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 161 Documents
 10   11   12   13   14 
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.
A classroom discourse analysis of teacher-students interaction: A case study on Sinclair and Coulthard’s model at Madrasah Tsanawiyah NU 15 Jurangagung Baharudin Maghfur
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.v4i1.9272

Abstract

This study analyzes the classroom interaction between teacher and students in MTs NU 15 Jurangagung using Sinclair and Coulthard’s model. This study aims at describing how the teacher initiates the exchanges, how students respond to the initiations, and how the teacher follows up the exchanges. The researcher found that the interaction was teacher-centred. It meant the teacher dominated most of the exchanges. He also found that the interaction is sufficient for the students to pass the exam, but not for them to acquire the skills. Several reasons such as most of the students were not expected to go to college, English was being the least important language they learned, and their parents who expected them to learn Arabic more play the part on why the English language skills acquisition was not effective.
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.
The effects of teacher’ code-switching on students’ vocabulary acquisition: EFL learners Wati, Via Rahma; Hadi, Muhammad Sofian
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.v4i2.9627

Abstract

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.
An ELT textbook evaluation: A two-phase criterion Negin Samoudi; Mohammad Mohammadi
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.v4i1.9666

Abstract

It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study. Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.
Examining English learning materials based on genre-based approach for vocational high school students Widyasari, Hesti
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.v4i2.10541

Abstract

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
The Implementation of the 2013 Curriculum in English Language Teaching Ludovikus, Ludovikus; Yulia, Yuyun
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.v4i1.10544

Abstract

This study is aimed at (1) describing the 2013 Curriculum implementation in the ELT process and (2) investigating the strengths and weaknesses of online learning. The researcher selected English language teaching at SMP Joannes Bosco Yogyakarta as a research site, especially for both a senior English teacher and seventh-grade students as the participants. The researcher used a case study. The case of this research was the teaching-learning process and the students’ problems at SMP Joannes Bosco Yogyakarta in learning English. The data used were recorded observation (teaching and learning process), document (lesson plan, syllabus, and curriculum), interview (the senior English teacher about the way of teaching) and questionnaires (for 7th-grade students about their difficulties). The collected data in this research were analyzed descriptively. Based on the data analysis, findings show that the teacher did not apply the scientific approach (observing, questioning, experimenting, associating, communicating) effectively or optimally. The strengths and weaknesses of online learning were various. The strengths were such as the process of ELT, media use, and students’ task or activity. The weaknesses were such as the teaching and learning were boring, students had no good internet connection, students could not concentrate very well, nobody accompanied them at home, and students got bored easily.
Enacting collaborative writing in an academic writing class Retnary, Ika Widhy
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.v4i2.10578

Abstract

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.
English education master students' perceptions on their professional identity as future EFL teachers Wijaya, Kristian Florensio
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.v4i2.10773

Abstract

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

Page 12 of 17 | Total Record : 161

 10   11   12   13   14 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol 8 No 1 (2025): Journal of English Language and Pedagogy 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