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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 10 Documents
 1 
Search results for , issue "Vol 3 No 1 (2020)" : 10 Documents clear
Developing supplementary reading materials to promote critical thinking for the X grade students of vocational high school based on the 2013 Curriculum Cahyani Wuri Utami
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.2864

Abstract

This research is aimed at developing supplementary reading materials to promote critical thinking as a part of the 21st-century competencies (Critical thinking, Creativity and Innovation, Communication and Collaboration) and to reveal the effectiveness of the developed product. The methodology was Research and Development by Borg and Gall (1983). The research steps consist of three main stages; (1) preliminary study covering document analysis, classroom observation, and need analysis, (2) development covering drafting, internal experts judgement, revision, a prototype of the product, (3) field testing covering try out, reflection and interview, external expert judgement, revision, and final product. In analyzing the data, the researcher used descriptive qualitative research. It was adapted from Qualitative Data Analysis by Miles, Huberman & Saldana (1994) that are condensing data, displaying data, drawing, and verifying conclusion. The results of the preliminary study showed that supplementary reading materials to promote the 4’Cs were needed. The textbook evaluation revealed that there were four chapters (chapter 1, chapter 5, chapter 8 and chapter 12) which need to be developed. In need analysis, the researcher interviewed three English teachers and nine students who were in low, middle and high level from the same class. Based on the data, the teachers and the students required the developed product. The researcher then made abound of drafts which were then revised into the prototype of the product. The developed product was tried out in class X TKJ A SMKN 1 Saptosari by having collaboration with the fellow teachers. To catch the real situation, the researcher recorded the teaching and learning process, wrote the transcripts, noted the classroom observation, and did reflection. After the final revision, the supplementary reading materials came to the final product. The try out proved that the developed supplementary reading materials are effective in promoting critical thinking. Based on the analysis, the students are able to complete the tasks that were designed to promote critical thinking ( making predictions, differentiating relevant and irrelevant information, relating different concepts, thinking inductively, and comparing or analyzing the texts).
Discourse analysis on teacher-students interaction pattern of English teaching learning process in vocational high school Bayu Jati Raharja
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.2900

Abstract

The objectives of this research are to (1) describe patterns of teacher-student interaction of English Teaching-Learning process in the Tenth Grade of SMK Negeri 1 Saptosari Gunungkidul, and (2) reveal the interactional features used by the teacher related to the pedagogic goals during the teaching-learning process. This research belongs to discourse analysis which aims at describing conversation and interaction of teacher-students during English teaching-learning process in the tenth grade of SMK Negeri 1 Saptosari Gunungkidul. The data were collected through observation and backed up with reading and were analyzed using the theory of the IRF exchange structure and the SETT Framework (Walsh, 2006). The result showed that there were 20 patterns of interaction of 21 exchange structures used in 7 types of transaction. The transactions were opening/greeting session, introduction, warm-up/re-checking session, explaining session, instruction session, practising session, closing/note-taking session. Some interactional features used by the teacher were found in the classroom interaction. There were 10 types of interactional features that were used by the teacher with the total number 115. The using of display question 47, confirmation checks 17, predominant of IRF was 12, use of scaffolding 11, form-focused feedback 9, clarification request 7, teacher turn by giving instructions 4, teacher turn by giving explanations 3, corrective repair 3, use of transactional marker 2. It revealed that the use of display questions was the most commonly used by the teacher in this classroom interaction. From the classroom interaction, it can be concluded that the teacher tended to pose display questions which prevented the students to express their elaborate ideas. The teacher also gave few scaffolding in her teaching and it hindered the students’ fluency. However, it might be effective for vocabulary learning through the exercise discussion.
An analysis of teachers’ classroom interaction by using self-evaluation of teacher talk Riski Valentika; Yuyun Yulia
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.2903

