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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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The Effectiveness of Machine Translation Using “Google Translate” in English Language Learning in Bangladesh Arafat Shahriar
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.v11i1.6355

Abstract

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.
Measuring EFL Students' Digital Literacy in the Industrial Revolution Era 4.0 Zelvia Liska Afriani
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.v11i1.6523

Abstract

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.
EFL Teacher’s Strategies and Challenges in Developing Digital Competency: A Narrative Inquiry Tina Priyantin; Atti Herawati
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.v11i1.6570

Abstract

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.
Unheard Voices: Navigating Learning Style Mismatches in Eastern Indonesian Classrooms Maulina, Nadia; Rahman, Abd.; Dabamona, Miftahulfadlik; Saputra, Andri
Jurnal Pedagogy Vol 13 No 1 (2025): 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: 10.32332/9smd2618

Abstract

In Papua, Indonesia, English education is situated within a unique policy context in which the Special Autonomy Law mandates English as a second language, yet it is often taught as a foreign language in practice. This discrepancy has contributed to challenges in developing students’ speaking proficiency. This study aimed to explore the mismatch between 7th-grade students’ learning styles and teachers’ instructional strategies in a junior high school in Sorong, Indonesia with the goal of proposing more adaptive teaching approaches. A mixed-methods design was employed, combining the VARK learning style questionnaire with qualitative interviews to gather data on students' preferences and classroom practices. The results showed that aligning teaching strategies with students’ diverse learning styles significantly improved their speaking skills. These findings underscored the importance of implementing adaptive instructional methods to meet varied learning needs and enhance English language proficiency among junior high school learners in Indonesia. This research contributes to the growing evidence supporting learning style-based instruction, particularly in the context of English language education in Indonesian junior high schools.
Novice Teachers' Critical Incidents and Motivation to Choose Teaching Professions: A Study of Teacher Professional Identity Construction Putri, Natalia Destiana; Mbato , Concilianus Laos; Ena , Ouda Teda
Jurnal Pedagogy Vol 13 No 1 (2025): 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: 10.32332/95z9xb80

Abstract

Novice teachers, who are in the initial stages of their career as educators, may exhibit a propensity for uncertainty regarding the execution of their professional responsibility. This is particularly dependent on their motivation and experiences accrued throughout their teaching journey. Consequently, novice teachers must engage in reflective practices concerning their professional experiences which involve their beliefs, motivations, and significant incidents that shape their professional identity development. This study involved three EFL novice teachers in elementary schools who are in their first year of teaching. This is a qualitative study that employed the Critical Incident Technique to gather and analyze the data following the five steps proposed by Hughes, William Son, & Lloyd (2007). The data were obtained using questionnaires and semi-structured interviews which were conducted online. Findings reveal that female novice teachers are more intrinsically motivated, driven by their interest in English and teaching, whereas male novice teacher is primarily motivated by his educational background and the prestige of the profession. Although all participants encountered similar critical incidents related to student behavior, teaching ability, classroom management, and teacher-teacher relationships, their responses varied. One participant viewed these challenges as opportunities for growth, while others felt demotivated, particularly when teaching elementary school students. The future career trajectories of novice teachers in education may be influenced by their reflections on these experiences.
Enhancing University Students’ Academic Presentation Skills through Mnemonic-Based Strategies Putra , Octa Pratama; Kayen, Hazrat Shah
Jurnal Pedagogy Vol 13 No 1 (2025): 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/nkaht604

Abstract

In university-level education, academic presentations serve as a crucial component in fostering active learning and communication skills. Despite their significance in supporting the teaching and learning process, many students still find it challenging to deliver effective and structured presentations, particularly when required to adhere to academic conventions and clarity of expression. This study aims to explore how mnemonic-based strategies improve students’ academic presentation skills through an in-depth analysis of a specific group of learners. This study employed a qualitative research methodology using a case study approach. The participants in this study consisted of five students from the English Language and Literature Study Program, Faculty of Communication and Business, who were purposefully selected. Based on the five selected students, several problems in delivering academic presentations include: 1) lacking confidence during the presentation; 2) presenting unstructured points; 3) being unable to present without reading from the text; 4) struggling to create effective and engaging PowerPoint slides; and 5) failing to convey the main points clearly. After being introduced to the mnemonic-based strategy, the five students were able to deliver their academic presentations effectively and confidently. The findings indicate that a single keyword was sufficient to trigger recall and effectively support students in delivering their academic presentations.
Students’ Perceptions of Using WhatsApp to Foster Autonomous Listening Skills in English Language Learning Setiawan , Iwan; Thoyyibah, Thoyyibah
Jurnal Pedagogy Vol 13 No 1 (2025): 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.v13i1.10198

