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[Utilizing Mobile Apps and Games to Implement MALL (Mobile Assisted Language Learning) during Covid-19 Pandemic ]]>
<![CDATA[Inkarizki Amalia]]>
<![CDATA[ Pedagogy : Journal of English Language Teaching Vol 11 No 1 (2023): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/joelt.v11i1.5085
<![CDATA[The Covid-19 pandemic has significantly changed the field of education, prompting a shift toward remote and online learning. Mobile Assisted Language Learning (MALL) has emerged as an innovative method of language acquisition, that is focusing on the widespread availability of mobile devices and applications. Regarding the benefits of implementing MALL during the pandemic, this study aims to discuss further on how English teachers in Indonesia utilized mobile apps and games to implement MALL during the pandemic as well as the benefits and the challenges. A comprehensive search approach will be utilized for discovering relevant research published in academic journals and conference proceedings. The selected research will go through a rigorous screening procedure to guarantee their relevance and quality. The result of the study showed that teachers commonly used WhatsApp, Google Classroom, Zoom, and Kahoot! to facilitate students’ language learning. In addition, the previous studies mentioned that the benefits of utilizing mobile apps and games in teaching English are including learning flexibility, individuality, and practical use of them. Meanwhile, the challenges faced by the learners are an unstable internet connection as well as the difficulty in controlling the classroom experienced by the teacher.]]>
<![CDATA[Measuring EFL Students' Digital Literacy in the Industrial Revolution Era 4.0 ]]>
<![CDATA[Zelvia Liska Afriani]]>
<![CDATA[ Pedagogy : Journal of English Language Teaching Vol 11 No 1 (2023): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/joelt.v11i1.6523
<![CDATA[This study is designed to explore the level of EFL students’ digital literacy in using technologies to support their learning activities. The researcher employed a survey method in gaining the perspectives of one hundred and seven students from the English education department in one of the Islamic universities in Bengkulu. The researcher distributed the survey of digital literacy scale to be filled out by the respondents to get the data. The results were analyzed quantitatively using simple descriptive statistics by calculating the average value of all answers from thirty-six question items. The findings revealed that the students’ digital literacy level was a good category, with an average score of 3.01. Moreover, the students were considered to have a good level of digital literacy overall. On the contrary, they still had low improvement, particularly in areas namely, critical thinking, connectedness, and creativity. Therefore, teachers ought to pay more attention to such issues because they are crucial, particularly for students to achieve the main components of the 4Cs (critical thinking, creativity, collaboration, and communication) in 21st-century learning.]]>
<![CDATA[Reading Self-Efficacy of EFL Students on Pre-Service Teaching Program and Practice in the EFL Classrooms ]]>
<![CDATA[Yuyun Widyawati]]>;
<![CDATA[Fitriah Fitriah]]>
<![CDATA[ Pedagogy : Journal of English Language Teaching Vol 11 No 1 (2023): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/joelt.v11i1.4770
<![CDATA[Students’ self-efficacy regarding their ability to learn is critical for their motivation to learn and achieve the intended goals. What they believe, they are capable of will influence how they learn. This study examines students’ self-efficacy in reading academic materials and their preferred academic materials based on two distinct sources, printed and digital. Descriptive qualitative is used to conduct this study. In collecting the data, the researchers utilized an online questionnaire and interview. The study interviewed and distributed questionnaires to 30 university students about their experiences reading academic materials. The study found that students exhibit favorable attitudes toward the three components of self-efficacy: mastery experiences, vicarious experiences, and physiological states. Additionally, the majority of students have a high level of self-efficacy when it comes to reading academic materials from both printed and digital sources. From the two sources, students prefer to read digital academic materials than printed ones. Therefore, lecturers are expected to let students choose the most appropriate sources of materials for academic reading. They should also instill a reading habit in their students, which can begin with reading materials that interest them.]]>
<![CDATA[Tenth-Graders’ Perceptions towards the Use of Google Classroom for Writing Class ]]>
<![CDATA[Maidatul Khasanah]]>;
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Pedagogy : Journal of English Language Teaching Vol 11 No 1 (2023): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/joelt.v11i1.5881
<![CDATA[The world of education today is closely related to the development of scientific and technological advances. Google Classroom is a useful platform to help the online learning process, especially in learning English. This study aims to determine students’ perceptions of using Google Classroom as a learning medium in writing class. This study used a quantitative descriptive research design. The research subjects were all tenth-grade students in one of the senior high schools in Wates, Central Java, Indonesia. The population of the study consisted of 385 students, but the researchers took a sample of 30% of the total from all tenth-grade students. The researcher used a questionnaire and interview as a data collection method. The researcher analyzed the data statistically by calculating the percentage of students’ answers using Microsoft Excel. This study finds that students have a positive perception of using Google Classroom in writing class. Moreover, it can be concluded that Google Classroom has a good influence in supporting learning for English Foreign Language students.]]>
