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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 241 Documents
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Investigating Students’ Speaking Skills through Traditional Story-Based Digital Storytelling into Genre-Based Approach (GBA) Azzahra Henda Puspitasari , Putri; Lestari Damayanti, Ika; Nurlaelawati , Iyen
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.v12i2.9784

Abstract

Digital storytelling has been widely used in the English learning process as a way to improve language skills, especially speaking skills, but the influence of digital storytelling on students' speaking skills in traditional stories that integrated into the Genre-Based Approach (GBA). This study aims to investigate the students’ speaking skills development by using traditional story-based digital storytelling into GBA. A qualitative case study was used in this research involving 22 students at a private junior high school using observations, interviews, and digital storytelling projects. Thematic analysis was chosen to analyze the data which was categorized to obtain themes in answering the development of speaking skills through the integration of traditional story-based digital storytelling into Genre-Based Approach. The findings indicate that students who engage in all stages of the Genre-Based Approach (GBA) through traditional story-based digital storytelling demonstrate improvements in English vocabulary, word pronunciation, accuracy, and speaking fluency during various GBA activities. Self-confidence also influences and supports them to tell traditional stories digitally in a spoken way. Apart from that, at Joint Construction of the Text (JCoT) stage, students helped by discussions and teamwork in creating digital storytelling which encouraged them to be able to create digital storytelling independently. Future implementation of digital storytelling at various levels of education is recommended to develop students' English language skills. 
The Indonesian EFL Teachers' TPACK Development in the Online Community of Practice Agustina Tyarakanita; Joko Nurkamto; Nur Arifah Drajati
Jurnal Pedagogy Vol 9 No 2 (2021): 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.v9i2.3229

Abstract

This study sought to investigate teachers' TPACK level development after participating in a WhatsApp-based online community of practice (OCP) in Indonesia. This study addresses the issue of the teachers who are mandated to integrate technology in teaching. However, with a range of contexts, it is known that teachers lack confidence and competence in integrating technology. Therefore, a program for teachers that emphasizes theoretical and practice is one of the best solutions for improving their TPACK. A case study was adopted in this research. This study explored the practice process that took place in the OCP utilizing the notion of the community of practice (CoP) by Wenger (1998) and TPACK level by Niess (2015) to know the teachers' TPACK level development. The findings suggest that the TPACK level development was still not fully achieved by the teachers. This study recommends that the committee who designed the OCP carefully find the best way to make the teachers experience meaningful learning and achieve significant development on their TPACK.
Investigating EFL Master Students’ Beliefs and Practices Regarding Reader Engagement in Writing Research Articles Anis Handayani
Jurnal Pedagogy Vol 9 No 2 (2021): 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.v9i2.3566

Abstract

This study reports Indonesian master students’ beliefs and practices on the use of reader engagement in writing research articles. This study was a case study conducted in one Indonesian university. The data were collected through questionnaires, in-depth interviews, and document analysis. The participants were 23 Indonesian master students. Furthermore, there were 9 research articles written by the participants which were analyzed in this study. The data were analyzed under the metadiscourse framework, specifically in the reader engagement: reader pronouns, personal asides, appeals to shared knowledge, directives, and questions. The findings show that Indonesian master students believe in the importance of using reader engagement in research articles. However, they rarely used it since they did not know the concept and how to use it effectively. It implies that more exposure to using metadiscourse, especially reader engagement, in research articles is needed for Indonesian master students to achieve more reader-friendly research articles.
Parents’ Perception of Parenting Education of Language Politeness Chubbi Millatina Rokhuma; Eros Meilina Sofa; Rayinda Eva Rahmah
Jurnal Pedagogy Vol 9 No 2 (2021): 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.v9i2.3573

Abstract

This paper aims to explore the parental perception of parenting education of language politeness held in the village hall of Kwasen, one of the villages in the sub-district of Kesesi, Pekalongan regency. Qualitative interviews were conducted with five parents of children aged 4 – 10 years, following the seminar. The finding showed that most of them get new knowledge about how to educate their children about language politeness, especially in familiarizing the use of magic words including: thank you, please, excuse me, as well as sorry in daily communication. In conclusion, following parenting education, especially in the case of language politeness can be said as necessary for parents. Therefore, this study contributes to providing some ways that can help parents in introducing polite speech acts including magic words to their children in their daily communications.
Appreciating Students’ Responses: Verbal and Non-Verbal Compliments Used by English Teachers in Classroom Dedi Jasrial; Wisma Yunita; Betaria Sukma; Aria Septi Anggaira
Jurnal Pedagogy Vol 9 No 2 (2021): 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.v9i2.3650

Abstract

Many scholars have investigated how teachers interact with students in the ELT classroom, such as teacher talks and teacher reinforcements. This study aims at investigating the verbal and non-verbal compliments used by the English teachers in the EFL classroom. This study deployed a case study method that involved two English teachers at a state junior high school in Seluma regency, Bengkulu Province, Indonesia. The instruments used in this study were an observation sheet, video recording, and unstructured interview. The observation was done for three meetings for each teacher. The data were analyzed using the interactive data analysis model. The results show that the English teachers used five types of verbal compliments (e.g., good, very good, well done, that’s right, and nice) and non-verbal compliments (e.g., hand movements, head movements, facial expression, touching the students, and standing near the students) to show their appreciation to the students’ responses. In conclusion, the English teachers have used some verbal and non-verbal compliments, but they should use more diverse types of verbal and non-verbal compliments to build students’ performances in the ELT classroom. This study gives new insights for English teachers about the types and importance of compliments to boost the students’ participation, motivation, and interaction in classroom activities.
Exploring the Impact of Punctuation Usage on Students’ Writing Skills Ning Setio Wati
Jurnal Pedagogy Vol 9 No 2 (2021): 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.v9i2.3654

