Journal of English Language and Pedagogy
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).
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<![CDATA[Students' attitudes on electronic English learning ]]>
<![CDATA[Dedi Rahman Nur]]>;
<![CDATA[Yosieka Maharani Maharani]]>;
<![CDATA[Sukaena Sukaena]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v3i2.7207
<![CDATA[Abstract: Along with the development of technology in various aspects of life, it makes technology have a big impact and influence in today's life. In educational sector, one of the roles of technology in learning activities is to support the learning activities become easier to accomplished and interesting. One of the developments of technology in education sector is e-learning. E-learning may be an option to be used on class as a learning tool. Especially, on English subject when some students may find it difficult then e-learning could be their alternative to learn English the significance of this study for find out the students’ perspective regarding e-learning in English subject. The data was conducted by distributing questionnaire to students. The study conducted in Bunga Bangsa Islamic Junior High School involving 56 students. Questionnaire was used as an instrument to collect the data which score analyzed based on the mean score. The result showed that students have positive attitudes toward e-learning. In terms of students’ attitudes, it is found that students have positive attitudes toward e-learning since they found e-learning is appropriate to use, effective, and excellent technique to help them learning English. Keywords: attitudes, belief, e-learning.]]>
<![CDATA[Designing supplementary speaking materials based on communicative language teaching (CLT) ]]>
<![CDATA[Mutiara Yulia Efendi]]>;
<![CDATA[Hasti Robiasih]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v4i2.4506
<![CDATA[Abstract: This research aims at designing supplementary speaking materials for seventh-grade students of SMP Islam Al Azhar 34 Bintan in conjunction with communicative language teaching (CLT) and the efficacy of supplementary speaking materials to improve students’ speaking skills. This research adapted Borg and Gall’s research and information collection, planning, product development, preliminary field testing, main product revision, and final product revision models. Data were collected from document analysis, classroom observation, and interviews to set up the goals. The findings showed that the designed supplementary speaking materials reflected the efficacy of students’ improvement using the communicative language teaching approach. The materials were beneficial and attractive to students in teaching and learning English involvement. Keywords: CLT, junior high school, supplementary speaking materials.]]>
<![CDATA[An analysis of higher order thinking skills on three English textbooks for senior high school ]]>
<![CDATA[Paulus Sainyakit]]>;
<![CDATA[Yuyun Yulia]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v4i2.9236
<![CDATA[Abstract: This research aims at finding the empirical evidence of the higher order thinking skill distribution based on revised edition of Bloom’s taxonomy in three English textbooks, namely: Pathway to English, Bahasa Inggris, and Buku Teks Pendamping Bahasa Inggris untuk SMA/MA/SMK/MAK revised edition for the eleventh-graders of senior high school students and investigating the difference among those three English textbooks related to the higher order thinking skills (HOTS). This research used content analysis method. In collecting data, this research used checklist table to collect qualitative data in form of words which were on essay questions. It employed analysis card as the instrument to analyze the data. The results found that each textbook had different distribution of the HOTS that consisted of three skills, namely: analyzing skills or C4, evaluating skills or C5, and creating skills or C6. The analyzed skill in Pathway to English textbook and Bahasa Inggris (Buku Teks Pendamping) obtained same portion of distribution which contained 23 questions while Bahasa Inggris textbook only obtained 2 questions. Further, evaluating skills in Bahasa Inggris textbook obtained the highest distribution among others with 34 questions, Pathway to English textbook as the second obtained 22 questions while Bahasa Inggris (Buku Teks Pendamping) obtained 11 questions. Finally, creating skills from the English textbooks obtained the lowest distribution. Pathway to English textbook obtained 5 questions, Bahasa Inggris textbook obtained 6 questions and Bahasa Inggris (Buku Teks Pendamping) obtained 1 question. This research concludes that the skills of the HOTS among three English textbooks that analyzed skill or C4, evaluated skill or C5, and created skill or C6 were conditionally different and unequal to each other related to the distribution. Keywords: English textbooks, essay reading exercise, higher order thinking skill.]]>
<![CDATA[The evaluation of the English textbook “Bahasa Inggris” for tenth graders of SMKN 7 Purworejo based on Paul Nation and John Macalister’s theory ]]>
<![CDATA[Yan Imam Santoso]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v4i2.9258
