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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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Teacher’s Use of Code-switching Types and Functions in Teaching TOEFL and IELTS Preparation Classes Erina Andriani; Ouda Teda Ena
Jurnal Pedagogy Vol 10 No 2 (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.v10i2.4379

Abstract

In English courses, TOEFL and IELTS preparation classes are opened to accommodate the students’ need in learning English skills intensively and passing those standardized tests. As the EFL students still learn the target language, teachers often code-switch to give exposure and explanation. This research aims to study the use of code-switching in English courses. The research questions posed in this study are “what are the types of code-switching used by the teacher in TOEFL and IELTS preparation classes?” and “what are the functions of code-switching in TOEFL and IELTS preparation classes?” This study used descriptive statistics with two structured observation sheets as the instruments. The results showed that the teacher uses seven types of code-switching, intersentential, intrasentential, emblematic, lexical borrowing, integrated loanword, situational, and metaphorical switching in both observed TOEFL and IELTS classes. The researcher finds the six functions of code-switching: referential, directive, expressive, phatic, metalinguistic, and pedagogical functions.
The Correlation among Grit, EFL Learners’ Motivation and Applied Linguistics on Syntax for EFL Learners Selamet Riadi Jaelani; Baiq Suprapti Handini; Ary Prasetiyaningrum; Trisna Hardianti Mursal; Hajriana Arafah
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.v10i1.4533

Abstract

This study aimed at finding the correlation between grit and applied linguistics on the syntax for EFL learners, the correlation between EFL learners’ motivation and applied linguistics on the syntax for EFL learners, and the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners. Twenty-eight of the students of English education in the sixth semester were selected through simple random sampling. There were two instruments in this research: The questionnaire and the test. The data in this study were analyzed by using SPSS version 22 for Windows. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there is no correlation between grit, and applied linguistics in the syntax for EFL learners. The second hypothesis results indicated that there is no correlation between motivation and applied linguistics on the syntax for EFL learners. The results of the third hypothesis showed that the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners is not significant. Thus, it is understood that grit, EFL learners’ motivation, and applied linguistics have no full role in learning syntax for EFL learners.
Fear of Negative Evaluation Factors from Ought-to L2 Self among Indonesian High School EFL Learners Adaninggar Septi Subekti; Kezia Marcellova Glory
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.v10i1.4536

Abstract

The present study aims to investigate Indonesian high school English as Foreign Language (EFL) learners’ views on factors originating from Ought to L2 Self (OL2S), a second language (L2) motivation construct, affecting their Fear of Negative Evaluation (FNE), L2 anxiety construct. Six learner participants were involved in the study. It employed online semi-structured interviews to obtain the data. Through Thematic Analysis, the present study found three main findings. First, the desire to study abroad lessened the learners' FNE. Secondly, a realization of possible future negative impacts of not learning English and the obligation to avoid these impacts made the learners have less FNE. Third, their perceived obligation to have 'correct' English pronunciation instills higher FNE. Pedagogical implications include promoting study abroad aspiration among learners, introducing Global Englishes prioritizing intelligibility over attaining native speakers' ability and designing more activities mirroring future practical uses of English. Suggestive directions for future studies are also stated concerning the limitations and findings of the present study.
Preposition Mistakes in English for Specific Purposes: The Case of Indonesian Accounting Study Program Students Agustine Andriana Ayu Mahardika; Barli Bram
Jurnal Pedagogy Vol 10 No 2 (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.v10i2.4560

Abstract

Prepositions remain challenging for learners of English as a foreign language. Linguistically speaking, prepositions are part of grammar and are frequently used in speaking, listening, reading, and writing. Thus, this research investigated the mastery of English prepositions of undergraduate accounting program students of batch 2021 at a private university in Yogyakarta. The data of this quantitative research were collected through a close-ended questionnaire using Google Forms distributed to 23 students. The collected data were analyzed to identify preposition mistakes. Results showed three common problems of prepositions, namely the addition of unnecessary prepositions, omission of prepositions, and misuse of prepositions. The findings would assist students, thesis advisors, and teachers in using English prepositions grammatically, particularly in English for Specific Purposes (ESP). It is expected that future researchers utilize larger data sets to obtain more robust results of proper uses of prepositions and future researchers are expected to observe the participants directly to maximize the results of the data.
Using Online Podcast as a Speaking Activity in Online Classroom: ESP Students’ Perspective Muhamad Nova
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.v10i1.4602

Abstract

In digital era, English educators are required to improve the quality of the learning instruction by integrating technology in learning process. Yet, challenges occur in integrating technology in speaking activity. The aim of the current study was to seek for students’ perspectives on using online podcast as a speaking activity in online classroom. The study used qualitative approach with the total of 47 English for Specific Purpose students coming from Tourism Management program participated in the study. The data were gathered through questionnaire distribution and interview and analyzed through three stages, including data reduction, data display, and conclusion drawing. The result showed that most of the students perceived the online podcast as a positive activity for their speaking skill. Majority of the students admitted the use of online podcast in online classroom motivates them to practice their speaking, enhance their creativity, and improve their public speaking skill.
A Resilience Path for English Teachers during Emergency Online Teaching Leticia Araceli Salas-Serrano
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.v10i1.4603

