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Pendidikan Bahasa Inggris, Program Magister Pendidikan, Program Pascasarjana Pendidikan, Gedung Pascasarjana Universitas Sarjanawiyata Tamansiswa Jalan Kusumanegara 157, Yogyakarta
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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 16 Documents
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Search results for , issue "Vol 5 No 1 (2022)" : 16 Documents clear
Improving students’ enthusiasm for learning English using animated video Open, Maria Jawa; Yulia, Yuyun
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9264

Abstract

The study aimed at investigating the effectiveness of animated videos in improving students’ enthusiasm at SDK Sang Timur Yogyakarta and describing the improvement of students’ enthusiasm for learning English. The design of this research was Classroom Action Research (CAR) and the subject of this research was 25 students of the first graders of elementary school at SDK Sang Timur, located in Batikan, Yogyakarta. The observation indicated that students had difficulties in saying English words correctly and when they respond in the English language. Moreover, the result of cycle 1 showed that students’ enthusiasm for learning English got improved. Students still felt doubtful about responding to questions. They seemed to be excited about the video. In cycle 2, students’ enthusiasm improved. Students had a good recollection of the previous lesson when the researcher asked them about it. It also appeared that students became more active and enthusiastic about the lesson and seemed eager to learn more using animated videos. Therefore, it can be concluded that animated videos brought a positive learning environment and enthusiasm as they educated and entertained students at the same time. In short, an animated video was an effective tool for improving students’ motivation for learning English.
Revisit Bloom’s Taxonomy: A reflection of education in a digital era Farani, Rizki
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9347

Abstract

Bloom’s taxonomy has been used in the education field since 1956. It promotes a higher form of thinking in education. However, the shift from traditional classroom interaction to technology-based education, such as e-learning, blended learning, and distance learning, changes the paradigm on how educators design learning instruction. This article presents a general description of Bloom’s taxonomy application in the digital era based on some literature reviews. The articles were selected purposively among open-access journals only in two reputable international journals: (1) Computer and Education and (2) Cogent Education. The journals were selected due to their publication mostly related to Bloom’s taxonomy in the education field. The review covers two aspects: (1) the identification of Bloom’s taxonomy applications and (2) the modification of Bloom’s taxonomy to promote thinking skills. The analysis presents information on how educators modify Bloom’s taxonomy to deliver content through technology-based learning. The results show that: (a) there is limited access to identify Bloom’s Taxonomy studies; (b) there is limited open access to literature reviews on Bloom’s Taxonomy in the education field; (c) modification of Bloom’s Taxonomy in the digital era position technology as a tool to facilitate students’ learning, and (d) most learning only builds students’ cognitive skills. There is still a limited exploration of affective and psychomotor domains. As a further recommendation for future research, there is a demand to provide more open-access journals on how to use technology to support affective and psychomotor domains.
The process of 21st-century English learning at an international primary school in Cirebon Sholikha, Ika Maratus; Arrasyid , Farouk Imam; Nashruddin, Wakhid
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9389

Abstract

In the 21st century of the fourth industrial revolution, global access and disruptive technology need to develop learners to acquire 21st-century skills that rely on communications, collaboration, creativity, critical thinking teaching strategy, learning process, classroom management, and assessment of paramount importance. The content analysis used the qualitative narrative. The findings allowed students to survive and function with the rapidly evolved, global, and complex world, whilst teachers and other education practitioners were suggested to reform and reconsider the instructional practices including, among others learning materials used in the classroom that aligned with the current situation by involving 2 English teachers and 17 students. Hence, this study investigated characteristics of the 21st-century for EFL Learning, the strategies used by English teachers in teaching English, and the process of students learning in the 21st   century at the international level.
Improving students' English pronunciation through drilling technique at SDS Pelangi School Pratiwi, Theodesia Lady; Simorangkir, Angel Rosinta Uli
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.12384

Abstract

This study aims to improve students' English pronunciation through drilling techniques in English subjects for 3rd-grade students at SDS Pelangi School. The subjects of this study were nine which is 3rd-grade students. The instruments used are an observation field note and test and an interview. The study method used is Classroom Action Research. Starting from the problems experienced by students in English pronunciation at SDS Pelangi School are still low. Responding to existing problems, the right technique to improve students' English pronunciation is to use drilling techniques. This study was conducted in two cycles, and the result showed there was also a significant increase in students' pronunciation. The average score of students from Cycle II increased by 10.34 from Cycle I. It can be said that the use of the drilling technique can improve student English pronunciation.
Spelling errors found in descriptive writing among seventh-graders of lower secondary school in Klaten district Ngumarno, Jayus; Pranawa, Erry; Yuwono, Suhud Eko; Astuti, Septina Dyah; Budiyono, Sri
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i2.12719

Abstract

This study aims to investigate errors found among seventh-graders descriptive writing of  SMP N 2 Trucuk, Klaten district, Indonesia. This study used a qualitative descriptive approach. Data was collected from the notes-taking techniques from which the seventh-graders produced errors in their descriptive writing. Data analysis qualitatively identified seventh-graders descriptive writing. The results showed that there were errors found in the form of writing capital letters use, writing compound words, prepositions [at, to, and from], and punctuation marks [.] Errors in using capital letters included in naming geography at the beginning of sentences, capital letters used in people's names, and writing capital letters in the middle of sentences. Combination of spelling errors. Errors in writing prepositions (at, to, and from). Error using punctuation.
Punctuations used by Filipino and Thai students in their essays: A corpus-based inquiry Arquiola, Jaezzir Mae; Cadiao, Esperval Cezhar; Leyga, Christian Roy; Sarsuelo, Ronnel
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.13509

Abstract

Writing, being one of the most vital skills to develop, is of great importance. It is imperative that one needs to master not just the structure but also the functions of punctuation marks. It is undeniable that punctuation marks seem confusing and are used interchangeably among Thai and Filipino students. Consequently, the written output of the students becomes incomprehensible due to the misuse or the absence of punctuation. This study aimed to determine the average common errors of Filipino (ESL) students and Thai (EFL) students when it comes to using punctuation marks in writing essays and to find out the significant difference. The researchers also pointed out the possible causes of why Thai and Filipino students committed such errors. To further illustrate the results of the study, the researchers opted to present the errors individually through tables and charts and interpreted the figure based on the total percentage of individual respondents, and eventually identified the committed error as a whole. There were 30 participants in the research composed of 15 Thai (EFL) students and 15 Filipino (ESL) students. The sources of data were the written essays of the 30 participants. The total percentage was used to treat the data to identify the average punctuation errors committed by the participants and the significant difference in the committed errors between the Thai EFL and Filipino ESL learners. The result showed a significant difference in the punctuation errors committed between Thai and Filipino students with a comma (,) receiving the largest number of errors.

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