<![CDATA[Abstract: Textbooks are the tools that should be available in teaching and learning. Textbooks are a set of teaching materials that are combined into books. No books are appropriate for all the characters of the students. the textbook for tenth graders is Bahasa Inggris. This book is recommended for senior high school and vocational school and is related to curriculum 2013. This research is focused on the evaluation of the textbook of Bahasa Inggris for tenth graders in SMK N 7 Purworejo according to the theory of Nation and Macalister. This research is aimed to discover the appropriateness or suitability of the textbook Bahasa Inggris for tenth graders in SMK N 7 Purworejo based on the Nation and Macalister theory and select the themes of the textbook that have been appropriate to the criteria. This research belongs to the descriptive qualitative research. In collecting the data, this research conducted a simple interview and document analysis. The findings of this research are the textbook is partly suitable for content analysis. Chapters 4 and 5 are partly suitable because the materials are not related to the needs. The teacher should modify the content. Chapters 12, 13 and 14 also need to be modified deeper. The format and presentation, monitor and assessment also have been suitable for the students of SMK N 7 Purworejo according to the theory of Nation and Macalister. When the themes of each chapter were compared to the criteria, the researcher found 12 appropriate chapters. Keywords: content and sequencing, evaluations, format and presentation, monitor and assessment, Nation and Macalister, textbooks. ]]>
<![CDATA[The effects of teacher’ code-switching on students’ vocabulary acquisition: EFL learners ]]>
<![CDATA[Via Rahma Wati]]>;
<![CDATA[Muhammad Sofian Hadi]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v4i2.9627
<![CDATA[Abstract: English as Foreign Language (EFL) teaching and learning process, it is inevitable for teachers and students to be engaged in various cases involving L1 use. Code-switching has arisen a debatable notion of what it brings, good or bad, in the educational milieu. To some extent, it is believed that code-switching is such a help for both teachers and students in achieving the learning target while to some party the use of code-switching is no more than a hurdle. The classroom context in Indonesia where teachers and students share the same first language showed that CS was used by teachers in EFL classrooms. The research indicated that teachers used CS in the teaching and learning process for various reasons. The main reason would be to facilitate students’ learning, besides that code-switching also has an effect on students vocabulary acquisition in L2. Keywords: code-switching, the effect of teacher’s code-switching, vocabulary.]]>
<![CDATA[Examining English learning materials based on genre-based approach for vocational high school students ]]>
<![CDATA[Hesti Widyasari]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v4i2.10541
<![CDATA[Abstract The aims of this study were (1) to examine English learning materials based on genre-based approach (GBA) for the eleventh-graders of Fashion Design department at Vocational High Schools and (2) to reveal the efficacy of the developed learning materials in developing the students’ English skills. Data collection used observation and interview. Data were analyzed qualitatively upon the observation and interview. The subjects of this study were the English teacher and 14 students of eleventh-graders from SMK Muhammadiyah Gamping, Sleman, Indonesia. The findings showed that description of examining two units of materials consisted of building knowledge of field (BKoF), modelling of text (MoT), joint construction of text (JCoT), and independent construction of text (ICoT) stages. In BKoF stage, students warmed up the topics by discussing some questions, next, in MoT stage, students gained model text input from listening and reading tasks, then, in JCoT stage, students practiced speaking and writing collaboratively in groups, after that in ICoT stage, students practiced speaking and writing individually. Meanwhile, the efficacy of the developed materials the students participated actively during the try-out and achieved mean score of 4.18 (good category). It could be concluded that the developed materials were appropriate to be implemented for tenth-graders’ English learning of Fashion Design department. This was consistent with students’ activities in classroom performance they were engaged in the teaching and learning process and produce the learning outcomes. Keywords: English learning materials, genre-based approach, tenth-graders’ efficiacy]]>
<![CDATA[Enacting collaborative writing in an academic writing class ]]>
<![CDATA[Ika Widhy Retnary]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v4i2.10578
<![CDATA[Abstract: This research aims to find out how the implementation of collaborative writing techniques improves the International Relations students’ writing skills in an argumentative essay and its efficacy of the collaborative writing performance with Kemmis and Taggart’s action research (CAR). This research involved thirteen International Relations students of Essay Writing class. A writing task was given as a pre-test and task to find out the problem faced by the students and to identify the changes they had after implementing the technique. A questionnaire was distributed at the end of cycle 2 to identify the efficacy of the implementation and the changes in the students’ attitudes. The findings showed that the collaborative writing technique gave the students chance to improve their writing skills in argumentative essays. This was seen from the significant change in the final stage that raised to 16.23%. The implementation of the collaborative writing technique allowed students to be motivated, responsible, and confident more in the smooth and enjoyable learning processes. Keywords: argumentative essay, CAR, writing skill.]]>
