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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 241 Documents
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A Grounded Theory of Indonesian English Teacher Educators’ Professional and Identity Development in a Blended Professional Development Community Zakaria, Faishal
Jurnal Pedagogy Vol 11 No 2 (2023): 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.v11i2.8076

Abstract

This study aims to explore engagement that shows evidence of the professional development of Indonesian English language teacher educators converging in a blended learning community pseudonymously called the PL community. Further, the study seeks to explore how professional identities, which are also part of the professional development of teachers and teacher educators, are negotiated and claimed. The data was collected through (1) participant observation (participation in Facebook discussions), (2) interviews, and (3) documents (e.g., Facebook interactions/dialogs, workshop materials, or published papers). Grounded theory was used to analyze the data and to theorize emerging themes. Here, three layers of coding (open, axial, and selective) were done. Data analysis suggests that, by actively interacting in the PL community, members experience professional development activities, particularly in teaching, research, and publication. How professional identities were negotiated and claimed was also discussed.
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.
Teaching Descriptive Text Writing Through Indonesian Traditional Cartoons: An Ethno-Pedagogical and Constructivist Approach Nugroho, Eko; Inawati, Iin; Tino, Marilio D.
Jurnal Pedagogy Vol 12 No 2 (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.v12i2.9109

Abstract

Writing descriptive texts is a fundamental skill in English as a Foreign Language (EFL) education, yet it often presents challenges for students due to its reliance on creativity, vocabulary, and structural coherence. Traditional Indonesian cartoons, rooted in local culture and values, offer a unique ethno-pedagogical approach that aligns with constructivist principles by promoting active, student-centered learning. This study investigates how traditional Indonesian cartoons can be used as an effective tool to teach descriptive text writing, exploring their impact on student engagement, cultural awareness, and writing proficiency. This qualitative case study was used in this study. Data were collected through questionnaires, interviews, and classroom observations. The findings revealed that the teacher effectively integrated traditional Indonesian cartoons to enhance classroom interactions and align teaching with local cultural contexts. The teacher reported that using these cartoons created a positive and engaging learning environment, motivating students and stimulating their intellectual curiosity. Students expressed high levels of enjoyment during the learning process, with 80% indicating a strong preference for learning to write descriptive texts using traditional cartoons. Furthermore, the incorporation of culturally familiar materials facilitated deeper connections between students and the learning content. The study concludes that traditional Indonesian cartoons serve as a valuable ethno-pedagogical resource, promoting cultural awareness and supporting constructivist learning by actively engaging students in meaningful and enjoyable writing activities.
Examining Iranian EFL Students’ Correct Use of Tense: Connecting the Past to the Present Abdulhay, Husain
Jurnal Pedagogy Vol 12 No 2 (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.v12i2.9537

Abstract

This study aimed to examine the ability of Iranian English as a Foreign Language (EFL) students to accurately recognize and use past, present perfect, and present perfect progressive tenses. A mixed-method approach was employed to gather both qualitative and quantitative data. The study involved 65 EFL students majoring in English language at a university in Iran, all of whom had previously taken grammar courses. The findings revealed that most students struggled to distinguish between the past tense and the present perfect or present perfect progressive tenses. In both the production and recognition tests, there were frequent instances of the past tense being incorrectly used instead of the present perfect. The analysis also highlighted errors stemming from mismatches in tense usage, particularly in reflecting the relationship between event time and speech time. Students often failed to accurately translate events that began in the past but continued to affect the present. These difficulties can be attributed to differences between the tense systems of English and Persian. Persian lacks the ability to express the continuum of time, especially the relationship between speech time and reference points that are inherent in English non-past perfect verb forms. Furthermore, students' reliance on their native language in the early stages of language acquisition led to erroneous tense transfers from Persian to English. The findings contribute to EFL programs by emphasizing the importance of addressing tense-related challenges and incorporating a deeper understanding of the differences between English and Persian tense structures.
Multicultural Education of EFL Classrooms in Indonesian Islamic Higher Education: Challenges and Strategies Deiniatur, Much; Hasanah, Uswatun
Jurnal Pedagogy Vol 12 No 2 (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.v12i2.9542

Abstract

Multicultural education in English Language Teaching (ELT) has gained significant attention, although challenges still persist in its classroom implementation. Therefore, this study aimed to investigate challenges and strategies associated with implementing multicultural education in English as a Foreign Language (EFL) classes within Islamic higher education institutions in Indonesia. A case study method was used, and semi-structured interviews were conducted with six teachers actively involved in EFL teaching to explore the complexities and nuances of integrating multicultural education in this context. The results showed various challenges, including the need to balance cultural sensitivity with standardized curriculum requirements, addressing potential resistance or discomfort among students during discussions of culturally sensitive topics, and mitigating resource limitations hindering comprehensive multicultural education. Furthermore, teachers emphasized the importance of enhancing mutual respect, improving intercultural understanding, and integrating diverse cultural content into the curriculum. Future studies were recommended to emphasize collaborative efforts, institutional support, and ongoing professional development to help teachers adapt teaching methods effectively. Despite limited resources, teachers remained committed to creating inclusive learning environments that prepared students to become proficient English speakers and global citizens capable of appreciating and thriving in a diverse world. In conclusion, this study provided valuable insights for teachers, institutions, and policymakers to improve multicultural education in similar educational contexts.
Integrating Local Culture into Foreign Language Learning through Humour: A Systematic Literature Review Arief, Yusuf Al
Jurnal Pedagogy Vol 12 No 2 (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.v12i2.9547