<![CDATA[Indonesian Young EFL Learners’ Experiences in Learning Environmental Literacy through Digital Storytelling: A Case Study ]]>
<![CDATA[Fatiya Sabila Rusda]]>;
<![CDATA[Fachri Ali]]>;
<![CDATA[Dewi Puspitasari]]>
<![CDATA[ Pedagogy : Journal of English Language Teaching Vol 11 No 1 (2023): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/joelt.v11i1.5252
<![CDATA[Although studies on the issue of digital storytelling (DST) have been extensively conducted, the adoption of digital storytelling to promote environmental literacy is rarely reported in the literature. This study aims to explore Indonesian young EFL learners’ experiences in the creation of digital storytelling to foster their environmental literacy. Framed in a narrative case study, four young EFL learners, aged 8-12 years old, were recruited to participate. Data were garnered through semi-structured interviews. The data were analyzed employing thematic analysis, i.e., listening to talking data, transcribing interview data, sorting out vignettes, interpreting data, and building data credibility. Study findings showcase that the adoption of DST could encourage young EFL learners’ interest in learning environmental literacy to protect their environment. Furthermore, learning environmental literacy through DST engaged young EFL learners more actively in learning English. The empirical evidence also demonstrates the use of DST creation engaged young EFL learners in learning English, and environmental literacy and helped young EFL learners preserve their environment.]]>
<![CDATA[EFL Teacher’s Strategies and Challenges in Developing Digital Competency: A Narrative Inquiry ]]>
<![CDATA[Tina Priyantin]]>;
<![CDATA[Atti Herawati]]>
<![CDATA[ Pedagogy : Journal of English Language Teaching Vol 11 No 1 (2023): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/joelt.v11i1.6570
<![CDATA[The student changing of teaching and learning systems from face-to-face classes to online platforms because of the Covid-19 pandemic urged EFL teachers to develop digital competency. This study aims to investigate the ways teachers develop strategies and cope with challenges, as well as to identify the level of teachers’ digital competency (TDC). The narrative inquiry method was applied by conducting a semi-structured interview with three EFL teachers of secondary levels. The questions were developed based on the UNESCO ICT Framework for Teachers (ICT-CFT) which include the components regarding curriculum and assessment, teaching and learning process, collaborative learning, and professional development. The interview results were then transcribed into written texts verbatim and excerpts were selected for inclusion in the narrative stories, specifically dealing with strategies and challenges. To identify the TDC, thematic analysis was done by coding and categorizing components that were also taken from the indicators of the UNESCO ICT-CFT which include the competencies of technological ability, communicative ability, pedagogical ability, management ability, and research ability. The findings revealed that the three EFL teachers had various but similar strategies by learning themselves through various digital platforms, joining webinars and training, as well as asking and sharing with colleagues. Challenges were found mostly from the students’ inability and reluctance of using digital tools. The TDC covered most competencies but only reached the exploration and integration level, not the innovation level yet. Recommendations for future actions and studies are mentioned in this study.]]>
<![CDATA[The Effectiveness of Machine Translation Using “Google Translate” in English Language Learning in Bangladesh ]]>
<![CDATA[Arafat Shahriar]]>
<![CDATA[ Pedagogy : Journal of English Language Teaching Vol 11 No 1 (2023): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/joelt.v11i1.6355
<![CDATA[The study aims to discover the perceptions of tertiary-level students regarding the effectiveness of machine translators in English language learning. As a result, the study examines students’ development of English language skills after using Google Translate, which is a well-known and widely used machine translator. In this study, a mixed-method convergent design was employed. The participants of this study were 55 students enrolled in the B.A. (Hons.) in English program at Daffodil International University, Dhaka, Bangladesh. The result of the study shows that the participants use Google Translate to translate texts from English to Bengali or Bengali to English to better understand academic and non-academic English texts or books. The study has found that Google Translate is an effective tool for learning new word meanings, the meaning of complex sentences, new structures of sentences, the spelling of words, and the pronunciation of the English language. Furthermore, the research suggests that the implication of machine translators like Google Translate in English language learning can contribute to the improvement of students' language skills at the tertiary level.]]>
<![CDATA[EFL Students’ Online Learning Readiness: Performing Out the Basic Functions of Technology ]]>
<![CDATA[Santosa, Made Hery]]>;
<![CDATA[Surya Putra, Ida Bagus Yoga Buana]]>;
<![CDATA[Pratiwi, Ni Putu Astiti]]>
<![CDATA[ Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/joelt.v12i1.3590
<![CDATA[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.]]>
<![CDATA[External Factors Sustaining Indonesian EFL Teachers’ Professional Identity in the 21st Century Era ]]>
<![CDATA[Wijaya, Kristian Florensio]]>
<![CDATA[ Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/joelt.v12i1.5265
<![CDATA[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.]]>
<![CDATA[An Examination of the Use of Oral Communication Strategies by Second-Year University Undergraduate Students in Intensive Speaking Class ]]>
<![CDATA[Merbawani, Gigih Widy]]>;
<![CDATA[Hartono, Didik]]>
<![CDATA[ Jurnal Pedagogy Vol 12 No 1 (2024): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/joelt.v12i1.5353
<![CDATA[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.]]>
