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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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Elementary EFL teachers’ perceptions on code-switching in primary learning contexts Kristian Florensio Wijaya; Retno Muljani Retno Muljani; Barli Bram
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.7236

Abstract

In this 21st century teaching and learning, there is an intense debate involving language experts whether code-switching should be integrated into EFL learning contexts or not. The supporters of the L2 believed that intense training in the target language will enable EFL learners to be more proficient target language users. While the L1 experts allowed EFL teachers to apply their mother tongue while delivering the teaching-learning materials in order to deliver their teaching-learning instructions clearly for the learners. In line with this contradictory paradigm, EFL teachers need to implement the first language more judiciously in order to preserve learners’ first language and acquire their target language competencies fully. This study attempted to discover Elementary EFL teachers’ perceptions of the use of code-switching in primary learning contexts. This study utilized narrative inquiry utilizing one research instrument, open-ended interview questions to discover Elementary EFL teachers’ perceptions regarding the utilization of code-switching in primary learning contexts. The participants involving in this study were EFL teachers working in Demangan Baru 1 Elementary School, Yogyakarta. Findings from this study revealed that code-switching did not only help EFL teachers to deliver particular learning materials clearly but also promote greater EFL learning enjoyment for the students.
Developing storybook for elementary school in Lubuklinggau Ayu Oktaviani; Dewi Syafitri; Berti Arimbi
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.7643

Abstract

The aim of this study was to find out the validity, practicality, and effectiveness of the developed storybook. Research and Development proposed by Branch (2009) consisting of analysis, design, development, implementation and evaluation (ADDIE) were used in developing the product. In the evaluation phase, formative evaluation proposed by Tessmer (1993) consisting of experts review, there were three experts reviewing the product, namely content expert, media expert and instructional design expert. Three students involved in the one-to-one evaluation, six students involved in the small group phase and eleven students in the field phase. To collect the data, questionnaires, interview, and a test was used. The collected data were analyzed qualitatively for the interview and quantitatively by using the average score for the questionnaires and percentage for the test. The developed product was valid after being evaluated in the expert review phase in terms of its content, media, and instructional design with average score of 4.1 categorized as highly valid. The product was also practical with average score of 4.6 in One-To-One and 4.0 in Small Group phase categorized as highly practical. The product was also had very high effectiveness which average score 91.2.
The evaluation of two eleventh-grade senior high school textbooks Delpianus Piong; Ra. Hasti Robiasih
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.8008

Abstract

The objectives of this research are to (1) describe the appropriateness of two English textbooks for the eleventh graders of senior high school based on Mukundan’s criteria, and (2) describe the strengths and weaknesses of the textbooks. This research is categorized as evaluation research as it aims at evaluating the appropriateness of two English textbooks. The data were collected through document analysis and to make sure the validity and readability of the research, therefore the researcher includes one of senior high school English teachers as the interrater reliability. The objects of the research are two English textbooks; Pathway to English and Talk Active for the eleventh graders of senior high school. The research found out that both textbooks Pathway to English and Talk Active meet the criteria of a good textbook. PTE textbook fully meets 11 criteria out of 14 criteria based on Mukundan’s criteria; the book in relation to syllabus and curriculum, methodology, supplementary materials, general content, listening, speaking, reading, writing, vocabulary, grammar, and exercises. Meanwhile, TA textbook successfully fulfils 6 criteria out of 14 criteria based on Mukundan’s criteria; the book in relation to syllabus and curriculum, methodology, general content, writing, pronunciation and exercises. The results also reveal the strengths and weaknesses of each textbook. First, the PTE textbook has the strengths in the specification of the syllabus, various teaching-learning activities, activities address learning targets, supplementary material like a workbook and audio recording, teacher’s guide, simplicity and complexity of the tasks, tasks are supportive, appropriate listening tasks, the language use is authentic, speaking activities are designed to initiate students’ communicative practice and varied exercises. The weaknesses of PTE are the textbook does not provide pronunciation activity, the layout is less attractive, the price is expensive, it does not include various listening contexts such formal and informal contexts and also it has no a ready-made CD as support for listening skill. Meanwhile, the strengths of TA are the textbook is relevant to syllabus and curriculum, it provides workable activities which work well in most classroom situations, varied tasks which move from simple to complex, speaking activities are developed to improve students’ meaningful communication, reading texts are appropriate in length, writing tasks have achievable goals of improving students writing skills and the tasks are interesting, there is a number of new words across in each lesson, the textbook provides students with a glossary at the back of the textbook, pronunciation tasks are useful and interesting, exercises are adequate and they have clear instructions to understand. The main weakness of TA is that the textbook does not have an authentic audio recording or CD for listening skills, the listening activities are less appropriate and various listening contexts are not considered, individual, pairs and group work are not given in the same way in speaking practice, the price of the textbook is too expensive, it does not indicate efficient use of texts and visuals and overall, the textbook is less appropriate for the background knowledge and levels of students since it is provided balanced four basic language skills in it.
Content analysis of English textbooks for tenth grade of senior high school Ida Vinny Sudaningsih; Imam Ghozali
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.8015

