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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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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.
The Implementation of the 2013 Curriculum in English Language Teaching Ludovikus Ludovikus; Yuyun Yulia
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.
An evaluation of TOEFL preparation program at ELTI Gramedia using CIPP (context, input, process, and product) model Fransiska M. Ena Tukan; Nanik Supriani
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.v4i1.10986

Abstract

This research focuses to investigate how the context, input, process, and product of the TOEFL Preparation Progam at Lembaga Pendidikan Bahasa Inggris, ELTI Gramedia Yogyakarta contribute to the success of the program. The research applied a qualitative research design and collected the data by online observation, online interview, and online documentation. The researcher used Stufflebeam’s theory of CIPP (Context, Input, Process, and Product) Model to evaluate the TOEFL Preparation Program at ELTI Gramedia. The research participants were the director of ELTI Gramedia, the teachers of the TOEFL Preparation Program, and the students of the TOEFL Preparation Program. Findings showed firstly, in the context evaluation, the objective of the TOEFL Preparation program was relevant and fulfilled the student's needs. The objective of a program was based on need analysis. The need analysis underlay the program objective. The need analysis tended to be on market need.  Secondly, in terms of input evaluation, it was good because all the teachers had good quality in teaching at the TOEFL Preparation class. All of the teachers graduated from the English department. The teachers already had some training before they taught in the class. The facilities in teaching online properly facilitated the students. Thirdly, in the process evaluation, it was not good enough because the online teaching and learning were still not effective. Some students were still passive in the class, although the teacher had explained the material rightly. Sometimes, the bad internet connection made them could not enjoy the class efficiently. In teaching strategy, some of teacher did not apply strategies for doing the TOEFL test. The teachers only asked the students to answer the questions and discussed them. Lastly, in the product evaluation, it was good because the TOEFL Preparation program succeeded in improving the student’s skills. The students had higher TOEFL scores than before. While, the students were not maximal to obtain a good score on the TOEFL test. The higher score of TOEFL is 600 scores. 
Using Kahoot! Improving seventh-graders' reading comprehension skills of SMPN 2 Tegalrejo Dian Setyo Nugroho
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.v4i1.10997

Abstract

This research was conducted to describe how the implementation of Kahoot! in the reading comprehension of seventh graders in SMPN 2 Tegalrejo. This research aims to: (1) to describe how the implementation of Kahoot! in the reading comprehension of seventh graders in SMPN 2 Tegalrejo, (2) describe the result of the use of Kahoot! to improve the reading comprehension of seventh graders in SMPN 2 Tegalrejo. The research was conducted by applying clasroom action research. There are four steps in conducting this research, namely: planning, action, observing, and reflection. It implemented two cycles which are cycle 1 and cycle 2. The data were collected by observation, interview, document analysis, and tests. Process of data analysis involved four activities; those are data collection, data reduction, data display, and conclusion drawing. Descriptive qualitative analysis was used to present the result of the study in the form of descriptive explanation. Kahoot! implemented to improve the students’ reading comprehension skill. The findings indicate that students were better at developing in identifying main idea and implicit information. Most of them could determine specific information. They also could determine the reference. Besides there is improvement in undersatnding vocabulary context. The average of students’ scores also improved as indicated by their average writing score of the Preliminary Test, Cycle 1, and Cycle 2 tests that were 58.04, 66.52, and 78.69, respectively. The last average score was higher than the minimum achievement criteria of 75.00.
Developing speaking material in English program at Madrasah Ibtidaiyah Nurul Ummah Kotagede Muhammad Sidiq Satriayudha
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.v4i1.10999