Abstract

Emergency Remote Teaching (ERT) take over education in many places of the world during the 2020 health crisis. However, ERT raised new concerns about teachers´ professional development and the personal resources they have used to solve challenges for the benefit of their students. This article attempts to explore how ELT college teachers developed resilience during Emergency Remote Teaching in 2020. This qualitative survey research analyzed the answers to a questionnaire to enhance the participants´ insights and reflections regarding the changes they have been required to make during the pandemic. The participants were two groups of ELT teachers; one was formed by fifteen Mexican college teachers and the second was a group of twelve international college teachers. Their paths during ERT were framed in a common pattern of Realization, Reflection, Reinvention, and Resilience which illustrated how teachers coped with a change of perspective towards education, the interaction with students, and the appropriacy of materials but also with their own emotions and their wellbeing. The article concludes with some insights to raise awareness of the Resilience path that teachers around the world have followed as a way to overcome the challenges imposed by COVID-19.
Developing an English Mobile App by Adapting Gender Education Values for English Language Teaching Aprilian Ria Adisti; Agung Guritno
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.v10i1.4607

Abstract

The desire to promote gender equality and women’s empowerment is reflected in Indonesia as a mark of the country’s support for the global initiatives of the United Nations Millennium Declaration. In reality, the data shows that Indonesian women are still lagging compared to men in the education aspect. Hence, the values of gender education and women empowerment could be internalized in all subjects at school, one of them being English Language Teaching (ELT). This study aims at designing, developing, and adapting gender equality and women empowerment values into the mobile app for ELT for teaching descriptive text for 7th-grade students in Junior High Schools. This research implemented Research & Development which used interviews and questionnaires as the instruments. There were three stages applied in this research adopted from Thiagarajan, Semmel, and Semmel (1974) which were defined, designed, and develop. The result showed that the results of expert validation showed that this mobile app is feasible to be implemented. Furthermore, this simple mobile app can integrate the values of gender equality and women empowerment through descriptive texts in English Language Teaching for grade 7th Junior High School.
Students’ Autonomous Learning Activities outside the Classroom to Master English as a Foreign Language Nur Fadillah Nurchalis; Nurhamdah Nurhamdah; Rahmah Bakoko; Nihla Afdaliah
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.v10i1.4716

Abstract

The complexity of foreign language learning and its restricted time to learn in the classroom need proactive efforts from the English students outside the classroom with full initiative and effort. This study tended to investigate to what extent students’ autonomous learning activities outside the classroom to master English (four English skills). This study applied a descriptive quantitative design. It was conducted at a state university in Majene, West Sulawesi, Indonesia in the academic year 2021/2022. The population was English education students in the second and third years. There were 62 students who participated in this research. They were selected by using a convenience sampling technique. To gain the data, this research employed a questionnaire as a research instrument which consists of 16 items of statements. The data, then, were analyzed by employing descriptive statistics. Based on the data analysis, it was found that students’ autonomous learning activities outside the classroom are still limited to activities that are entertaining for them. Apart from that, it has not been found that their extra efforts are done independently to become more proficient in every English skill. This indicates that students are still passive learners. By knowing the independent learning efforts carried out by students out of the classroom, English lecturers are expected to be able to design policies or teaching strategies to guide students so that they can increase their efforts by optimizing the wealth of available independent learning resources.
Reading Self-Efficacy of EFL Students on Pre-Service Teaching Program and Practice in the EFL Classrooms Yuyun Widyawati; Fitriah Fitriah
Jurnal Pedagogy Vol 11 No 1 (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.v11i1.4770

Abstract

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.
A Survey on Translation as a Learning Strategy by EFL Higher Education Students in English Learning Alfira Dewi Edelia; Ista Maharsi
Jurnal Pedagogy Vol 10 No 2 (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.v10i2.4809

Abstract

Many language teachers assume that the use of translation as a learning strategy to learn a language can harm the learning processes. In contrast, many learners need translation as a learning strategy to help them understand the meanings of texts. This paper reports on the use of translation strategies in English learning by EFL higher education students at an Islamic private university. This study employed a survey study. Data were collected from the Inventory for Translation as a Learning Strategy (ITLS) questionnaire consisting of 27 items that were adapted from Liao (2002). The participants were 97 students who enrolled in the English Education major batch of 2018 and they were randomly selected. Findings show that the most frequent strategy use of translation is the use of electronic machines and English-Indonesia and Indonesian-English dictionaries (M=4.15 and SD= 0.91). Meanwhile, the least frequent strategy use of translation is to ask questions to peers and seek to find the meaning of idioms and expressions collectively in searching for unknown or new information about the English language (M=2.63 and SD=1.14).

Page 18 of 25 | Total Record : 241

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