Abstract

This study focuses on classroom interaction in English teaching and learning at SMA Muhammadiyah 1 Bengkulu. The objective of this study is to 1. Describe student-teacher interaction pattern, 2. Find out the type of interactional features in the classroom. The data were first-grade students. This study shows how teacher and student talk and give a response to each other. This study is conducted in form of discourse analysis. The writer used observation to get the data. The data were in a form video recording of classroom interactional both teachers and students. The writer made transcription from recorded data and analyzed it through IRF exchange structure and applied Walsh’s framework in interactional features. The result of the research showed teacher A and B interaction pattern is Initiation (I)- Response (R)- Feedback (F). Teacher A’s pattern was I (initiation), R (response) and F (feedback). In her classrooms, teacher A provides lots of initiation to her students.  Teacher B’s pattern was IRF in this class with the highest amount of initiation in form question. Teacher A used 12 (twelve) interactional feature based on Walsh framework (2006). There were extended learner turn (ELT) 171 frequencies, extended teacher turn (ETT) 90 frequencies,  Display Question (DQ) 66 frequencies, confirmation check (CC) 36 frequencies, seeking clarification (SC) 35 frequencies, Teacher echo (TE) 27 frequencies, referential question (RQ) 20 frequencies, Scaffolding (SCF) 16 frequencies, extended wait time (EWT) 13 frequencies, turn completion (TC) 12 frequencies, direct repair (DR) 5 frequencies, content feedback (CF) 1 frequency. Teacher B used 12 (twelve) interactional feature based on Walsh framework (2006). There were extended learner turn (ELT) 155 frequencies, Display Question (DQ) 53 frequencies, extended teacher turn (ETT) 42 frequencies, referential question (RQ) 23 frequencies, confirmation check (CC) 17 frequencies, seeking clarification (SC) 13 frequencies, Form focus feedback (FFF) 12, Teacher echo (TE) 8 frequencies, Scaffolding (SCF) 8 frequencies, extended wait time (EWT) 7 frequencies, turn completion (TC) 4 frequencies, direct repair (DR) 3 frequencies. Both of teacher  A and B provide a lot of extended learner turn by giving a direct question and referential question. Students’ response frequently in English, in Indonesian and in another hand in their mother tongue. 
An evaluation of muhadatsah program at Pondok Modern Daarul Abror using CIPP Model Fitriyani Fitriyani
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.3405

Abstract

This research aimed to describe the evaluation of Muhadatsah Program in English teaching and learning process in Pondok Modern Daarul Abror in terms of the context, input, process, and product aspects. This research is evaluation research employing the CIPP model by Stufflebeam (2007). The data were collected through observation, interview, document analysis, and audio-visual materials. The data were analyzed using Miles and Humberman (1994)’s flow model of qualitative data research which included data reduction, data display, and conclusion and verification. In the term of product, the evaluation showed that MP can improve their vocabulary. It helped them in learning English in the classroom especially in writing and reading, they could speak English fluently and bravely, they knew how to pronounce the word correctly and the intonation of the sentence. It can make them speak up bravely.  However, it still needs improvement because the students who join MP just follow the rule but they didn’t realize the importance of language for them.
Developing listening materials for the second-grade multimedia department students of SMKN 2 Wonosari based on 2013 curriculum Galuh Sekar Widiyati
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.3590

Abstract

The aims of this study were (1) to develop listening materials for the second-grade students of Multimedia Department of SMKN 2 Wonosari Gunungkidul and (2) to describe the effectiveness of the listening materials for the second-grade students of Multimedia students of SMKN 2 Wonosari Gunungkidul. The study applied Educational Research and Development (R&D) using simplified three steps Borg and Gall. The steps were (1) research and information collecting that was conducted by performing document analysis, class observation, and interview, (2) product and development which included drafting, internal expert judgment and revision (3) field testing which conducts tryout, external expert judgment and revision. The findings showed that (1) the listening material using Borg and Gall's model considered as effective teaching material for the second-grade students of Multimedia Department of SMKN 2 Wonosari Gunungkidul (2) the effectiveness of the listening material helped the students in improving their listening skill.  
Developing supplementary reading material using macromedia flash for the fourth-grade students at elementary school Fachruddin Indrakumara
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.3705

Abstract

The objectives of this study are to developing supplementary reading material and describing the effectiveness of supplementary reading material using Macromedia. Related to the purpose of the study, the research design used was classroom research and development research. The subject of the study was the fourth-grade Students of SDN Ngebel in the academic year 2017/2018. There were 21 students as the sample. In this research, supplementary reading material was used. The research adopted Brog and Gall’s model (1983) which are simplified in the three main stages, they are:(1) preliminary study, (2) development, (3) field testing. The reading materials were selected accordingly to be relevant to the topic. The ideas and sentences were well organized and clearly stated. The students were able to know more vocabulary and grammar, the students actively participated in the teaching and learning process. The used of Macromedia in teaching reading has improved student’s motivation in learning reading. The students expressed their ideas and experience in reading activities. The result of the findings showed that (1) the developed supplementary reading material affect the students’ motivation in joining the teaching-learning process. (2) Using the supplementary reading material, the students were enthusiastic and active in the reading activity. The product of this study is effective to be implemented in the real class to help the students become more excited in learning reading.
Writing competence of junior high school students at two junior high schools in Yogyakarta Ayah Ahmed Zidan
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.3865

Abstract

The problem limitation in this research is only about English writing competence in junior school and only compare two schools in Yogyakarta, that are MTs Negeri 1 Bantul and SMPN 1 Pengasih. To describe the student writing competencies at two junior high schools. The objectives of this study are to reveal the factors affecting the students writing competencies and to find out the solution to overcome the problem in writing competencies. In collecting data, the researcher used documentation technique. This technique was implemented by making use of teachers’ collection of the students’ writing tasks. Based on the result and analysis, so the conclusion in this research as follows the writing competencies of the ninth grade students of two junior high schools are at good enough level. The factors affecting the students English writing competencies are their ability, the learning process and classroom situation.  When the students weak in grammar, they have to make practice more, and also when they got in doing the difficult assignment. When the step of rhetoric weak, so the students must more practise in daily life, also for the make clarity of meaning and the relationship between ideas can improve by more practice in daily life, they can use the English language. About the weak vocabulary, so the teacher can practice and give more homework about the vocabulary and the task for example in writing and reading a lot of procedure text or story. The solution to overcome the problem in writing competencies such as make a lot of training or practice English in daily life, the teachers should employ active learning to support students engaged in teaching-learning process
Evaluation of International Language Centre (ILC) Bombong Ntala Labuan Bajo Regency Elin Elin; Rr. Hasti Robiasih
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.4503

