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Ning Setio Wati
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Pedagogy : Journal of English Language Teaching
Published by Institut Agama Islam Negeri Metro Lampung
ISSN : 2338882X     EISSN : 25801473     DOI : 10.32332
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Pedagogy: Journal of English Language Teaching is a journal published by the State Institute of Islamic Studies (IAIN) of Metro. It specializes in English Language Teaching and is intended to communicate original researches and current issues on the subject. This journal is published twice a year. This journal encompasses original research articles and short communications, including Field research pertaining to Language Teaching focus of study: English Language Teaching (ELT), English as Second Language (ESL), English as Foreign Language (EFL) and English Language Teaching in Indonesia (TEFLIN).
Arjuna Subject : Umum - Umum
Articles 8 Documents
 1 
Search results for , issue "Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching" : 8 Documents clear
EFL Students’ Online Learning Readiness: Performing Out the Basic Functions of Technology Santosa, Made Hery; Surya Putra, Ida Bagus Yoga Buana; Pratiwi, Ni Putu Astiti
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.3590

Abstract

This study aimed at investigating the 12th-grade students’ online learning readiness in utilizing basic technological functions in their English teaching and learning process. An explanatory sequential mixed-method design was employed, surveying 233 students from Hospitality and Culinary classes at a senior vocational high school in South Bali through a questionnaire. Interviews were further conducted via personal messages with two highest readiness level students and two lowest readiness levels to comprehensively study readiness. The questionnaire result indicated that students are prepared to use basic functions of technology for online learning, with a few necessary improvements. Interview findings revealed that highly prepared students are more motivated to engage in online learning, whereas less prepared students are more demotivated due to factors like online learning support, familiarity with tools, and supporting facilities. It is suggested to actively support the less-ready students with highly engaged learning activities, pedagogically empowered teachers, and supportive policies and facilities.
External Factors Sustaining Indonesian EFL Teachers’ Professional Identity in the 21st Century Era Wijaya, Kristian Florensio
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.5265

Abstract

Becoming more professional teachers is an indispensable thing that matters most in this 21st-century era as more fruitful learning outcomes attainment will be fully obtained by learners. This present small-scale qualitative investigation employed a library study approach to generate more reliable research results that can help Indonesian EFL teachers to cultivate a robust professional identity construction in the 21st-century era. For the data analysis processes, the researcher employed a library analysis method by reviewing the major research findings addressed by 20 previously-published professional identity studies published in Indonesian EFL teaching-learning settings. During the data analysis stage, the researcher concurrently utilized a thematic analysis approach to yield more understandable research results for the targeted research site. All these findings suggested educational institutions prioritize the continual development of Indonesian EFL teachers’ professional identity in order to bring about more qualified educational outcomes to all learners.
An Examination of the Use of Oral Communication Strategies by Second-Year University Undergraduate Students in Intensive Speaking Class Merbawani, Gigih Widy; Hartono, Didik
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.5353

Abstract

For many university-level EFL students, speaking in a second language can be quite a challenge. It often involves grappling with the complexities of the L2 language. To help tackle these hurdles and boost students' speaking confidence, Oral Communication Strategies can be quite beneficial. In this research, we used a mixed-method approach, which included surveys via questionnaires and in-depth interviews. We received responses from 110 completed questionnaires and gained further data by interviewing 10 students. The findings revealed that students tend to rely on Oral Communication Strategies when they face difficulties in communicating in a second language. They often resort to such strategies, such as using gestures, facial expressions, miming, or sound imitation, especially when they struggle to explain a vocabulary item. These results are anticipated to be a valuable resource for educators and practitioners, assisting them in tailoring the curriculum and providing a more enriching learning experience for students learning a second language. The study's findings can help language learners and educators in higher education by using oral communication strategies to create effective learning environments for improved communication.
Indonesian University Learners’ Views on Optimizing English Speaking Skills through the Use of OME TV Media Wahyuningsih, Sri; Nurona, Atmim Lana
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.6370

Abstract

The present study aims to explore the students’ voices in using OME TV media to improve English speaking skills among students and their reasons for using OME TV media in learning English. Following the qualitative case study method, the research data of this study were collected through semi-structured interviews with six students in Indonesian higher education. The findings revealed that most students view the use of OME TV as beneficial for them in shaping their English-speaking skills, enriching insights through English conversation with foreigners, showing self-existence using English, obtaining information about English, looking for relationships, and networking. In addition, the reasons for using OME TV include having entertainment, looking for friends to play games together, and building relationships and communication with friends. This study presents an implication of the need for learners to make use of technology including social media as a platform for learning English.
Technology-Based Reading Application on Improving Reading Literacy Level Among Struggling Readers in a Public Elementary School in the Philippines Quimsing, Mary Jane D.; Ortega-Dela Cruz, Ruth
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.7757

