Pedagogy : Journal of English Language Teaching
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).
Articles
241 Documents
<![CDATA[DEVELOPING VOCABULARY BOOK BASED ON CROSSWORD PUZZLE FOR VOCABULARY MASTERY AS MEDIA OF VOCABULARY INSTRUCTION FOR JUNIOR HIGH SCHOOL ]]>
<![CDATA[Agatha Tantri windu Sari]]>;
<![CDATA[Aulia Hanifa Qomar]]>
<![CDATA[ Jurnal Pedagogy Vol 5 No 2 (2017): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/pedagogy.v5i2.941
<![CDATA[The main objective of the research is to develop picture media for vocabulary mastery based on crossword puzzle as a media of vocabulary instruction. The research was a research and development (R&D) study. This research is formative research. The steps in this research were conducting self-evaluation, getting expert review and one-to-one, small group, and filed test. The research object of this study is students of eight grade in SMP Muhammadiyah 3 Metro and SMP Negeri 10 Metro. Based on explanation above, it is conclude that by using vocabulary book based on crossword puzzle is very good and can help students in learning vocabulary and the students got a new knowledge.]]>
<![CDATA[An Analysis Of Inflectional Affixes Error In Argumentative Writing ]]>
<![CDATA[Widhiya Ninsiana]]>;
<![CDATA[Lukman Hakim]]>
<![CDATA[ Jurnal Pedagogy Vol 6 No 1 (2018): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/pedagogy.v6i1.1116
<![CDATA[The aim of the research is to find the error of using inflectional affixes in students’ argumentative writing of the fifth semester of English Department of IAIN Metro. This research is descriptive-qualitative research. This descriptive-qualitative research use two sources, primary and secondary data, the primary data is achieved through the argumentative writing text from the fifth students semester of IAIN Metro. Then the secondary data is collected from archival. This research applies Creswell model to analyze the data. The findings research shows there are 9 argumentative writing result, they have eight errors in using {–s}, 2 errors in using {–es}, 1 error in using {–ies}, 13 errors in using {–ed}, 3 errors in using {–ing}, and there is no error in using {–er} and{–est}. Based on the data, the first error that commonly found in students’ writing production is the use of {–ed}, and the second one is the use of {–s}, and the third one is the use of {–es}. Most of the fifth semester students of the English Department of IAIN Metro have lack of knowledge about inflectional affixes and there are many students who feel difficult in deciding which one is the correct affix for the word they want. It means there are many students of the fifth semester of English Department of IAIN Metro that still can not use the inflectional affixes correctly. The conclusion of the research is the student of the fifth semester of English Department of IAIN Metro need attention to focus on writing argumentative learning and semantic specially ‘inflection affixes’.]]>
<![CDATA[Improving Speaking Performance Through Pecha Kucha Presentation Method ]]>
<![CDATA[Sevirda Arniatika]]>
<![CDATA[ Jurnal Pedagogy Vol 6 No 2 (2018): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/pedagogy.v6i2.1329
<![CDATA[The objective of this research is to show the improvement of the students’ speaking performance using Pecha Kucha presentation method among the tenth graders of SMA Muhammadiyah East Lampung. The research method used in this research is a Classroom Action Research (CAR) which is used to solve the students’ problem in speaking performance. The subjects of this research are X MIA students of SMA Muhammadiyah Pekalongan East Lampung in the academic year of 2017/2018. The research instruments used to collect the data in this research are test, observation and documentation. The result of this research shows that the implementation of Pecha Kucha presentation method is successful since the criteria of success are achieved. The first criterion is 70% of the students could pass the target score ≥ 70 based on the KKM. The finding shows that 77.78% of the students had already achieved the target score. Besides, the second criterion is the students who became more active in the learning process. The result of observation shows that by using Pecha Kucha presentation method, most of the students are involved actively in the learning process.]]>
<![CDATA[An ANALYSIS OF WRITTEN ERROR AMONG EFL STUDENTS OF ENGLISH PROFICIENCY LEVEL OF INTERNATIONAL PROGRAM ]]>
<![CDATA[Suhono Suhono]]>
