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Journal of English Language and Pedagogy
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 25273655     EISSN : 25798782     DOI : http://dx.doi.org/10.36597/jelp
Core Subject : Education,
Education Other
Journal of English Language and Pedagogy is an official scientific journal of the Direktorat Pascasarjana Pendidikan, Universitas Sarjanawiyata Tamansiswa, Indonesia. Journal of English Language and Pedagogy is a refereed publication devoted to research articles, and reports concerned with the teaching and learning of English, language in education, language planning, language testing, curriculum design and material development, multilingualism and multilingual education, discourse analysis, and translation. The Journal is published twice a year (May and November).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for , issue "Vol 1 No 2 (2018)" : 9 Documents clear
Improving Students’ Speaking Ability through Drama For Students Grade XII SMA Santo Thomas Yogyakarta Betharika Sukendro
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.949 KB) | DOI: 10.36597/jelp.v1i2.4124

Abstract

Between 250-300 words; must focus on: aims of the study, methods, findings, conclusions, and implications. This study discuses the technique to improve students’ ability in speaking English especially for the students of twelfth grade and the students’ respond to the drama technique in teaching speaking. The researcher focuses on the method to improve the speaking ability. The study has two questions as stated in the problem formulation: 1.) How is the use of drama in teaching learning process of speaking at the XII grade of SMA Santo Thomas Yogyakarta? 2.) How were the students’ responses to the application of drama in teaching speaking at the XII grade of SMA Santo Thomas Yogyakarta?This study belonged to classroom action research as a methodology in teaching learning process of speaking. The research involved collaboration and cooperative in learning teaching process of English. Classroom action research occurs through a dynamic and complementary process which was consisting of five essentials moment; reconnaissance, planning, implementation, observation, and reflection. This research consisted of two cycles and each cycle has planning, implementation, observation, and reflection as the research procedure. In each cycle’s researcher using drama technique to deliver the subject of the lesson.The findings of this research showed the improvement in many aspects in teaching learning process of speaking by comparing before and after using drama technique. It indicated that the teaching learning process was successful, both the researcher and the students gained the objectives of teaching and learning process. Based on the result of the research, it showed that drama technique could be applied to improve teaching learning process of speaking for students.
Developing IT-Based Supplementary Listening Material for ‘Bahasa Inggris Kelas XII’ Chatarina Catur Ani Trisnawati; Rr. Hasti Robiasih
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (641.219 KB) | DOI: 10.36597/jelp.v1i2.4130

Abstract

This study is aimed at developing Informational Technology Based Supplementary Listening Material for ‘Bahasa Inggris Kelas XII’ and describing the effectiveness of the developed supplementary listening materials. The research belongs to an Educational Research and Development (R&D) and adopted the ten steps of Borg and Gall’s model (1983) which are simplified into three main stages. They are: (1) Preliminary Study, (2) Development and (3) Field Testing. The material development follows Nation and Macalister’s curriculum design model in which needs, environment and principles were taken into account in determining the content and sequence to achieve the goals, format and presentation of the materials and monitoring and assessment.  The developed listening materials consist of student work book and audio recording created with listening media and cool edit deluxe programs. The findings shows that (1) the developed IT based supplementary listening materials yields effective listening materials for the 12th grade students and (2) the effectiveness of the product helps students to achieve the targeted competences.
Designing an Alternative Test through Quizegg for the First Grade Students at SMK Muhammadiyah 1 Moyudan in Academic Year 2015/2016 Rozanah Katrina Herda; Imam Ghozali
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (203.086 KB) | DOI: 10.36597/jelp.v1i2.4131