Abstract

The objectives of this study are to (1) discover whether or not the English textbooks for tenth grade fulfilled the criteria of a good textbook by Alan Cunningsworth, and (2) find out the strengths and weaknesses of the three textbooks used by tenth-grade students Senior High School. This research was conducted using content analysis because the data were collected from the content of textbooks. The object of this research was three textbooks. They are Talk Active, Pathway to English, and Bahasa Inggris for the tenth-grade senior high school. The research adapted Cunningsworth’s theory of a good textbook to evaluate these textbooks. The data were taken from document analysis and interview. The steps of the research were data collection, data reduction, data display, and giving a conclusion. The results of this research were (1) Talk Active fulfils four criteria of a good textbook by Cunningsworth; they are aims and approaches, topic, methodology, and political consideration. Pathway to English meets six criteria by Cunningsworth; aims and approaches, design and organization, topic, methodology, teachers’ book, and political consideration. Bahasa Inggris meets five criteria by Cunningsworth; aims and approaches, design and organization, topic, teachers’ book, and political consideration. (2) The strengths of Talk Active are in terms of appearance, activities, and materials. Pathway to English has strengths in terms of topics, activities, social and cultural context, and media. Bahasa Inggris has strengths in terms of activities, appearance, and communicative competence. On the other hand, Talk Active contains some weaknesses in terms of authentic language and content. Pathway to English present unattractive colouring, limited vocabulary, an expensive price, then Bahasa Inggris has weaknesses in terms of complete materials, less social and cultural context. It does not cover four basic skills in English.
Teaching reading comprehension through SMART strategy to the tenth graders of vocational high school Meilinda Astuti; Dewi Syafitri; Agus Triyogo
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.8587

Abstract

The objective of this research was to find out whether or not it was significantly effective to teach reading comprehension through self-monitoring approach to reading and thinking (SMART) strategy to the tenth-grade students of SMK Pertanian Negeri 2 Tugumulyo. The method applied in this research was quantitative with the pre-experimental method. The total number of population was 130 students of the tenth-grade students of SMK Pertanian Negeri 2 Tugumulyo. The sample of this research had taken by using cluster random sampling. The number of the sample was 33 students of class X.2. The instrument of the research was in form of multiple-choice tests. The data were analyzed through four techniques: individual score, conversion based on minimum mastery criteria (MMC), normality testing, and paired t-test. Based on the result of data analysis, the writers found that there were: the students’ average score in the pre-test was 58.18 and the post-test was 76.36, normality testing in the pre-test was 2.0724 and the post-test was 4.471, and the result of paired t-test was 6.401, which was higher than 1.697 with 95% (0.05) significance level for one tailed-test. It means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In conclusion, it was significantly effective to teach reading comprehension through Self-monitoring approach to reading and thinking (SMART) strategy to tenth-grade students of SMK Pertanian Negeri 2 Tugumulyo.
Critical thinking as learning and innovation skill in the 21st century Dina Merris Maya Sari; Aulia Kusuma Wardhani
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.8778

Abstract

The essential element of encouraging national competitiveness in the revolutionary industry 4.0 is to prepare a more innovative learning system and to enhance the competence of graduates with 21st-century skills (Learning and Innovations Skills). There are 4Cs (Critical thinking, Creativity, Collaboration, and Communication) that can be implemented. Critical thinking is about problem-solving skills. The aim of this research is to determine the correlation of critical reading skills with critical thinking skills on 28 EFL students. The technique used to analyze the data is the correlation analysis using r Product Moment formula. The results showed a positive correlation between critical reading skills and critical thinking skills. Thus, it can be concluded that there is a correlation between critical reading strategy with critical thinking skills. To make this research better, the researcher suggests the next researcher to conduct such research by using experimental research which provides a strategy to improve students’ critical thinking.
Google classroom as an alternative media of reading logs in a reading course Laksmi Widyarini; Afria Dian Prastanti
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.8910

Abstract

This research generally aims to identify the reading skills and interest of the semester 1 students of the English Department, Universitas Sarjanawiyata Tamansiswa. The specific objective of the research is to formulate a procedure for using Google classroom as an alternative media for reading logs in reading subjects. The reading subject is chosen because reading is a compulsory subject and a prerequisite for the following courses. This research applied a descriptive-qualitative approach. Data collection was carried out using observation, questionnaires, and interviews. The research began with data collection regarding the students’ reading skills, interest, as well as the relevant facilities in the google classroom as reading logs in the reading subject. The data collected were then analyzed, linked, and developed according to the lecture activities in the reading subject. Interviews were conducted to strengthen and complement findings on how google classroom could be used as an alternative media for reading logs in reading subjects.
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.
Problems on learning thinking aloud for reading via Zoom app in emergency remote learning class Anita Wijayanti; Yohanes Bambang Gunawan
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.
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.

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