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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 21 Documents
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Search results for , issue "Vol 4 No 1 (2021)" : 21 Documents clear
Developing supplementary reading materials for tenth-graders of English language and literature program Agustin Susilowati; Hasti Robiasih
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.7916

Abstract

The objectives of this study were (1) to develop supplementary reading material for grade X students of English Language and Literature program (ELLP) and (2) to describe the efficacy of the developed supplementary reading material. This research was categorized as Educational Research and Development (R&D) and it employed six steps among the ten proposed by Borg and Gall's model (1983). Those were (1) conducting need analysis, (2) constructing the course grid, (3) developing the first draft of the material (4) getting the expert judgment, (5) revising and writing the final draft of the material, and (6) conducting field testing. The instruments used in this research were questionnaires and interview guidelines. Two types of questionnaires were used to collect the data. The first questionnaire used to obtain the data for the needs analysis was administered to grade X students of ELLP of SMAN 11 Yogyakarta. The second questionnaire used to obtain the data about the appropriateness of the materials was administered to the experts. The materials were designed and based on the frame work proposed by Task Based Instruction (Willis, 1996). The findings showed 1) the development of supplementary reading materials was to fulfill the students' need; the result of need analysis was used to develop the reading materials (2) the efficacy of the developed supplementary reading material helped students to enhance their reading comprehension skills and to achieve the goal of learning reading. Based on the expert judgment, the mean score of all aspects of the two developed units, in the scales of 1-4 was 3.93 which was in the range of 3.50 < x ≤ 4.00 and could be categorized as Very Good. It can attract students to be actively involved in the teaching and learning process. Furthermore, it provides additional learning resource for students to learn reading.
Problems on learning thinking aloud for reading via Zoom app in emergency remote learning class Anita Wijayanti; Yohanes Bambang Gunawan
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.8687

Abstract

This research attempted to obtain information on the problems of learning think-aloud for reading in an emergency remote learning class utilizing Zoom video conference application as the means of communication. While think-aloud is well-known method for improving students' reading strategy usage management, there are still problems encountered during class, especially if it is learnt via Zoom video conference application. The research participants were nine D3 program students of AMIKOM Purwokerto University PSDKU Yogyakarta who took Reading IV class. Data collection procedure included literary research, observation, questionnaire, and group interview. There were seven problems discovered: (1) Students were too shy to talk, (2) Students did not have or know proper vocabulary to verbalize their thoughts. (3). Students understood the text but had nothing to say. (4) Easy text did not invoke observable understanding processes in the students’ minds. (5) Students neither understood the text nor knew what to say. (6) Time-consuming. (7) Internet disconnection. Simple solutions to those problems were also presented.
A classroom discourse analysis of teacher-students interaction: A case study on Sinclair and Coulthard’s model at Madrasah Tsanawiyah NU 15 Jurangagung Baharudin Maghfur
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.9272

Abstract

This study analyzes the classroom interaction between teacher and students in MTs NU 15 Jurangagung using Sinclair and Coulthard’s model. This study aims at describing how the teacher initiates the exchanges, how students respond to the initiations, and how the teacher follows up the exchanges. The researcher found that the interaction was teacher-centred. It meant the teacher dominated most of the exchanges. He also found that the interaction is sufficient for the students to pass the exam, but not for them to acquire the skills. Several reasons such as most of the students were not expected to go to college, English was being the least important language they learned, and their parents who expected them to learn Arabic more play the part on why the English language skills acquisition was not effective.
An ELT textbook evaluation: A two-phase criterion Negin Samoudi; Mohammad Mohammadi
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.9666

Abstract

It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study. Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.
The Implementation of the 2013 Curriculum in English Language Teaching Ludovikus Ludovikus; Yuyun Yulia
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.10544

