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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 161 Documents
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The simple past tense learnability in reading for eight-graders Wisnuwardhani, Sitaresmi Imaniyati; Robiasih, RR.Hasti; Sukur, Silvester Goridus
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.15363

Abstract

The study aims to determine the simple past tense learnability in reading for eighth-grade students. This study uses qualitative research methods. Data were collected through observation, interviews, document studies, and questionnaires. The analysis used is the analysis of the Miles and Huberman models. Observations were made to see how students produce simple past tense sentences directly without the reading text. The reading comprehension test is used to see how students produce the simple past tense with reference to the reading. Student errors during observation and when doing tests are used to see the learnability. Interviews and questionnaires were used as supporting data from the reading comprehension test results and observation. Based on the results of data analysis, it can be concluded that simple past tense learnability in reading for eighth graders is low. This can be seen from the errors made by students. Based on the observation, students make overgeneralized, global, and local errors. Most students make global errors and misinformation through the reading comprehension test. Reading only helps a little in understanding the sentence structure of the simple past tense. Students tend to imitate the sentences in the reading. However, when students produce sentences independently, they need help correctly using the simple past tense sentence structure.
Factors Contributing to and Strategies for Reducing Foreign Language Anxiety (FLA): A Systematic Literature Review Palupi, Diah; Triastuti, Anita; Sukarno; Wulandari, Ella
Journal of English Language and Pedagogy Vol 8 No 1 (2025): Journal of English Language and Pedagogy
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.19992

Abstract

Foreign Language Anxiety (FLA) is a significant obstacle influencing students’ academic performance and participation during the learning process. This paper aims to describe factors contributing to Foreign Language Anxiety (FLA) systematically and its strategies to reduce Foreign Language Anxiety (FLA) through a Systematic Literature Review approach of selected national and international literature (2015–2025). The findings showed that (1) psychological factors such as low self-confidence, fear of making mistakes, and fear of negative evaluation are major causes of FLA. Furthermore, linguistic limitations and sociocultural backgrounds also contributed to worsening students’ anxiety. (2) Coping strategies to overcome FLA are divided into two: individual strategies and instructional strategies. In addition, this paper also found that the relationship between the factors of FLA and coping strategies has rarely been investigated. Therefore, these findings are expected to be a reference for designing more adaptive and contextual English language learning in facing FLA.
Designing supplementary speaking materials based on communicative language teaching (CLT) Efendi, Mutiara Yulia; Robiasih, Hasti
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.4506

Abstract

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.
Speech acts of Gandalf the grey in the Lord of the Rings: Fellowship of the ring Agus, Wira Tunggul Segara; Arumsari, Cicilia
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.v5i1.4885

Abstract

This research is aimed at describing the types of speech acts employed by Gandalf the Grey in a movie entitled The Lord of The Rings: Fellowship of the Ring and the reason behind each speech act uttered. This research applied a discourse analysis method using the movie transcript as the main source of data. The research reveals three findings. First, the locutionary acts employed by the protagonist, Gandalf the Grey, are declarative, interrogative, and imperative. The most used form by Gandalf the Grey is the declarative form, while the least used form is the Interrogative. Second, Gandalf the Grey employs four types of illocutionary acts. There are directive, representative, commissive, and expressive. He mostly employs the directive followed by the representative in the second place. Gandalf the Grey rarely use commisive and expressive form. Third, there are ten types of perlocutionary acts obtained as the effect of what Gandalf the Grey has uttered. There is a hearer who thinks of something, the hearer is doing something, the hearer knows something, the hearer is convinced, the hearer feels irritated, hearer feels frightened, the hearer is amused, the hearer is attracted, the hearer relieves tension, and hearer gives the answer. The first two of those types are the most dominant types. As a response to Gandalf the Grey’s statements and orders, the hearers are mostly required to think and then do something related to it.
Students' attitudes on electronic English learning Nur, Dedi Rahman; Maharani, Yosieka Maharani; Sukaena, Sukaena
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.7207

Abstract

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.
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.
The evaluation of student English activity (SEA) in Universitas Muhammadiyah Yogyakarta Kundji, Siti Afrianty H
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.v5i1.8309

Abstract

This study aims to evaluate the organization of the Student English Activity (SEA). This organization made English its main component. The researcher showed the contribution of the context, input, and process. Then, the researchers explained the product of SEA. The researchers used the CIPP model in this study. The study took place in UMY and had participants from UMY. The participants were the stakeholder known as the president of SEA and the 10 members of SEA who were becoming the representative of all the members. The researchers collected the data from document analysis, observation, and interviews. The instruments from this study are documents, videos, and interview guidelines. The researcher used data condensation, data display, and conclusion drawing to analyze the data. The results o this study are all contributions of the CIPP to the SEA. the context role was to decide what to do to achieve the success of the SEA. The input contribution was to prepare a good facility, a qualified speaker or teacher, and preparation of the activities. The process contributions were the student's or members' enthusiasm and how they respond to the teacher in every activity. The process contribution also makes the students produce the language (English) confidently. With those parts, the member can achieve speaking skills, confidence, a good attitude, and intellectualism. These, the researchers call the result or product of SEA which the member has good speaking skills, confidence, good attitude, and intellectualism. Every aspect of CIPP has an important role to achieve the success of SEA. the context became the foundation of SEA, and the input and process became the core of the SEA. So SEA can get the product that same with the goals.
Problems on learning thinking aloud for reading via Zoom app in emergency remote learning class Wijayanti, Anita; Gunawan, Yohanes Bambang
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.
An analysis of higher order thinking skills on three English textbooks for senior high school Sainyakit, Paulus; Yulia, Yuyun
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.9236

Abstract

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.
The evaluation of the English textbook “Bahasa Inggris” for tenth graders of SMKN 7 Purworejo based on Paul Nation and John Macalister’s theory Santoso, Yan Imam
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.9258

Abstract

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.  

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