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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 167 Documents
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Discrimination index, difficulty index, and distractor efficiency in MCQs English for academic purposes midterm test Rejeki, Sri; Sari, Angela Bayu Pertama; Sutanto, Sutanto; Iswahyuni, Dwi; Yogyanti, Devita Widyaningtyas; Anggia, Helta
Journal of English Language and Pedagogy Vol 6 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i1.14738

Abstract

Test item analysis in language learning plays a crucial role in ensuring that the test can be an effective assessment tool in the learning process. It is a quantitative study that aimed to analyze Multiple Choice Questions of reading sections in English for Academic Purposes (EAP) subject for non-English majors to find out the Discrimination Index (DI), Difficulty Index (DIF), and Distractor Efficiency (DE). The participants of this study were first-year students majoring in the civil engineering program at Universitas Muhammadiyah Surakarta. Researchers collected the primary data from the answer sheets of the reading section. The data analysis was conducted by using Microsoft Excel and uploaded to Anates. It quickly gave the result of all the calculations of DI, DIF, and DE. The findings revealed the DI and DIF of this test were not good because most of the results were poor DI and too easy DIF, which meant that most test items needed modifications and distractors. Most distractors used in this test were not functional and must be removed, changed, or modified.
Evaluating the suitability of ELT textbooks for seventh graders in Kurikulum Merdeka: A study using Mukundan and Nimehchisalem's checklist Rahman, Nadya Septiani; Robiasih, RR. Hasti; Sukur, Silvester Goridus
Journal of English Language and Pedagogy Vol 7 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v7i1.15316

Abstract

This study is an evaluation research and aimed to accomplish two objectives: (1) to assess the extent to which the English textbooks utilized by seventh-grade teachers meet the criteria of a good textbook based on Mukundan and Nimehchisalem's standards, and (2) to identify the strengths and weaknesses of the two English textbooks used by seventh-grade teachers. The data were gathered through document analysis, questionnaires, and interviews. Subsequently, the data were analyzed and presented in a descriptive qualitative by utilizing Miles, Huberman, and Saldana's data analysis model (2014). The study focused on two textbooks, namely English for Nusantara and Bright: An English, which were evaluated using Mukundan and Nimehchisalem's checklist (2015). To ensure the validity of the evaluation results, two respondents served as inter-raters, they are an English teacher and a textbook reviewer. The findings of the study revealed various strengths and weaknesses in the two textbooks. English for Nusantara should take into consideration its layout, completeness of media, and clarity of instructions. Nonetheless, this textbook excels in terms of catering to students' backgrounds, providing a variety of activities, and offering guidance for both teachers and students. On the other hand, Bright: An English is commendable for its critical thinking tasks, inclusion of mini projects, and high-quality printing. Areas that require attention are the number and variety of activities included in the textbook, as well as the absence of a teacher's book. The evaluation results concluded that Bright: An English achieved a higher fulfillment score compared to English for Nusantara, with average scores of 3.18 and 2.92, respectively. In general, both textbooks are considered highly valuable and suitable for use as Kurikulum Merdeka's instructional materials.
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.
Figurative language in song lyric “Take Me to Your Heart” by MLTR Rahman, Abdul Ambar
Journal of English Language and Pedagogy Vol 6 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i1.15400

Abstract

The material object of this paper is one of the songs sung by a band from Denmark, namely, Michael Learns to Rock, entitled "Take Me to Your Heart," which was released in 2004. Many of the song lyrics use literal language and are easy to understand. But the different "Take Me to Your Heart" song is a full style of language, like figurative language, which is interesting to analyze. Therefore, the formal object of this paper is the theory of figurative language. This research employed the qualitative model. The data showed seven types of figurative language found in the lyrics of this song: two allusions, three hyperboles, one metaphor, one personification, one repetition, one anaphora, and one assonance.
The effect of using podcast audio-assisted listening to improve listening comprehension Ikrima, Adella Raihani Siti; Fahriany, Fahriany; Nahartini, Desi
Journal of English Language and Pedagogy Vol 6 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i1.15562