Abstract

The objectives of the study are to describe (1) the quality of the existing test administration conducted to the first grade students of SMK Muhammadiyah 1 Moyudan in academic year 2015/2016, (2) the development of alternative test using QuizEgg for the first grade students of SMK Muhammadiyah 1 Moyudan in academic year 2015/2016, (3) the effectiveness of the developed alternative test through QuizEgg for the first grade students of SMK Muhammadiyah 1 Moyudan in academic year 2015/2016, and (4) the strengths and limitations of the developed alternative test through QuizEgg for the first grade students of SMK Muhammadiyah 1 Moyudan in academic year 2015/2016.This research belongs to educational research and development (R&D). The ten steps of R&D were modified based on Sukmadinata’s three main phases (2010:184), namely:  (1) Exploration phase, which was conducted to describe the quality of the existing test administration administered to the first grade students of SMK Muhammadiyah 1 Moyudan and reveal the need of constructing alternative test for the first grade students of SMK Muhammadiyah 1 Moyudan, (2) Development phase, where the prototype model was constructed and evaluated, (3) Field Testing phase, in which the try out was administered. Data analysis was descriptive qualitative. Classroom observation, interview, and document analysis were used as the instruments of data collecting.The alternative test through QuizEgg was designed based on students’ needs. The use of QuizEgg as a test maker was very effective to design a test for students. The result of the developed alternative test administered to the students clearly indicated that the students were enthusiastic and motivated to do the test. Besides, it fulfilled the students’ needs and changed the way they did the test. In addition, the students’ achievement also improved, then, it could be seen by their mean score.
The Indonesian Undergraduate Students’ Competence in Writing Introduction of Thesis Proposals: A Discourse Analysis Setyo Karjono
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2002.397 KB) | DOI: 10.36597/jelp.v1i2.4119

Abstract

Writing thesis proposal requires several competences. At the sentence level, it includes the control of word choice or diction and syntactic form. Beyond the sentence, it deals with the organization of the ideas and information into cohesive and coherent paragraphs. In practice, many students encounter difficulties in writing proposals especially the introduction section. The focus of this study was in the discourse analysis type, concerning the thesis writing which covered the organization, the unity, and coherence of paragraphs, and the syntactic form. Subjects of this research were students of a private university in Yogyakarta, Indonesia who were writing their theses as their final project. All data sources were from the undergraduate students' initial thesis writings especially the Introduction section proposed by the students from the three fields of study: English Language Teaching, Linguistics, and Literature. Findings show that: (a) Mostly the students’ proposals addressed well organization though using somewhat developed explanations, exemplifications, or details; (b)  They also displayed unity and coherence, though the connection of ideas was occasionally obscured; (c) The student’ proposals also  demonstrated inconsistent competence in syntactic structure and word choice; (d) Mostly, the student’ proposals accomplished the score level 3 for their academic writings because they did not fully meet some points of academic writing criteria. Considering the organization, unity and coherence are the most appropriate variety for the undergraduate students’ writings, the study suggests that students should be exposed to a more standard guidance or rubric of thesis writing
Problems in Pronouncing the English Sounds Faced by the Students of SMPN 2 Halong, Banjar Anis Komariah
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (481.284 KB) | DOI: 10.36597/jelp.v1i2.4127

Abstract

This study entitled “Problems in Pronouncing The English Sounds Faced By The Students Of SMPN 2 Halong, Banjar” is intended to find out the problems in pronouncing the English sounds faced by the students of SMPN 2 Halong, Banjar.This research uses qualitative method with contrastive analysis. The data were taken from the recorded students’ voice. The researcher used recording, transcribing and analyzing technique. The researcher analyzed the data: 1. comparing English sounds and students’ pronunciation, 2. finding out the consonant, vowel and diphthong mispronounced by the students, 3. finding out students’ difficulties in pronouncing the English sounds, 4. finding out the students’ problems in pronouncing English sounds, 5. drawing a conclusion. The Subjects of this research are Banjar students of ninth grade at SMPN 2 Halong.It is found out that the students had problems in pronouncing the English sounds of consonant (/t/, /θ/, /ʃ/, /-t/, /f, /ʒ /, /-d/), vowel (/ɒ/, /e/, /oʊ/) and diphthong( /eɪ/, /oʊ/, /ə r /). The sounds /θ/ are pronounced as [t], /ʃ/ is as [s], /ɒ / as [u], /oʊ/ as [aw], /ʒ/ as [s], while /t/, /eɪ /, /-t/, /-d/ and /ər/ are pronounced they are written. The error can be caused by the absence of the sound in their mother tongue. 
Patterns of Teacher-Students Interaction Based on The Textbook “When English Rings A Bell” for Seventh Grade: A Classroom Discourse Study Endang Poerbowarni
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.755 KB) | DOI: 10.36597/jelp.v1i2.4120