Abstract

The optimization of WhatsApp as an alternative medium aimed to support learner autonomy and address time constraints in conventional learning, particularly in listening classes. Limited face-to-face meetings reduced students’ opportunities to practice their listening skills. Therefore, WhatsApp was utilized to foster autonomous learning, enabling students to practice listening beyond the classroom. This study aimed to explore the use of WhatsApp as a teaching medium to promote learner autonomy and to investigate students’ perceptions of conducting autonomous listening activities. A qualitative research design was employed, involving 10 students from the Basic Training Class at Happy English Course selected through purposive sampling. Data were collected through observations and semi-structured interviews, then analyzed using data reduction, data display, and conclusion. The findings revealed that students exercised two forms of autonomy control: cognitive process control and learning management control. Students expressed positive perceptions of using WhatsApp for autonomous listening, including ease of access to materials and tasks, increased opportunities for practice, and enhanced motivation through interactive learning. In conclusion, WhatsApp serves as an effective tool to promote learner autonomy and improve students’ listening proficiency.
Students’ Viewpoint of Automatic Translation Tools in EFL Classroom Yudianto, Heri; Surtikanti, Monika; Agung, Antonius
Jurnal Pedagogy Vol 13 No 1 (2025): 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.v13i1.10482

Abstract

The mismatch between institutional expectations and students' learning needs has become a concern in the digital era, particularly in EFL classrooms. Universities emphasize academic values like originality and critical thinking, while students seek efficient learning methods. A significant technological advancement is the implementation of Automatic Translation Tools (ATTs), which have achieved greater accuracy due to advancements in artificial intelligence. This qualitative case study explores students' viewpoints on using ATTs in a Catholic university in West Kalimantan, which emphasizes originality in academic work. Data were collected from 41 respondents in the 6th semester of the English education program using questionnaires and interviews. Results show that respondents favor ATTs as they help translate complex texts, increase vocabulary, and support task completion. However, reliance on ATTs in communication raises concerns as it can inhibit independent language and critical thinking. This tool is employed for academic and non-academic applications, including social media. They emphasized balancing translation tools with academic integrity and the need for guidelines for responsible use, aligning with the University's values.
Students’ Feelings of Using Figurative Language in Creating Poems at Creative Writing Class: A Narrative Inquiry Fitriana, Ana; Rokhuma, Chubbi Millatina
Jurnal Pedagogy Vol 13 No 1 (2025): 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: 10.32332/42343x98

Abstract

Figurative language is a vital element in poetry that allows writers to express emotions, ideas, and imagery in creative and impactful ways. In the context of creative writing classes, especially poetry writing, students are encouraged to explore and utilize various figurative expressions to enhance the depth and beauty of their compositions. However, considering its complexity, the use of figurative language in writing a poem can create a range of emotions. This study aims to identify and understand students' emotional experiences in a creative writing class using figurative language at a university in Pekalongan. A qualitative method was employed through narrative inquiry to explore how students in a creative writing class experienced the use of figurative language while composing poems. The researchers used semi-structured interviews to collect data. The data were analyzed using the Miles, Huberman & Saldana analysis method. The participants of this study were students majoring in English department who had created poems using figurative language in creative writing class. The results of this study revealed some positive feelings felt by the students, such as excitement, happiness, interest, pride, and satisfaction. On the other hand, negative feelings felt by students include anxiety, frustration, and boredom. This study contributes to a deeper understanding of students' emotional experiences so that it can offer valuable insights for choosing appropriate teaching methods and media in teaching poems using figurative language in creative writing class.
Measuring Reading Comprehension Difficulties among Thai International English Students Studying in Indonesian Universities Muliawati, Ida; Jijai, Hifnee; Rizka, Budi
Jurnal Pedagogy Vol 13 No 1 (2025): 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: 10.32332/55b49284

Abstract

Mastering reading comprehension is quite challenging for EFL learners, thus the purpose of this study is to measure reading comprehension difficulties among the English Department students of Thailand Pattani currently studying in Indonesia. Descriptive quantitative research was used as the research design within this study. 25 English Department students of Thailand Pattani studying across Indonesian universities had been selected purposively to be the participants. Data were obtained through a 20-item reading comprehension test, which assessed students’ understanding of main ideas, stated and unstated details, and vocabulary. The test was administered online using Google Forms. The data collected were analysed quantitatively by using some formulas. The findings reveal that the overall reading proficiency among English Department students at Pattani, Thailand, is weak, with an average mastery score of 51.52%. The most challenging component was identifying main ideas or topic sentences, with a mastery level of 43% (poor category), followed by vocabulary meaning questions at 48% (poor category). In contrast, questions related to stated and unstated details had a slightly higher mastery score of 57% (weak category). These results highlight the need for targeted instructional strategies in EFL reading comprehension development.

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