Abstract

This research was conducted in the third semester of English Education students at university. Understanding listening is crucial for communicating in a foreign language since it is the most fundamental of the four primary developing language skills. Nevertheless, this skill seems to be the most difficult to master. This research aimed to obtain evidence supporting the effect of applying podcast audio-assisted listening. A quasi-experimental design specially used in experimental and control classes consists of 60 students through online meetings. The pre-test and post-test were used with a listening test. The experimental class mean score increased from 72.07 to 85.53, and the 2-tailed P significance was less significant (0.006 < 0.05) than the alpha. As a result, Ha is accepted, and Ho is rejected. The results showed an effect size of 0.75 had a moderate effect, and the percentage of N-gain was 56.45%, meaning it has been effective enough to use podcast audio-assisted listening. Additionally, students' listening comprehension can be improved by using podcast audio-assisted listening. During the treatment, students also improved with new vocabulary and knew various accents. However, researchers are encouraged to apply the podcast media in person rather than through an online meeting. Moreover, the sample can choose a podcast they are interested in from a selection of podcast audio related to the researchers' study. It is recommended to use podcasts so that students can engage with the listening content.
The effectiveness of small group discussion in writing report text Sari, Ika Purnama; Siregar, Epi Supriyani; Roslaini, Roslaini; Muljo, Ariyani; Khairas, Eri Ester; Setiawan, Ari
Journal of English Language and Pedagogy Vol 7 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v7i1.16302

Abstract

Lack of interest in writing individually by students makes writing activity as one of the four language skills pay less attention to the students. Creating small Group Discussion is one method that can help students improve their learning achievement, especially in improving their writings. This research was intended to know the effectiveness of Small Group Discussion Technique on students’ achievement in writing report text at Madrasah Aliyah Negeri (MAN) Pematang Siantar. The populations of this research were 38 eleventh class students of Madrasah Aliyah Negeri (MAN) Pematang Siantar. The samples of this research were taken from 38 students (XI IPA 1).). The students’ achievement was measured l the students’ writing through pretest and posttest. The data were analyzed by using SPSS program. The pretest result shows the means score is 60.13 with the highest score is 70 and the lowest score is 50, while the post test result shows the means score is 60.13 with the highest score is 70 and the lowest score is 50. As the T-Test result, the significant value of Small Group Discussion  is 0.000 <0.05. The different scores between the Pre Test and the Post Test, and the T-test results show that there are differences between scores before and after Small Group Discussion technique were applied to the students. That means there is the effectiveness of Small Group Discussion on student’s achievement in writing Report Text
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.
Unpacking bilingualism in English Language Teaching: An empirical study of Weinreich’s typology in the Indonesian EFL context Akbar, Aditya Sahrul; Dardjito, Hanandyo; Rahman, Nadya Septiani; Redoble, Ma. Azalea Candyd B.
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.19625

Abstract

The process of acquiring the target language cannot be separated from the aspect of bilingualism, which explains how an individual can acquire a second language. Thus, this research aims to analyze how English teachers acquire English as their target language. The analysis is based on the three types of bilingualism proposed by Weinreich (1953). In addition, this study aims to identify the type of bilingualism that is most commonly used by teachers in the context of English learning. A qualitative research design was employed in this study to investigate the topic qualitatively, utilizing data analysis techniques as outlined by Miles & Huberman (2014). The data in this research were collected through questionnaires, interviews, and video observations of two teachers who actively teach English at a vocational school in Yogyakarta. The results show that in language acquisition, subordinate and coordinate bilingualism emerge as the most dominant types of bilingualism in how teachers acquire their target language. Additionally, subordinate is a type of bilingualism that is often used by both teachers in the ELT context. Future research can explore the correlation between parenting patterns and the process of acquiring an individual's target language.

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