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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 5 Documents
 1 
Search results for , issue "Vol 7 No 2 (2024)" : 5 Documents clear
Developing speaking materials based on contextual language teaching and learning for grade eleven students Sugiyartanti, Sugiyartanti; Robiasih, Rr. Hasti
Journal of English Language and Pedagogy Vol 7 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v7i2.7056

Abstract

The objectives of this study are to: (1) describe the development of speaking materials for grade eleven students based on contextual language teaching and learning, and (2) reveal the efficacy of the speaking teaching materials in improving students' speaking skills. This research belongs to educational Research and Development (R&D), which uses the simplified six-step approach of Borg and Gall (1983). The six steps are as follows, (1) Research and information collecting was conducted by performing document analysis, class observation, interview, product testing, as well as expert’s judgements, (2) planning and drafting, (3) Draft revision by experts, (4) field testing which was conducted in grade eleven students, (5) Revision, and (6) Final product. The data collection technique used in this research consists of (1) document analysis, (2) classroom observation, and (3) interviews. It was made for obtaining the data for the target situation analysis and appropriateness of the design of speaking materials for grade eleven. The findings show that (1) learning materials that were designed in this research fulfilled the criteria of the R&D model, which is based on the students' needs, lack, and want. This textbook is designed based on the students’ needs, lacks, and wants. Furthermore, the speaking materials, as the product of this study, provide additional learning resources for students. The purpose of the learning is to prepare the students to learn more about speaking because speaking skills are more useful for communication.
The impact of exposure on second language acquisition Jahrani, Ahmad
Journal of English Language and Pedagogy Vol 7 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v7i2.14329

Abstract

Exposure to English is something that learners experience in their daily lives.  When they are doing their everyday activities, they will encounter English words. When they watch television, listen to a song, play games, or scroll through social media, they are exposed to English and this exposure can affect their second language acquisition. This research aimed to describe the impact of exposure on second language acquisition.  The method used is the Literature review method.  With this research, it is expected to find the impact of exposure on second language acquisition. The data shows that that exposure has a positive impact on second language acquisition. Language exposure is essential for learning and mastering a second language. Learners who have had a lot of exposure to the language have a better chance of speaking and understanding it. In conclusion, the majority of the articles examined agree that exposure helps people learn a second language.
Learning model and evaluation: An implementation case-based learning and tech-based holistic assessment rubrics in English learning Santoso, Yan Imam; Shofyana, Maila Huda; Anasa, Firyal Afaf; Aditama, Madya Giri
Journal of English Language and Pedagogy Vol 7 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v7i2.18079

Abstract

The aim of this study is to find a learning protocol that implements case-based and technological-based integrated assessment requirements for English language learning in classrooms. The research used qualitative design and phenomenological approaches. The researcher conducted a data survey of the assessment of the focus group discussions (FGDs) to align teacher perceptions of case-based learning (CBL) and technology-based holistic assessment rubrics (TBHAR) in English teaching and learning. According to the data, 80% of people learn CBL and TBHAR in English. The average difficulty of implementing CBL is moderate, which means that it can be challenging but manageable. Analysis of survey and interview data came to a decisive conclusion that this method requires constant support and broad understanding to succeed in implementation. In short, combination of case-based learning and tech-based holistic assessment effectively enhances students’ critical thinking and problem-solving skills in English learning. The research findings highlight its effectiveness in fostering deeper understanding and practical application in English learning. These methods provide a comprehensive approach to address challenges in language education.
Exploring Quizizz-based learning media for teaching maritime English vocabulary: A needs analysis for marine engineering students Iryanti, Heni Dwi; Hidayati , Diyah Nur; Tyas , Estu Ning; Amurao, Jordan M.
Journal of English Language and Pedagogy Vol 7 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v7i2.18538

Abstract

Effective communication in Maritime English is essential for marine engineers to manage systems and ensure safety. However, the technical nature of Maritime English and diverse learner backgrounds present challenges for vocabulary acquisition. This study employs a needs analysis framework to investigate vocabulary gaps and learning preferences among 40 marine engineering students. Using questionnaires and interviews, the study identifies key challenges, including limited exposure to technical terms and difficulties with pronunciation, as well as a strong preference for interactive, gamified learning tools. Findings indicate that 75% of students find Quizizz-based platforms effective for improving vocabulary comprehension, with features such as real-time feedback and scenario-based exercises enhancing retention and engagement. Despite these benefits, 33% reported difficulties accessing tailored resources, highlighting the need for more customized materials. The study concludes that Quizizz-based tools can address learners' specific vocabulary needs and support skill development through adaptive, technology-enhanced learning strategies. These findings emphasize integrating interactive methods and contextual resources into Maritime English curricula to improve vocabulary acquisition and professional readiness.
The analysis of distance learning effectiveness both synchronous and asynchronous in learning business English Efendi, Erfan; Aly, Abdul Hamid; Purnawan, I Kadek
Journal of English Language and Pedagogy Vol 7 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v7i2.19052

Abstract

This study examines the effectiveness of Synchronous Distance Learning (SDL) and Asynchronous Distance Learning (ADL) in the teaching and learning process of Business English. The research aims to evaluate the individual and combined effects of SDL and ADL on students' learning achievement, providing insights for educators to design and implement appropriate teaching strategies. The study involved 30 university students enrolled in a Business English course, utilizing a questionnaire-based data collection method with a Likert scale. Data were analyzed using multiple regression analysis to test three hypotheses regarding the impact of SDL, ADL, and their combined implementation on learning outcomes. The findings revealed that neither SDL nor ADL significantly influenced students' Business English learning achievement, and their combined application also showed no measurable effect. These results highlight potential limitations in applying SDL and ADL as standalone approaches for teaching skill-intensive subjects like Business English, which require interactive and practice-based learning. The study underscores the importance of addressing challenges such as technological barriers, digital literacy gaps, and the need for innovative instructional designs to enhance the effectiveness of distance learning. It suggests adopting a hybrid learning model that leverages the strengths of both SDL and ADL while incorporating interactive and collaborative elements tailored to the unique demands of Business English education.

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