Abstract

This research was aimed to develop an English-Speaking Material for English program at Madrasah Ibtidaiyah Nurul Ummah and to figure out the efficacy of the developed product. This research was conducted in response to the problems faced by the teacher in developing students’ speaking skills, especially in elementary school. This is an R&D research which adopted from Borg and Gall's (1982) Model in the R&D method. The procedures of this research comprise 1) Research and Information Collecting, 2) Planning and Drafting, 3) Draft revision, 4) Field Testing, 5) Revision and 6) Final Product. The data were collected from observation and teacher’s interviews. The first stage is research and Information Collecting. The result of the first stage is about students’ need analysis. The content of need analysis are necessities, want, lack. The target situation of the English Active Program is the students can master speaking English in daily life’s context. Then, the first problems or lacks of the students in learning speaking are about vocabulary and pronunciation. Based on the result the researcher has developed the course grid and the speaking material. The result of this product development was beneficial, useful, and appropriate to be used for developing the speaking skills of students of Elementary school. The efficacy of the developed English-speaking materials involves the strengths and weaknesses of the product. The strengths of the developed English-speaking material are the use of the Direct Method and Communicative Language Teaching, the contents of speaking material are based on students ‘daily topics that make students motivated to learn, varied activities in the material stimulate the students speaking activity. This material consists activity that is joyful like a sing a song, games, and group practice. The other side, the weakness of the developed product related to speaking skill are it lacks grammar material.
Strategy in teaching writing in online teaching: A case study of SMA Taman Madya Ibu Pawiyatan Yogyakarta Lukman Jayadi
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.v4i1.11020

Abstract

This Research aimed to: (1) to know the implemented strategies in teaching writing in online teaching at second-grade students of SMA Taman Madya IP Yogyakarta and (2) to know the difficulties of the teaching of teaching writing skill strategies at second-grade students of SMA Taman Madya IP Yogyakarta. The method of this study was case study research. The subject of the research was the English teacher at second Grade students of SMA Taman Madya IP Yogyakarta. The strategies teaching writing skills which to find the teaching writing process and difficulties in online teaching. The interview was conducted by English teacher after the strategy was applied in the teaching writing to the students. The observations were done by video recording. The finding that strategies in teaching writing in online teaching activity were (a) the strategy of vocabulary teaching online by using Power Point, (b) Zoom and Whats App, (c)Strategy of Teaching Grammar developed in You Tube using Google Classsroom and Teacher’s Strategy to Present grammar point using Zoom Meeting and Google-Classroom, (d) Strategy of teaching hand-writing using WhatsApp, (e) The strategy of teaching types of text implementing You Tube and google classroom. Strategy teaching Closing Activity, Teacher’s difficulties in using Online Teaching Media were that (1) the teacher did not operate Smartphone in online teaching because she was confused about all the menu systems on-screen, (2) when the teacher explained the materials internet connection occurs, (3) to see whether the students active online using the zoom. It was difficult for the teacher using online teaching.
Developing supplementary English reading module for tenth-grader of senior high school SahabatQu Yogyakarta Rudian Rudian; Imam Ghozali
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.v4i1.11021

Abstract

The objectives of this study are to (1) develop supplementary reading materials using Contextual Teaching and Learning Approach for students of SMA SahabatQu and (2) describe the efficacy of the supplementary reading materials. This research belongs to Educational Research and Development (R&D) using a simplified six steps of (Gall, Gall, & Borg, 2003) model. In general, the result of the research shows that the developed English reading module is beneficial, useful and appropriate to be used in improving reading skills of  X graders of  Senior High School Sahabatqu. After the module was tested, the efficacy of the developed product helped the students to achieve students’ need, optimize learning independently, learning by team, broaden knowledge and improve reading skills. Furthermore, the contextual English reading module provides additional learning resources for students. The necessities of the teaching and learning English is to improve students' English skills so that they gain good in reading and understanding text and they can learn independently. They can understand WH-questions that is important in learning reading.  The efficacy of this product helps students to improve their reading skill especially to understand the topic, the generic structure, the main idea, the grammar and the vocabulary used in the text.
Students' attitudes on electronic English learning Dedi Rahman Nur; Yosieka Maharani 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.
Designing supplementary speaking materials based on communicative language teaching (CLT) Mutiara Yulia Efendi; Hasti Robiasih
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 Wira Tunggul Segara Agus; Cicilia Arumsari
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.

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