cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hanandyo Dardjito
Contact Email
hanandyo@ustjogja.ac.id
Phone
+6282133007356
Journal Mail Official
-
Editorial Address
Pendidikan Bahasa Inggris, Program Magister Pendidikan, Program Pascasarjana Pendidikan, Gedung Pascasarjana Universitas Sarjanawiyata Tamansiswa Jalan Kusumanegara 157, Yogyakarta
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
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 8 No 2 (2025)" : 5 Documents clear
Speech acts in Chris Rock’s Stand-Up Comedy Show "Selective outrage" Rizki, Akbar Arif; Humaniika, Eko Setyo; Dewi, Septi Riana; Matas, Gordan; Radjaban, Yohanes
Journal of English Language and Pedagogy Vol 8 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i2.20412

Abstract

This qualitative study applies J.L. Austin's Speech Act Theory to analyze Chris Rock’s stand-up comedy show Selective Outrage. It focuses on identifying types of speech acts (locutionary, illocutionary, perlocutionary) and determining which illocutionary acts are most dominant. Data were collected through observation and note-taking, then analyzed using three stages: data reduction, data presentation, and conclusion. The results show that representative speech acts are the most dominant (44%), followed by expressive (35%), declarative (12%), directive (7%), and commissive (2%). This study offers insights into the use of speech acts in stand-up comedy and provides a deeper understanding of Chris Rock’s comedic style and communication strategies.
Meaningful English learning: Integrating deep learning-CBL, and reflection e-portfolio in supporting local wisdom of Batang Santoso, Yan Imam; Sugiharto, Prasetyawan Aji
Journal of English Language and Pedagogy Vol 8 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i2.20664

Abstract

This study aims to address the challenges of 21st-century English language learning by integrating Deep Learning and Case-Based Learning approaches and utilising Reflection E-Portfolios as an assessment tool. This phenomenological approach focuses on the experiences of 20 English teachers and 40 students. Data collection in this study utilised Focus Group Discussions, Interviews, Observations, and Questionnaires. Based on the analysis of the collected data, The research findings indicate that the implementation of Deep Learning and Case-Based Learning approaches can be effectively applied in subjects with local wisdom themes. This learning model demonstrates success in building students' contextual and meaningful learning experiences by enabling them to connect theoretical concepts with real classroom cases and analyse authentic problems more critically. On the other hand, the Reflection E-Portfolio shows evidence that this medium greatly facilitates students and teachers in evaluating their learning in the classroom. Therefore, it can be concluded that this learning model and assessment medium greatly support the development of students’ potential—particularly their critical thinking, problem-solving skills, collaboration, communication, creativity, metacognitive awareness, and cultural awareness. However, it cannot be avoided that facilities, time, and teachers' capabilities need to be honed and fully supported, both materially and non-materially, to achieve relevant, high-quality, meaningful learning that can develop students' skills.
Culturally responsive pedagogy in practice: Integrating Thai local culture into an intensive English primary Nisa', Khoirun; Mufidah, Nur Lailatul; B.A, Wassana Aeadsongkram; Huriyah, Lilik
Journal of English Language and Pedagogy Vol 8 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i2.20726

Abstract

The paper reviews the application of culturally responsive pedagogy as a means of inserting the element of Thai local culture solely in the Primary Intensive English Program (IEP) in Narathiwat, Thailand. The qualitative descriptive design was used, and data were gathered by using classroom observations, semi-structured interviews and documentation. The fieldwork took place during the months of July and comprised of three classroom observations, and three classes of primary students, using various materials and various students. The participants for interview were three IEP teachers and three primary students who were chosen according to teacher suggestions to guarantee direct interaction with culturally encoded instructions activities. Findings indicate that the Thai cultural aspects, including local narratives, everyday settings, local words, and routines based on the cultural context, were integrated by the teachers in an attempt to promote understanding and involvement. The research comes to the conclusion that the implementation of the Thai-only cultural content by means of culturally responsive pedagogy enhances student engagement, reinforces the contextual knowledge, and provides a feasible way to apply the model to EFL classrooms in the Southeast Asian cultural settings.
Developing a differentiated learning approach using smartphone applications to reduce learning loss and enhance students’ motivation in English language learning Ngaisah, Siti; Hira, Salma; Dewi, Ekka Zahra Puspita; Yulianto, Edi
Journal of English Language and Pedagogy Vol 8 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i2.20816

Abstract

This study aims to develop an English language learning model based on a differentiated instruction approach utilizing smartphone applications to reduce learning loss and enhance students' learning motivation. The development model adopted follows the ADDIE framework by Borg & Gall, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was carried out through classroom observations, interviews, and questionnaires to identify learning needs, motivation levels, and students' access to technological resources. The design stage involved developing differentiated learning scenarios in terms of content, process, and product, integrated with smartphone applications such as YouTube, Pinterest, Wemoji and Quizzes for the "Hobby" topic. In the development stage, instructional materials and evaluation instruments were prepared and validated by experts. The implementation was conducted in an English class at a junior high school. This research involved 10 participants as preliminary testing and then 50 students (25 girls and 25 boys) as the main field testing. The students were grouped according to their abilities and interests. Formative and summative evaluations indicated a significant improvement in post-test scores compared to pre-test results, signaling a reduction in learning loss. Furthermore, questionnaire and observational data revealed increased student motivation, particularly in terms of active engagement and sustained interest in learning activities. These findings suggest that differentiated instruction integrated with smartphone applications is an effective and innovative strategy for English language learning, especially in the context of post–learning loss recovery.
Innovating hortatory exposition texts: Integrating Pancasila profile and sigil flip story in Indonesian vocational education Gunawati, Anggraeni; Tiasari, Luky; Kiswaga, Godlove Elioth
Journal of English Language and Pedagogy Vol 8 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i2.21276

Abstract

The integration of technology with the MERDEKA Curriculum and the Pancasila Student Profile is essential for strengthening English learning in Indonesian vocational education. This study aims to: (1) identify the English listening and speaking needs of culinary students; (2) develop hortatory exposition texts that integrate the Pancasila Student Profile through the Sigil‑Flip Story technique; and (3) evaluate the appropriateness of the developed materials. Employing Borg and Gall’s R&D model, the research was limited to four stages: needs analysis, planning, material development, and expert validation. The participants were eleventh-grade culinary students at SMK Muhammadiyah 4 Yogyakarta. Data were collected through observation, interviews, and documentation. The resulting materials three instructional units supported by videos embed the Pancasila Student Profile values. Validation by two experts confirmed that the materials are appropriate for the target learners. The findings indicate that the hortatory exposition texts not only address the students’ specific needs but also align with curriculum standards, effectively integrating the Pancasila Student Profile into vocational English learning.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 8 No 2 (2025) Vol 8 No 1 (2025) Vol 7 No 2 (2024) Vol 7 No 1 (2024) Vol 6 No 2 (2023) Vol 6 No 1 (2023): Article in Press Vol 6 No 1 (2023) Vol 5 No 2 (2022) Vol 5 No 1 (2022) Vol 4 No 2 (2021) Vol 4 No 1 (2021) Vol 3 No 2 (2020) Vol 3 No 1 (2020) Vol 2 No 2 (2019) Vol 2 No 1 (2019) Vol 1 No 2 (2018) Vol 1 No 1 (2018) More Issue