Abstract

This study aimed to: 1) describe how teachers structure their classroom interaction based on the textbook “When English Rings a Bell” for Seventh Grade, and 2) reveal what affects their structuring classroom interaction.The study belongs to a case study. However, principles of discourse analysis are applied to data gathering and data analysis. Data were collected through interviews, document check, observation, note taking and videotaping of 80 minute-classroom interaction of four teachers, twice each, teaching seventh graders of four junior high schools. Verbal and non-verbal data were gathered, transcribed, noted and analyzed.Findings show that teachers structured their classroom interaction by consistently implementing the 2013 Curriculum and its aspects especially its scientific approach. More specifically, it was revealed that the teachers: (1) worked over the five stages of the scientific approach, in the order as it should be: observing, questioning, experimenting, associating, communicating; (2) started and ended the lessons using the same set of activities and expressions; (3) mostly used laptops and LCDs to provide language exposure by presenting songs, chants, texts, and tasks; (4) used Shaw’s textbook adaptation technique by modifying the content and format of the textbook material; (5) discussed interpersonal and transactional texts, through the texts’ social function, generic structure, and linguistic features. (6) integrated all four language competences of listening, reading, speaking, and writing, with the emphasis on oral and written skills; (7) assigned tasks requiring students’ active thinking rather that creative one; (8) were lack of time to measure students’ individual performance; (9) used bilinguals of English and Indonesian; (10) conducted indoors classes and arranged students to sit facing them except in group works. Further it was found out that teachers’ perception and language competence shaped teachers’ presentation in similar and different classroom interaction.
The Implementation of Scientific Approach in Teaching English at SMP Muhammadiyah 2 Mlati Sleman Roni Juliansyah
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (203.14 KB) | DOI: 10.36597/jelp.v1i2.4128

Abstract

This research was aimed to describe the implementation of scientific approach and the difficulties in teaching English. The researcher used qualitative research. Subjects of this research were English teachers of SMP Muhammadiyah 2 Mlati Sleman.The data of this research  were collected by applying observation, interview and documentation. The data were analyzed by applying data reduction, data display, and conclusion based on Miles and Hubberman (1994).The findings showed that the teachers implemented scientific approach  covering the activities were as follows, (1) in the observing activity, teachers showed  prohibition pictures, English instructions and introduced in English, (2) in the asking activity, there was activity of asking and answering about the observed objects., (3) in the experimenting activity, the teachers guided the students to demonstrate, discuss and try, (4) in the associating activity, the teachers guided the students to conduct English exercise, (5) in communicating activity, students present orally. Meanwhile there were  difficulties faced by the teachers as follows, (1) lack of attractive media in the observing activity, (2) lack of students’ activiness, (3) lack of  students’ confidence and participation to experience, (4) lack of students’ vocabulary, (5) and lack of students’ attention.
The Implementation of the 2006 Curriculum in Teaching English at State Junior High School 1 in Kalikajar Indah Wulandari
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.302 KB) | DOI: 10.36597/jelp.v1i2.4121

Abstract

Two major objectives are targeted in this research, method applied in English language teaching and how to implement the method. The research was conducted at State Junior High School 1 in Kalikajar in 2015. The subjects of this research were three English teachers at the school. The data for this research were collected through document, classroom observation, and interview. The result revealed the method claimed by the teachers were Total Physical Response (TPR) and Presentation, Practice, Production (PPP). Methods written on the lesson plan were categorized onto none implemented, partially implemented, and fully implemented in the teaching process. Findings shows that what was written on the lesson plan was not always implemented in the English language teaching and learning.
“Triggers and Spurs” of English Language Teaching at Junior High School in Yogyakarta Avansa Naufal Hakim; Yuyun Yulia
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (311.281 KB) | DOI: 10.36597/jelp.v1i2.4129

Abstract

This research is aimed at describing activities used to make the students enthusiastic to participate in English learning activities. It is a descriptive qualitative study involving four English teachers from two schools that have different characteristics in terms of school management. The first school is under Ministry of National Education (MONE) and another is under Ministry of Religion Affairs (MORA). The data gained are from observation, Focus Group Discussion (FGD), in-depth interview, and documentation. The findings of this research shows that the students were more delighted in learning when the teacher implemented exciting learning activities. Teachers used activities to make the students enthusiastic to participate in English learning activities and to make them spurred in learning English. The teacher triggered the students by implementing activities such as Near Peer Role Model (NPRM), Mingling Games and Tiered. As a result, students become spurred because the social interaction is involved.

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