Abstract

Punctuation usage has an important role in creating effective writing in paragraphs. This article explored on how the students’ activity in using punctuation as an aspect of writing skill correctly. Twenty secondary students participated in this study to investigate how to employ punctuation usage correctly in their English writing skills. This is descriptive qualitative research. In this case, the researcher used observation and interviews to get the data. This research was conducted for three weeks from the end of November until the second week in December 2020. The finding from the study demonstrated that the students learned to be more inventive and skillful in using punctuation usage in their writing skills. However, some punctuation usage errors were being to support students in their produce paragraph. The implication of the study is discussed to students’ writing comprehensibility of graphic principles relative to linguistic principles
How does Intensity of Writing Practices Correlate with Argumentative Writing Ability among Indonesian freshmen Students? Yerni Yerni
Jurnal Pedagogy Vol 9 No 2 (2021): 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.v9i2.3687

Abstract

This study aimed to find the correlation between intensity practice and the result of students' argumentative writing performance. This descriptive quantitative study involved 41 students in the first semester of the English Language Teaching department at an Islamic state university in Lampung province, Indonesia. The data were taken from the argumentative writing tests and questionnaires. The test indicators were the content, organization, grammar, vocabulary, and mechanics of students' texts. The questionnaires were distributed to measure the students' intensity of writing practices. This research showed a positive correlation between the power of writing practice and the students' argumentative writing performance, with a correlation coefficient of 0.734 or 53.9%. The role of teachers' feedback in students' writings and how practice makes perfect in the context of learning to write are explained. This study implies that writing practice should gain more emphasis and priority to improve students' writing skills.
English Digital Literacy Practices Inside and Outside Class to Develop Students’ Speaking Skills Nor Amalia Khairunnisa; M Arinal Rahman; Ciptro Handrianto
Jurnal Pedagogy Vol 10 No 1 (2022): 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.v10i1.3790

Abstract

The development of technology has initiated new teaching systems. In teaching speaking, there are issues about whether the students should learn in the class or outside of the class using technology. This article describes the practice of students' digital English literacy practice at SMAN Kapuas to study this digital practice's pedagogical potential when students interact directly or through social networks such as live streaming on YouTube or Instagram, video calls, or chatting with friends. A mixed-method study using questionnaires and interviews analyzed deeper and richer data. The results show that many sentences were still wrong when spoken in class. However, they can understand speaking lessons based on digital literacy, which they play or watch outside of the class. This implied that students should be instructed in alternative speaking methods. They may enhance their speaking abilities more purposefully, carefully, and often by using suitable language acquisition tools outside of the class.
Exploring Students’ Online Learning Readiness during Covid-19 Pandemic: A Case of an English Class in an Indonesian Junior High School Firda Fadilla; Yohanes Gatot Sutapa Yuliana; Yanti Sri Rezeki
Jurnal Pedagogy Vol 9 No 2 (2021): 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.v9i2.3812

Abstract

Online learning readiness has become crucial and needs to be considered to support E-learning from various perspectives. This article sought to discover the E-learning Readiness (ELR) factors from students’ perspectives during the Covid-19 Pandemic. Fifty-two seventh-grade Junior High School students in Indonesia participated in this study. This quantitative research used thirty-nine items in a questionnaire as the data collection instrument modified from Teddy and Swatman’s (2006) model known as E-learning Readiness (ELR) factors. The model utilized six factors, namely (1) students’ readiness, (2) teachers’ readiness, (3) internet access supports, (4) management supports, (5) school culture, and (6) E-learning tendencies. The findings indicated that the students’ readiness toward E-learning had an ELR score of 69%, which means they were ready for E-learning but needed slight improvement. The results showed students experienced difficulties (i.e., they were untrained in operating electronic devices, the devices lagged during the online teaching-learning process, and they had trouble following the English material due to the lack of instruction from English teachers) in implementing E-learning. The writer concluded that the student readiness towards E-learning was considered capable and ready but required some improvement from various aspects.
Developing an English Grammar Practice Book based on Multicultural Values for Second-year University Students Andianto andianto; Leny Setyana; Eka Yuniasih; Restina Damayanti
Jurnal Pedagogy Vol 9 No 2 (2021): 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.v9i2.4039

Abstract

The aim of this study is to develop an English grammar practice book model based on multicultural values as teaching materials for compulsory subjects of the university in Indonesia. This research-based on Research and Development approach, which is adopted from Gall, Gall, and Borg (2003). The data were collected through interviews and questionnaires. While qualitative data were analyzed using an interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and students at two universities in Indonesia. The findings showed that 1) the conceptual model of the English grammar practice book is applicable and contextual which presents the latest issues in accordance with the issue of Indonesian multicultural values. 2) The content of an English grammar practice book constitutes the following components: chapter titles, introductions, material presentation and elaboration of multicultural values, competence performances, summaries, reflections, variation exercise. It is suggested that the textbook model more help in developing multicultural competencies students in communication with other people from different backgrounds through using English as an international language.

Page 17 of 25 | Total Record : 241

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