Abstract

This study is aimed at (1) describing the 2013 Curriculum implementation in the ELT process and (2) investigating the strengths and weaknesses of online learning. The researcher selected English language teaching at SMP Joannes Bosco Yogyakarta as a research site, especially for both a senior English teacher and seventh-grade students as the participants. The researcher used a case study. The case of this research was the teaching-learning process and the students’ problems at SMP Joannes Bosco Yogyakarta in learning English. The data used were recorded observation (teaching and learning process), document (lesson plan, syllabus, and curriculum), interview (the senior English teacher about the way of teaching) and questionnaires (for 7th-grade students about their difficulties). The collected data in this research were analyzed descriptively. Based on the data analysis, findings show that the teacher did not apply the scientific approach (observing, questioning, experimenting, associating, communicating) effectively or optimally. The strengths and weaknesses of online learning were various. The strengths were such as the process of ELT, media use, and students’ task or activity. The weaknesses were such as the teaching and learning were boring, students had no good internet connection, students could not concentrate very well, nobody accompanied them at home, and students got bored easily.
An evaluation of TOEFL preparation program at ELTI Gramedia using CIPP (context, input, process, and product) model Fransiska M. Ena Tukan; Nanik Supriani
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.10986

Abstract

This research focuses to investigate how the context, input, process, and product of the TOEFL Preparation Progam at Lembaga Pendidikan Bahasa Inggris, ELTI Gramedia Yogyakarta contribute to the success of the program. The research applied a qualitative research design and collected the data by online observation, online interview, and online documentation. The researcher used Stufflebeam’s theory of CIPP (Context, Input, Process, and Product) Model to evaluate the TOEFL Preparation Program at ELTI Gramedia. The research participants were the director of ELTI Gramedia, the teachers of the TOEFL Preparation Program, and the students of the TOEFL Preparation Program. Findings showed firstly, in the context evaluation, the objective of the TOEFL Preparation program was relevant and fulfilled the student's needs. The objective of a program was based on need analysis. The need analysis underlay the program objective. The need analysis tended to be on market need.  Secondly, in terms of input evaluation, it was good because all the teachers had good quality in teaching at the TOEFL Preparation class. All of the teachers graduated from the English department. The teachers already had some training before they taught in the class. The facilities in teaching online properly facilitated the students. Thirdly, in the process evaluation, it was not good enough because the online teaching and learning were still not effective. Some students were still passive in the class, although the teacher had explained the material rightly. Sometimes, the bad internet connection made them could not enjoy the class efficiently. In teaching strategy, some of teacher did not apply strategies for doing the TOEFL test. The teachers only asked the students to answer the questions and discussed them. Lastly, in the product evaluation, it was good because the TOEFL Preparation program succeeded in improving the student’s skills. The students had higher TOEFL scores than before. While, the students were not maximal to obtain a good score on the TOEFL test. The higher score of TOEFL is 600 scores. 
Using Kahoot! Improving seventh-graders' reading comprehension skills of SMPN 2 Tegalrejo Dian Setyo Nugroho
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.10997

Abstract

This research was conducted to describe how the implementation of Kahoot! in the reading comprehension of seventh graders in SMPN 2 Tegalrejo. This research aims to: (1) to describe how the implementation of Kahoot! in the reading comprehension of seventh graders in SMPN 2 Tegalrejo, (2) describe the result of the use of Kahoot! to improve the reading comprehension of seventh graders in SMPN 2 Tegalrejo. The research was conducted by applying clasroom action research. There are four steps in conducting this research, namely: planning, action, observing, and reflection. It implemented two cycles which are cycle 1 and cycle 2. The data were collected by observation, interview, document analysis, and tests. Process of data analysis involved four activities; those are data collection, data reduction, data display, and conclusion drawing. Descriptive qualitative analysis was used to present the result of the study in the form of descriptive explanation. Kahoot! implemented to improve the students’ reading comprehension skill. The findings indicate that students were better at developing in identifying main idea and implicit information. Most of them could determine specific information. They also could determine the reference. Besides there is improvement in undersatnding vocabulary context. The average of students’ scores also improved as indicated by their average writing score of the Preliminary Test, Cycle 1, and Cycle 2 tests that were 58.04, 66.52, and 78.69, respectively. The last average score was higher than the minimum achievement criteria of 75.00.
Developing speaking material in English program at Madrasah Ibtidaiyah Nurul Ummah Kotagede Muhammad Sidiq Satriayudha
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.10999