<![CDATA[ Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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<![CDATA[This study aims at providing a comprehensive account of analyzing error in second language learners. For this purpose, an empirical study was conducted, using Indonesian students learning English as the research subject, especially among students of international program of Muhammadiyah University Surakarta. The researcher explored the type of errors made by students at different proficiency levels: high, medium, and low level. This study uses error analysis as methodological framework. More specifically, this study was an attempt to describe the type of grammatical error which frequently exist in written production, to describe frequency grammatical error among proficiency levels, and to describe the students’ understanding of errors. Students’ writings were analyzed for errors based on surface strategy taxonomy. The results of this research revealed that 846 sentences indicated errors. Types of omission error was the highest one 322 (37.9%) sentences. Afterward, grammatical error in low proficiency level was the highest one 322 (37.9%) sentences. The second was high proficiency level 276 (32.6%) sentences. The third was medium proficiency level 248 (29.3%) sentences. Most of the students didn’t understand about grammatical errors, because through students’ interview only 7 students were able to change grammatical error to be good sentences.]]>
<![CDATA[The Influence of Biography-Used to Students' Personalities in EFL Classroom ]]>
<![CDATA[Nurul AIn]]>
<![CDATA[ Jurnal Pedagogy Vol 7 No 2 (2019): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/pedagogy.v7i2.1607
<![CDATA[Students’ personality is one of the factors that have an influence on students’ achievement. Beside good achievement, the good personality of the students is one of the goals of the learning process. The use of biography in the teaching-learning process can help the teacher to know the students’ personalities. The objectives of this research are: (1) to find out the outstanding characters of biography the students read; and (2) to explore the influences of the biography on the students’ personality. The method used for the research was descriptive qualitative research. The subject of the research was the fifth semester of English department students in the academic year of 2016/2017. The data of this research were collected through closed and opened questionnaires. The data of this research were analyzed through data reduction, data presentation, and conclusion drawing. The findings of the research revealed two major points consisting of (1) eight outstanding characters ranging over the rates the students found by reading biography; and (2) the influences of biography to the students’ personality to be better. To sum up, the English lecturers who teach English prose are supposed to use biography as the main media because through biography the students can learn various characters of famous figures to be successful. In addition, biography can influence the students’ personalities to have more positive behavior.]]>
<![CDATA[USING DISCUSSION BOARD AS THE MEDIUM TO IMPROVE THE SKILL IN WRITING A RECOUNT TEXT ]]>
<![CDATA[Lilis Sholihah]]>
<![CDATA[ Jurnal Pedagogy Vol 1 No 1 (2013): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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<![CDATA[This study is aimed to improve the students’ skill in writing a recount text through the use of discussion board. The subject consists of twenty seven eighth graders. This study was carried out in one cycle. The cycle consisted of five meetings including the registration process on discussion board, prewriting and drafting in face to face classroom environment, and the process of revising, editing and publishing stage on discussion board. The data of the study were taken from the observation checklist, field notes, questionnaire and the students’ final product. The findings of the study revealed that the discussion board was successful in improving the skill in writing a recount text of the eighth graders. The improvement was indicated by the increase of the students’ writing scores, the students’ participation in writing activities and the students’ positive responses after the implementation of discussion board.]]>
<![CDATA[A SEVEN-YEAR-OLD CHILD WITH HER ENGLISH VOCABULARY ACQUISITION: A CASE STUDY ON NISRINA WAFA ADLINA ]]>
<![CDATA[Maulidia Rachmawati Nur]]>
<![CDATA[ Jurnal Pedagogy Vol 2 No 2 (2014): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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<![CDATA[English has become one of the most-frequently used languages at an international level. As a matter of fact English is learned by many people, both adults and young learners. With regard to young learners of English in particular, they are learning English because they want (or they are encouraged) to master English when they are still in their early childhood. Compared to adults, young learners are more likely to achieve automaticity in producing English as a second language (ESL).This research was aimed to see a seven-year-old girl‟s English vocabulary acquisition process that she got from her mother, as the researcher. This research was also aimed to see her English vocabulary production that she produced for almost three months.]]>