Abstract

Reading literacy is a fundamental skill essential for academic success and lifelong learning. However, some students in elementary schools face challenges in developing proficient reading skills, leading to academic setbacks. Technology offers innovative solutions to address these challenges and facilitate reading literacy levels among struggling readers. This study assessed the effects of a technology-based reading application READTECH 1.0 on improving the reading literacy level of Struggling Readers in a public elementary school in the Philippines. READTECH 1.0 follows the Analyze, Design, Develop, Implementation, Evaluation (ADDIE) Model in creating learning content. The respondents of this study were 26 Grade Six Struggling Readers. Quantitative methods were used in collecting the data such as conducting pre-and post-reading test assessments. Descriptive Statistics were used to analyze the data and the questionnaires using the five-point Likert Scale. Findings revealed that the implementation of READTECH 1.0 leads to an improvement in the reading literacy level of the Struggling Readers. The integration of technology into education, particularly in the realm of reading, has shown promise in engaging and assisting struggling readers.
Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching: An Exploratory Research: An Exploratory Research Dabamona, Miftahulfadlik; Idrus, Misnariah; Hasanah, Alif
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.7954

Abstract

This study investigates the implementation of Corpus-Based Research (CBR) in English language instruction in Papua, Indonesia. Through interviews with six graduates of an English Education study program who experienced in teaching across primary, secondary, and tertiary education levels in diverse formal and informal settings, the research explores the perceived relevance and importance of CBR. While some participants acknowledged the potential benefits of CBR, others noted limited familiarity and encountered challenges in its integration. However, a subgroup exhibited enthusiasm for CBR, recognizing it as a valuable tool to tailor teaching materials. These findings align with earlier research and highlight the adaptable nature of teachers' attitudes. Additionally, participants emphasized the need for early CBR introduction in teacher training and ongoing professional development. They recommended support systems and access to resources for effective CBR integration. The study informs the development of CBR-integrated courses, addressing Papua's unique educational landscape. It underscores the importance of comprehensive training and support to facilitate CBR incorporation into language teaching
The Positive Perceptions of Technology Utilization in EFL Vocational High School Classroom From In-service and Pre-service Teachers Wibisono, Muh Arya; Setyaningsih, Endang; Sarosa, Teguh
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.8908

Abstract

This study describes and compares in-service and pre-service teachers’ perception and utilization of technology in the form of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) in English as a Foreign Language (EFL) Vocational High School Classroom. This research was conducted at one of the vocational high schools in Surakarta and accommodated a multiple case study. The data of the research was obtained through document analyses, interviews, and observations. This study accommodated interactive model data analysis. The findings of this study revealed that teachers show positive and negative views on technology usage in the classroom. The positive themes found in the study are familiarity, ease of use, ease of access, interest in use, and provision of various options and qualified sources while the negative themes were mostly technical problems. This study also revealed that both groups of teachers utilized technology for three main themes: (1) presenting, (2) assisting, and (3) assessing. The differences in terms of perception and utilization of technology usage between both groups teachers were revealed to be small. To conclude, while both groups hold positive views, the actual utilization of technology is still limited so that teachers should explore more on technology usage for future implementation. Keywords: CALL, EFL, MALL, Perception, Teacher
Investigating Critical Thinking Skills in Debate Class through the Use of the Case Method Dewangga, Defian Adhitya; Rosadi, Imron; Muna, Nayla May; Indriani, Lilia
Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i1.9266

Abstract

Classroom debates serve as a pedagogical tool to enhance students' critical thinking skills. This study investigates classroom debate and case studies as tools to augment students' critical thinking abilities. There are still many students whose critical thinking is still lacking in daily life and in supporting their education. With this debate class, students can improve their critical thinking because they are faced with a case study that students must solve. It explores the significance of critical thinking in education and classroom debates' role in fostering critical thinking, oral communication, and independent learning. The research conducted for this study employed descriptive qualitative research methods to investigate the impact of classroom debates on students' critical thinking skills. Participants came from Tidar University students who had previously attended debate classes in the 3rd and 4th semesters. The sample we processed the data from was 31 participants. The findings indicate that the debate sessions have substantially improved students' thinking abilities, as demonstrated by their enhanced capacity to identify assumptions, evaluate pertinent and coherent evidence, and identify logical fallacies in arguments. Case method in debate class also helps students to support problem-solving skills that can improve their critical thinking ability. Furthermore, this article proposes incorporating case study activities within debates to enhance students' critical thinking skills further, ultimately benefiting them in their academic pursuits.

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