't know the vocabulary they looked up the dictionary or asked the teacher. In the second meeting, the students showed more confidence when they talked in front of their classmates and all of the students participated actively during the lesson. Bingo games can increase students'' vocabulary achievement and motivation. The results of the study show that bingo games are beneficial in three aspects: improving their learning outcomes, a more enjoyable learning environment, and increasing student learning motivation. The effectiveness of the benefits of bingo games in learning vocabulary has a positive impact on the benefits felt by students.
{"title":"THE USE OF BINGO GAMES IN EFL VOCABULARY CLASS: A CASE STUDY OF INDONESIA JUNIOR HIGH SCHOOL STUDENTS","authors":"Resni Mawarni Tambunan, Benni Ichsanda Rahman","doi":"10.22202/tus.2023.v9i3.7282","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i3.7282","url":null,"abstract":"Vocabulary is an important basic skill for learning English, because it contains the basis for the development of all other skills such as reading, speaking, writing, and listening. This study aims to explain the reflections of English foreign language (EFL) learners after using the Bingo game and to explore their perceptions of it is benefits. This research uses qualitative method. The results obtained from questionnaires and interviews. This research was conducted at a private junior high school in Medan, Indonesia. Twenty six college students participated in this study (12 females 14 males). The data from the questionnaire was viewed, and the results showed that most of the students were happy with how the Bingo game helped them learn new vocabulary. It can be seen that, in the second meeting, some students participated more actively than at the first meeting. When they don't know the vocabulary they looked up the dictionary or asked the teacher. In the second meeting, the students showed more confidence when they talked in front of their classmates and all of the students participated actively during the lesson. Bingo games can increase students'' vocabulary achievement and motivation. The results of the study show that bingo games are beneficial in three aspects: improving their learning outcomes, a more enjoyable learning environment, and increasing student learning motivation. The effectiveness of the benefits of bingo games in learning vocabulary has a positive impact on the benefits felt by students.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.22202/tus.2023.v9i2.6505
Arifan Arifan, Aslinda Aslinda, Ike Revita
This study discusses the utterance of an appeal for disposing garbage in the city of Padang. The problems studied are what are the modes, types of utterances, how do the speakers urge the interlocutors to dispose of the trash, and what are the factors that influence the utterances of the appeal for disposing the trash in the city of Padang. The aim is to explain the mode, type of speech, how the speaker urges the interlocutor to dispose of the trash, and what are the factors that influence the utterance of the appeal for disposing the trash in the city of Padang. This research is a qualitative research that is descriptive in nature by collecting data using the listening method and analyzing data using the matching method. The findings of this study indicate that the mode used is declarative mode, interrogative mode, and imperative mode. The types of speech used include direct literal speech acts, direct non-literal speech acts, literal indirect speech acts, and non-literal indirect speech acts. The way the speaker urges the interlocutor to throw garbage in the city of Padang is done by using imperative sentences, using imperative sentences, using imperative statements, using information formulas, using interrogative sentences, praying, forbidding, inviting, threatening, using negations, saying thank you. , and using statements. Influencing factors are speaker factors which include age, education, and gender, speech atmosphere factors which include formal and informal, and place of speech factors.
{"title":"APPEAL FOR DISPOSING GARBAGE IN THE CITY OF PADANG (A PRAGMATIC STUDY)","authors":"Arifan Arifan, Aslinda Aslinda, Ike Revita","doi":"10.22202/tus.2023.v9i2.6505","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i2.6505","url":null,"abstract":"This study discusses the utterance of an appeal for disposing garbage in the city of Padang. The problems studied are what are the modes, types of utterances, how do the speakers urge the interlocutors to dispose of the trash, and what are the factors that influence the utterances of the appeal for disposing the trash in the city of Padang. The aim is to explain the mode, type of speech, how the speaker urges the interlocutor to dispose of the trash, and what are the factors that influence the utterance of the appeal for disposing the trash in the city of Padang. This research is a qualitative research that is descriptive in nature by collecting data using the listening method and analyzing data using the matching method. The findings of this study indicate that the mode used is declarative mode, interrogative mode, and imperative mode. The types of speech used include direct literal speech acts, direct non-literal speech acts, literal indirect speech acts, and non-literal indirect speech acts. The way the speaker urges the interlocutor to throw garbage in the city of Padang is done by using imperative sentences, using imperative sentences, using imperative statements, using information formulas, using interrogative sentences, praying, forbidding, inviting, threatening, using negations, saying thank you. , and using statements. Influencing factors are speaker factors which include age, education, and gender, speech atmosphere factors which include formal and informal, and place of speech factors.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139362912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-04DOI: 10.22202/tus.2023.v9i2.6712
Khinanti Giantari, Eri Kurniawan, D. Suherdi
EFL students have a big problem called reluctance. Reluctance is students’ unwillingness or disinclination to speak and participate in classroom activities. This research attempts to determine how much each of the three factors affects students’ reluctance to speak English in classroom interactions and which is the most dominant. A descriptive quantitative method was used in this research. A questionnaire was used to collect data. This research analysed the data using version 25 of the Statistical Package for Social Sciences, abbreviated as the SPSS program. The result showed that the weighted average of the proportions of the three factors was 2.66, 2.58, and 2.39, respectively, for psychological, language-related, and socio-cultural factors. It can be concluded that the psychological factor (lack of motivation) was the main factor that affected students’ reluctance to speak in English. Because of that, the students should maintain their high motivation to improve their speaking ability. Additionally, teachers should employ various strategies to create an engaging learning or activity environment that can motivate students.