<![CDATA[English education master students' perceptions on their professional identity as future EFL teachers ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v4i2.10773
<![CDATA[Abstract: Dealing with ever-changing globalized ELT enterprises, it is crucially indispensable for future EFL teachers to continually construct, nurture, and amplify a higher degree of professional identity to be not only deemed as competent but also compassionate educators. The establishment of professional identity has an intertwining rapport with the potential second language learning outcomes obtained by learners. Jointly with this basic educational tenet, it can be conjectured that EFL teachers instilling a higher degree of professional identity are more capable of promoting more enjoyable, holistic, and safer teaching-learning enterprises for multiverse learners. While EFL teachers inculcating a lower level of professional identity encounter more frustrating and energy-draining teaching journeys due to the ineptitude of positioning more precise professional identity in their working places. This study was manifested qualitatively by lending further support from 5 open-ended narrative inquiry questions probing more exhaustively into English education master students’ perceptions on their professional identity as future EFL teachers. To support this data gathering process, 2 English education master students batch 2018 and 2020, Sanata Dharma University were invited to record their responses in accord with their teaching experiences as well as aspirations to be more highly professional future EFL educators. The results unfolded that a higher degree of professional identity would potentially allow prospective EFL educators to establish a more positive rapport with educational stakeholders and transform into more supportive learning facilitators. Based on the above-mentioned results, worldwide educational institutions must address insistent external supports to foster their professional identity construction gradually over time. Keywords: master students, narrative inquiry, professional identity]]>
<![CDATA[The use of website for teaching and learning English in industrial practice students of vocational high school ]]>
<![CDATA[Parto Sasmito]]>;
<![CDATA[Imam Ghozali]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v4i2.10995
<![CDATA[Abstract: This study aims to describe the use of website for teaching and learning English and to reveal the efficacy of using website media in learning English in class XI students of State Vocational School of 5 Bojonegoro, competency of agricultural product processing agribusiness skills. The method used in this research is a descriptive qualitative case study, with data obtained from interview recordings of informants consisting of the principal, English teacher, and eleventh-graders, and documentation. The findings show that the use of the website in agribusiness agricultural product processing class in teaching and English were effective because they carried out industrial work practices they could still attend lessons anywhere and anytime during breaks or at home. The obstacle faced is the problem of poor internet network when accessing the website. The same thing for teachers, can provide teaching materials and conduct evaluations anytime anywhere with the website. Obstacles encountered by teachers when students do not open the website, the teacher must find out the reasons students do not follow the learning process through the website. When students are carrying out industrial work practices, students' concentration is indeed focused on these activities. Keywords: information and communication technology, teaching English, website.]]>
<![CDATA[The teacher’s techniques in teaching speaking skills to eleventh- graders of Katolik Sang Timur High School Yogyakarta ]]>
<![CDATA[Junaidi Umamara]]>;
<![CDATA[Nanik Supriani]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 4 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v4i2.11773
<![CDATA[Abstract: This thesis describes the Teacher’s Techniques in Teaching Speaking Skill at the Eleventh Graders of SMA Katolik Sang Timur Yogyakarta’’. The problem formulation is (1) What techniques are used by the teacher in teaching speaking skills to the eleventh graders of SMA Sang Katolik Timur Yogyakarta? (2) What are the student’s responses to the teacher’s techniques in teaching speaking at the eleventh graders of SMA Katolik Sang Timur ? (3) What problems are faced by the teacher in teaching speaking at the eleventh graders of SMA Katolik Sang Timur Yogyakarta? The objectives of the study are (1) To find out what techniques are used by the teacher in teaching speaking at the eleven graders of SMA Sang Timur Yogyakarta (2) The student’s responses to the teaching techniques in teaching speaking (3) To find out the problems are faced by the teacher in teaching speaking skill at the eleventh graders of SMA Sang Katolik Timur Yogyakarta. In this research, the researcher uses qualitative research in the form of a case study. The subjects were the students of eleventh graders of social science (IPS) in SMA Katolik Sang Timur Yogyakarta with eighteen students involved. The researcher conducted observation and interview the students and the teacher to collect the data. Content analyzing techniques were used to analyze the data obtained. It was found that there is one technique in this research. That technique was (1) role-play. Keywords: teaching, techniques, speaking skill]]>
