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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 170 Documents
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The English students' anxiety in speaking Merri Sri Hartati; Wahyudi Badri; Indra Nur Rhomadon; Tri Rahayu Setya Ningrum; Isni Dwi Rahma; Rianti Rahmadania
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.v8i1.19904

Abstract

This study aims to investigate the types of speaking anxiety experienced by English students and to identify the most dominant type of anxiety among them. The subjects were 20 fourth-semester students of the English Study Program at Universitas Muhammadiyah Bengkulu during the 2024/2025 academic year. A descriptive qualitative method was employed, utilizing questionnaires and interviews for data collection. The findings revealed that students experienced three main types of anxiety: communication apprehension, test anxiety, and fear of negative evaluation. Among these, fear of negative evaluation emerged as the most dominant. The study highlights the need for supportive learning environments that reduce anxiety and enhance students’ confidence in speaking English.
Speech acts in Chris Rock’s Stand-Up Comedy Show "Selective outrage" Akbar Arif Rizki; Eko Setyo Humaniika; Septi Riana Dewi; Gordan Matas; Yohanes Radjaban
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 Yan Imam Santoso; Prasetyawan Aji Sugiharto
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 Khoirun Nisa'; Nur Lailatul Mufidah; Wassana Aeadsongkram B.A; Lilik Huriyah
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 Siti Ngaisah; Salma Hira; Ekka Zahra Puspita Dewi; Edi Yulianto
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 Anggraeni Gunawati; Luky Tiasari; Godlove Elioth Kiswaga
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.
Evaluating reading preparatory class for the regional assessment in junior high school with CIPP Model Allan Suarman; Didik Rinan Sumekto; Dominique Savio Nsengiyumva
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.v8i1.15367

Abstract

This research is proposed to evaluate an afterschool program called Reading Preparatory Class (RPC) for the ninth graders in order to prepare them to face the regional assessment called ASPD (Asesmen Standardisasi Pendidikan Daerah) with CIPP model. This research uses a descriptive qualitative approach and employs interview, questionnaires and content analysis in data collection. The findings show that there are strengths and shortcomings in the context, input, process and product of the program. In the context, the program has met needs of the students and been part of curriculum development. In the input, the materials have reflected the blueprint of the assessment although the source, author, and time of writing or publishing in the texts should be inserted. In the process, some students were still confused in word derivation, grammar and connectors for micro skills and identifying main idea, literal and implied meaning for macro skills, still needed to practice skimming to get main idea and scanning to know inferred sentences. In the product, the students’ achievement was still low in average but higher than almost schools in the regency. It is concluded that CIPP model is a thorough approach to assess the program from the planning to the result.
The C.O.O.K.I.E acronym strategy: a mnemonic approach to English verb learning Marisol Márquez Martínez; Atti Herawati; Octa Pratama Putra
Journal of English Language and Pedagogy Vol 9 No 1 (2026): Journal of English Language and Pedagogy
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.22368

Abstract

This study investigates the implementation of the C.O.O.K.I.E acronym strategy—a food-based mnemonic approach—to facilitate young learners’ acquisition of English verb forms in a joyful and meaningful manner. The research aims to explore how these mnemonic associations can mitigate the abstraction of grammar rules and enhance both cognitive retention and affective engagement. Employing a qualitative descriptive case study, the research involved five purposively selected fourth-grade elementary students in Jakarta. The intervention consisted of three intensive learning sessions where students were introduced to various mnemonic acronyms, such as B.U.R.G.E.R, P.I.Z.Z.A, into I.C.E C.R.E.A.M. Data were triangulated through participatory observation, structured student reflections, and performance-based tasks focusing on verb conjugation. The qualitative data were analyzed using the Miles and Huberman framework, involving data reduction, data display, and thematic verification. The findings reveal that the strategy significantly improved the students' ability to recall and practice English verbs. Beyond cognitive enhancement, the food-related mnemonics fostered high emotional engagement, with students describing the process as ‘fun’ and ‘relatable’. The results suggest that linking linguistic structures to familiar semantic categories (food) reduces learning anxiety and transforms rote memorization into a more intuitive process. This study concludes that the acronym-based strategy promotes ‘brain-friendly’ learning by integrating logical memorization (left brain) with imaginative visualization (right brain). This approach offers a potent pedagogical alternative for elementary EFL classrooms, advocating for a shift from mechanical drills to enjoyable, imaginative grammar instruction.
Negotiating English and Arabic in Islamic higher education: a Friedmanian analysis Umar Umar; Irfan Azis
Journal of English Language and Pedagogy Vol 9 No 1 (2026): Journal of English Language and Pedagogy
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v9i1.22091

Abstract

This study examines the negotiation of English and Arabic in Islamic higher education by applying Lawrence Friedman’s system theory as an analytical framework. Moving beyond pedagogical and cognitive approaches in ELT, the study conceptualizes language education as a systemic configuration shaped by institutional authority, curricular regulation, and cultural ideology. Using a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis at STIT Tihamah Cirebon, an Islamic higher education institution in Indonesia. The findings indicate that Arabic occupies a structurally and culturally privileged position as a language of religious authority and institutional identity, while English is positioned instrumentally as a supporting academic skill. Although both languages are formally included as compulsory subjects with equal credit allocation, they differ substantially in instructional orientation and epistemic function. The absence of explicit institutional language policy further results in uneven implementation of English, largely dependent on individual lecturer initiative. Theoretically, this study contributes to language education scholarship by extending Friedman’s structure–substance–culture framework to explain language hierarchy in religiously oriented institutions. Practically, the findings suggest that strengthening English education requires systemic alignment across institutional, curricular, and cultural dimensions.
Learner Autonomy in an Indonesian Online EFL Classroom: Examining the Alignment Between Students’ Perceptions and Practices Isti'anatul Hikmah; Adria Vitalya Gemilang; Firman Alamsyah Mansyur; Syamsiati Arifah
Journal of English Language and Pedagogy Vol 9 No 1 (2026): Journal of English Language and Pedagogy
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v9i1.22278

Abstract

This research looks at the relationship between learner autonomy practices and students' opinions in an online English as a Foreign Language course in Indonesia. Learner autonomy, self-regulated learning, and self-determination are a few of the theories applied in this research. A standardised questionnaire was used to gather data before the semester's conclusion. They were analysed using descriptive statistics that included an effect size evaluation, confidence intervals, and a one-sample proportion test. The outcomes show the different phases of the autonomy process. Participants showed that they often participated in autonomy-related activities like seeking and reading resources and writing and understanding a summary. However, 39% of participants agreed that learner autonomy enhances language proficiency, and consensus did not surpass a majority level. This disparity implies that behavioural activation may occur before a certain attribution of linguistic improvement. In order to explain this asynchronous growth, this study also offers a three-tier autonomy framework and emphasises the importance of unique educational assistance that links autonomous engagement with measurable language outcomes. Keywords: online EFL learning; self-regulated learning; perception–practice alignment

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