<![CDATA[E-Learning-mediated Instruction: Preparing Innovative and Work Ready English Materials for Nursing Assistant Students ]]>
<![CDATA[Made Hery Santosa]]>;
<![CDATA[Eva Agustino]]>
<![CDATA[ Jurnal Pedagogy Vol 8 No 2 (2020): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/pedagogy.v8i2.2037
<![CDATA[This study aimed at developing e-learning-based English materials for Nursing Assistant students by employing Lee and Owen's R&D design model. The R&D model consists of need analysis, design, and development. The need analysis was conducted in a vocational school in North Bali, Indonesia, to gather suitable information from the stakeholders. The data were from observation, recording, interview, and expert judgment analyzed both qualitatively and quantitatively. Results showed that Nursing assistant students needed specific English materials related to their future jobs. The designed materials comprised five units: General Assessment, Handling Patients, Patient's Hygiene, Checking Vital Signs, and Dimensions of Symptom. Using the criteria of good ESP material and good e-learning material, the developed materials are found to be in the excellent category. The study shows that Nursing assistant students need innovative and work-relevant materials. It is highly recommended to be utilized in the teaching and learning process.]]>
<![CDATA[Indonesian EFL Teachers’ Perceptions of Task-Based Language Teaching Approach ]]>
<![CDATA[Tanty Prianty]]>;
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Agus Wijayanto]]>
<![CDATA[ Jurnal Pedagogy Vol 9 No 1 (2021): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/joelt.v9i1.2194
<![CDATA[Task-based language teaching is an approach applying tasks as a key point of pedagogical instruments. This study explores teachers’ perceptions of task-based language teaching in the secondary school context in Indonesia. Descriptive qualitative research design is used with data collected by using questionnaires. This study used purposive sampling to choose the sample. The findings showed that most of the junior and senior high school EFL teachers appeared to embrace positive attitudes towards practicing task-based language teaching, even though their knowledge of task-based language teaching is still low. All teachers in the study said they have implemented task-based language teaching in the classroom. All of them will continue to use TBLT. The implication of the study is to inspire other researchers to investigate task-based language teaching with greater confidence. The researcher hopes that this research will motivate curriculum designers and other researchers to explore more fully the views of those who are key to successful classroom implementation.]]>
<![CDATA[Jigsaw Strategy for Cooperative Learning in an English Reading Class: Teacher’s and Students’ Beliefs ]]>
<![CDATA[Yuliana Putri Susanti]]>;
<![CDATA[Adaninggar Septi Subekti]]>
<![CDATA[ Jurnal Pedagogy Vol 8 No 2 (2020): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/pedagogy.v8i2.2274
<![CDATA[The study investigated teacher’s and students’ beliefs on jigsaw learning activities for cooperative learning. It was conducted to fill the void in the literature on jigsaw in the second language (L2) instruction seen from teachers’ and students’ beliefs. Twenty-four students of the English Language Education Department taking Intensive Reading class and the class teacher were involved in this study, employing observation and semi-structured interviews, the data of which were analyzed using Thematic Analysis. It found that even though the jigsaw learning activities seemed to be successful, the phenomenon was not that straightforward as several students reported that they did not optimally show their best efforts in learning independently before class and did not optimally contribute to the discussions either. The study also found three themes related to teacher’s and students’ views on the implementation of the jigsaw. The students’ pre-college learning experiences as passive learners negatively affected the quality of jigsaw conducted in the class. Though jigsaw being reported to be helpful, jigsaw’s success heavily depended on individual student’s performance and contribution. Despite the students’ limitations, teachers’ expectations towards the students motivated students to stretch their limits and perform better. Based on the findings, contribution, regulations, and suggested future studies are stated.]]>