Abstract

This should be in one paragraph between 250-300 words. It must focus on: aims of the study, methods, findings, conclusions, and implications. This research aims to evaluate English Language Course of International Language Centre (ILC) Bombong Ntala Labuan Bajo Program particularly speaking skills based on the context, input, process, and product. This is an evaluation research that applied Stufflebeam's CIPP model (2007). The data were collected through observation, interview and document analysis. The data were analyzed using Miles, H. and Saldana’s flow model of qualitative data research that included data collection, data reduction, data display, conclusion, and verification. The findings revealed that evaluation in terms of Context evaluation, background of program vision and mission was supported to the context. The goal of ILC Bombong Ntala Course failed to meet the background, vision and mission because it did not promote the platform that aims to promote the institution to reach out more scopes of customers. Instead, it provided foreign languages courses (English and Spanish) to promote citizens’ language literacies, not only limited to such foreign languages, but also to create more possibilities for people to learn, for example, English for entrepreneurship, and English for tourism. In terms of Input evaluation, two teachers were not graduated from English department and the curriculum and syllabus of ILC Bombong Ntala Course show did not employ any determined curricula. The next evaluation is Process. The result of evaluation showed the processes of teaching and learning at the ILC Bombong Ntala Course could not run well. The last Product was the product evaluation. This evaluation proved that the outcome of English course program was not good effective enough to improve the students’ speaking skills.
Improving reading skills through internet schoology for vocational high school Sri Komaryati
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.4541

Abstract

The objectives of this study are (1) to describe the process of implementation of Internet Schoology in teaching reading; (2) to find out the result of the implementation of Internet Schoology in teaching reading. This research belongs to Classroom Action Research proposed by Kemmis and Mac Taggart (1999). It consisted of four steps. They are planning, action, observation, and reflection. The research used inquiry-based instruction for the teaching method and the internet Schoology as the source of online media. This research was conducted in two cycles. The process of the implementation of Schoology was opening, introduction, exploration, elaboration, confirmation, and closing. In the opening, the researcher greeted the students and praying. The students were introduced with the used of Schoology, the topic was stated, and the researcher explains the learning objectives in the introduction. In elaboration, students did an assignment, to answer questions based on a text. In exploration, the teaching and learning were about to identify the topic of the text, identify the vocabulary or difficult words, identify the main idea and specific info of the text, and identify the grammar used in the text. In confirmation, the students got the answer to their assignment. The method of inquiry-based instruction was applied to internet Schoology. The result shows that the students were enthusiastic and motivated to learn reading using Schoology. There was an improvement from cycle 1 to cycle 2. The using of internet Schoology improved the students reading ability, especially in mastering vocabulary.
English as a foreign language textbooks evaluation for tenth-grade students Is Dewangga; Imam Ghozali
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.4863

Abstract

This study aims (1) to evaluate the English textbooks used for the tenth grade whether the three textbooks have fulfilled the criteria of good textbook and (2) to reveal the strengths and weaknesses of the textbooks. This study was conducted using evaluation research. The theory of evaluation used in this study was the criteria of good textbook proposed by Mukundan, Nimechisalem, and Hajimohammadi (2011) framework. The data were collected through document analysis and interview and analyzed using Miles, Huberman and Saldana’s flow model (2014) of qualitative data research. This study found that Bahasa Inggris X and Pathway to English 1met fourteen criteria of good textbooks proposed by Mukundan, et.al. While, Talk Active X, was met eleventh out of fourteen criteria of good textbooks. Then, the researcher found that the strengths and the weaknesses of the three textbooks. The strengths of Bahasa Inggris X textbooks are (1) provided a teacher’s book, (2) it based on latest 2013 curriculum. The strengths of Pathway to English textbook are (1) provided various methodologies in ELT, and (2) provided audio materials for listening skill. Finally, the strengths of Talk Active X textbook are (1) provided simple task to the complex task, (2) the pictures used in the textbook well matched to the students. Meanwhile, the researcher also found the weaknesses of the three textbooks. Bahasa Inggris X, the weaknesses are 1) did not cover a variety of teaching method, (2) did not provide audio material for listening skill. Furthermore, the weaknesses for Pathway to English are (1) did not provide a teacher’s book; (2) did not match to the syllabus. Finally, Talk Active X textbook, the weaknesses are (1) did not embrace methodologies in ELT; (2) did not support an audio material; (3) did not provide a teacher’s book.

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