Abstract

This systematic literature review explored the incorporation of local culture into foreign language learning through humour, a topic of interesting relevance in language education. The research showed the shift from traditional language teaching methods to using humour and cultural elements to improve learning outcomes. Additionally, the method used during the research was a systematic review of forty-three scientific articles, focusing on publications ranging from 2017 to 2024 to ensure the results as well as implications were up-to-date and reliable. The result of the finding showed how these elements were effectively incorporated into foreign language teaching practices to promote language acquisition as well as understanding of culture. This research signified the importance of humour in conveying cultural nuances and improving intercultural competence. The finding also signified that incorporating local culture through humour increased language proficiency, cultivated appreciation of students concerning different cultures, and promoted intercultural communication skills. This research provided valuable insights for educators to develop innovative language teaching strategies that would create engaging and rich learning environments for language students. Future research should focus on exploring long-term impacts of using humour and incorporating local culture on the intercultural competence of students. Additionally, examining the application of the method across different age groups, proficiency levels, and cultural contexts would be recommended. Further results could investigate the role of technology in increasing the use of humour and culture incorporation in language education.
Exploring the Integration of Artificial Intelligence in English as a Foreign Language Education in Indonesia Rahman, Muhammad Arinal
Jurnal Pedagogy Vol 12 No 2 (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.v12i2.9549

Abstract

The use of AI tools in EFL teaching is growing in Indonesia, but their implementation and impact are not fully understood. This research explores how English as a Foreign Language (EFL) instructors in Indonesia integrate artificial intelligence (AI) technology into their teaching, their views on the efficacy of these tools, and the obstacles they face. Five EFL teachers in Indonesia were interviewed using a qualitative approach through semi-structured interviews. Analysis of the data showed that educators use AI tools such as Grammarly, Google Translate, ChatGPT, and Claude AI to offer feedback, assist in understanding, and create content. These tools were considered to be beneficial for enhancing students' writing abilities and enthusiasm, although worries were expressed regarding excessive dependence, academic integrity, and the possibility of obstructing critical thinking and genuine learning. Obstacles involved restrictions on tools, technological setup, and preparedness of students. The research underscores the advantages of using AI tools in EFL teaching and stresses the importance of a fair and evaluative method of incorporating them. Teachers should encourage constructivist instructional techniques to stimulate cognitive involvement and digital proficiency, guaranteeing that AI resources complement rather than substitute genuine learning. Future study on moral and educational impacts are advised.
Contextual Dynamics of Professional Identity Development in ELT Indonesian Graduate Students: A Grounded Theory Method Urbaq , Sintia Marlina
Jurnal Pedagogy Vol 12 No 2 (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.v12i2.9566

Abstract

Through the ever-changing nature of globalized English Language Teaching (ELT) enterprises, graduate students are urged to engage in ELT to continuously construct, develop, and improve individual professional identity (PI) which is very essential. This process is crucial for students to be recognized as competent teachers and as respected professional in ELT community, creating opportunities for achieving individual future career aspirations.  Therefore, this research aimed to explore the impact of cultural environment and personal experience in the development of ELT professional, examining the interplay between self-identified PI, individual identity development strategies, and personal cultural education among ELT graduates. The research applied grounded theory method and used interviews as the major instrument to gather data from four ELT Indonesian graduate students with diverse backgrounds and experiences. The outcome of this finding showed that ELT graduates had firmly defined individual PI as intermediate-level professional, skills teachers, and multi-students of experts in the field of ELT. Moreover, partakers crafted and refined this identity by following self-identification and expanded personal insights through additional teaching or programs such as refining teaching skills, research capabilities, and active engagement in community service. Diverse professional backgrounds of ELT graduates impacted individual level of PI development. During this research, two participants showed a high level, while others signified a moderate, and a low level of PI. Those with a high level were teachers in formal and informal settings.
Employing Augmented Reality in Reading Classes for Indonesian EFL Junior High School Students: A Perspective Analysis Nyudak, Isidorus Bagus Geovenda; Pratama, Dewa Gede Saka; Sugiani, Ni Nyoman; Putra, Nyoman Adi Jaya
Jurnal Pedagogy Vol 12 No 2 (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.v12i2.9579

Abstract

In an educational context, reading skills are essential for students, particularly in the ELT context. Good reading skills are not only profitable for fostering vocabulary. They are also essential for fostering students’ understanding of complex text. Integrating technology, especially Augmented Reality (AR), becomes one of the transformative keys to gaining students’ engagement and enthusiasm for learning activities. With an explanatory sequential mixed method and a convenient sampling technique, this comprehensive study observes eighth-grade students’ perspectives on AR implementation in their reading class. Of 135 students, 51 were conveniently involved in the study in the first phase. Besides, 5 of 51 students were invited to interview sessions in the second phase. The essential findings of this study revealed that the use of AR eased students’ understanding of the text, especially texts using present continuous tense. The use of AR enhanced students’ engagement and involvement in instructional activities. The use of AR provided a practical and interactive learning climate. By this point, AR implementation in this study fulfilled students’ needs and fostered an adaptive and responsive learning environment. AR provides a dynamic and exciting learning environment that boosts students’ reading skills. The AR utilization allows students to interact directly with the reading content and strengthen their understanding of the scenario. That reveals the enormous potential of AR technology in transforming how we conduct instructional activities, particularly in enhancing reading skills and comprehension for eighth-grade students.

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