{"title":"FACTORS AFFECTING STUDENTS' RELUCTANCE TO SPEAK ENGLISH IN CLASSROOM INTERACTIONS","authors":"Khinanti Giantari, Eri Kurniawan, D. Suherdi","doi":"10.22202/tus.2023.v9i2.6712","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i2.6712","url":null,"abstract":"EFL students have a big problem called reluctance. Reluctance is students’ unwillingness or disinclination to speak and participate in classroom activities. This research attempts to determine how much each of the three factors affects students’ reluctance to speak English in classroom interactions and which is the most dominant. A descriptive quantitative method was used in this research. A questionnaire was used to collect data. This research analysed the data using version 25 of the Statistical Package for Social Sciences, abbreviated as the SPSS program. The result showed that the weighted average of the proportions of the three factors was 2.66, 2.58, and 2.39, respectively, for psychological, language-related, and socio-cultural factors. It can be concluded that the psychological factor (lack of motivation) was the main factor that affected students’ reluctance to speak in English. Because of that, the students should maintain their high motivation to improve their speaking ability. Additionally, teachers should employ various strategies to create an engaging learning or activity environment that can motivate students.","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to describe the problems in writing narrative text for class XI students of SMAN 1 Koto Kampar Hulu, describing the problems faced by students in write narrative texts, and provide solutions or ways to overcome problems faced by students. This study uses a qualitative description method. Technique data collection was obtained by using interview techniques and documentation, and the data obtained were analyzed using Triangulation data sources and method triangulation. The results showed that in writing narrative text, in class XI students of SMAN 1 Koto Kampar Hulu carried out based on 2013 curriculum, class XI English learning syllabus, and carried out according to the English lesson plan for narrative text teaching materials. The problems faced in writing narrative texts are: teacher teaching to students is not optimal, students' motivation is low in writing narrative text, How to overcome these difficulties is that teachers are given training and guidance regarding learning and students are given attention, motivation to be active in learning
{"title":"AN ANALYSIS ON STUDENTS’ PROBLEM IN WRITING A NARRATIVE TEXT AT ELEVENTH GRADE OF SMAN 1 KOTO KAMPAR HULU","authors":"Nurma Yunanda, Putri Asilestari, Vitri Angraini Hardi","doi":"10.22202/tus.2023.v9i2.6358","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i2.6358","url":null,"abstract":"This study aims to describe the problems in writing narrative text for class XI students of SMAN 1 Koto Kampar Hulu, describing the problems faced by students in write narrative texts, and provide solutions or ways to overcome problems faced by students. This study uses a qualitative description method. Technique data collection was obtained by using interview techniques and documentation, and the data obtained were analyzed using Triangulation data sources and method triangulation. The results showed that in writing narrative text, in class XI students of SMAN 1 Koto Kampar Hulu carried out based on 2013 curriculum, class XI English learning syllabus, and carried out according to the English lesson plan for narrative text teaching materials. The problems faced in writing narrative texts are: teacher teaching to students is not optimal, students' motivation is low in writing narrative text, How to overcome these difficulties is that teachers are given training and guidance regarding learning and students are given attention, motivation to be active in learning","PeriodicalId":432026,"journal":{"name":"TELL-US JOURNAL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139363179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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