Abstract

This research was aimed to develop an English-Speaking Material for English program at Madrasah Ibtidaiyah Nurul Ummah and to figure out the efficacy of the developed product. This research was conducted in response to the problems faced by the teacher in developing students’ speaking skills, especially in elementary school. This is an R&D research which adopted from Borg and Gall's (1982) Model in the R&D method. The procedures of this research comprise 1) Research and Information Collecting, 2) Planning and Drafting, 3) Draft revision, 4) Field Testing, 5) Revision and 6) Final Product. The data were collected from observation and teacher’s interviews. The first stage is research and Information Collecting. The result of the first stage is about students’ need analysis. The content of need analysis are necessities, want, lack. The target situation of the English Active Program is the students can master speaking English in daily life’s context. Then, the first problems or lacks of the students in learning speaking are about vocabulary and pronunciation. Based on the result the researcher has developed the course grid and the speaking material. The result of this product development was beneficial, useful, and appropriate to be used for developing the speaking skills of students of Elementary school. The efficacy of the developed English-speaking materials involves the strengths and weaknesses of the product. The strengths of the developed English-speaking material are the use of the Direct Method and Communicative Language Teaching, the contents of speaking material are based on students ‘daily topics that make students motivated to learn, varied activities in the material stimulate the students speaking activity. This material consists activity that is joyful like a sing a song, games, and group practice. The other side, the weakness of the developed product related to speaking skill are it lacks grammar material.
Strategy in teaching writing in online teaching: A case study of SMA Taman Madya Ibu Pawiyatan Yogyakarta Lukman Jayadi
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.11020

Abstract

This Research aimed to: (1) to know the implemented strategies in teaching writing in online teaching at second-grade students of SMA Taman Madya IP Yogyakarta and (2) to know the difficulties of the teaching of teaching writing skill strategies at second-grade students of SMA Taman Madya IP Yogyakarta. The method of this study was case study research. The subject of the research was the English teacher at second Grade students of SMA Taman Madya IP Yogyakarta. The strategies teaching writing skills which to find the teaching writing process and difficulties in online teaching. The interview was conducted by English teacher after the strategy was applied in the teaching writing to the students. The observations were done by video recording. The finding that strategies in teaching writing in online teaching activity were (a) the strategy of vocabulary teaching online by using Power Point, (b) Zoom and Whats App, (c)Strategy of Teaching Grammar developed in You Tube using Google Classsroom and Teacher’s Strategy to Present grammar point using Zoom Meeting and Google-Classroom, (d) Strategy of teaching hand-writing using WhatsApp, (e) The strategy of teaching types of text implementing You Tube and google classroom. Strategy teaching Closing Activity, Teacher’s difficulties in using Online Teaching Media were that (1) the teacher did not operate Smartphone in online teaching because she was confused about all the menu systems on-screen, (2) when the teacher explained the materials internet connection occurs, (3) to see whether the students active online using the zoom. It was difficult for the teacher using online teaching.
Developing supplementary English reading module for tenth-grader of senior high school SahabatQu Yogyakarta Rudian Rudian; Imam Ghozali
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.11021

Abstract

The objectives of this study are to (1) develop supplementary reading materials using Contextual Teaching and Learning Approach for students of SMA SahabatQu and (2) describe the efficacy of the supplementary reading materials. This research belongs to Educational Research and Development (R&D) using a simplified six steps of (Gall, Gall, & Borg, 2003) model. In general, the result of the research shows that the developed English reading module is beneficial, useful and appropriate to be used in improving reading skills of  X graders of  Senior High School Sahabatqu. After the module was tested, the efficacy of the developed product helped the students to achieve students’ need, optimize learning independently, learning by team, broaden knowledge and improve reading skills. Furthermore, the contextual English reading module provides additional learning resources for students. The necessities of the teaching and learning English is to improve students' English skills so that they gain good in reading and understanding text and they can learn independently. They can understand WH-questions that is important in learning reading.  The efficacy of this product helps students to improve their reading skill especially to understand the topic, the generic structure, the main idea, the grammar and the vocabulary used in the text.

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