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[THE EFFECTIVENESS OF TEACHER FEEDBACK TECHNIQUE TOWARD STUDENTS WRITING ABILITY (AN EXPERIMENTAL STUDY AT SMA MUHAMMADIYAH 2 METRO) ]]>
<![CDATA[Andianto, Andianto]]>
<![CDATA[ Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/pedagogy.v4i1.482
<![CDATA[The objective of this research are to examine whether: 1) there is a different between teacher feedback technique and conventional technique toward students’ writing ability at the first grade students of SMA Muhammadiyah 2 Metro and 2) the effectiveness of Teacher Feedback Technique toward students’ writing ability. This method applied in this research was a quasi experimental research. It was conducted at the first grade students of SMA Muhammadiyah 2 Metro. It consists of 90 students in three Classes. The sample of the research were two classes. Sampel penelitian ini adalah kelas X1 dan X2 yang dipilih menggunakan teknik cluster random sampling. The data were analyzed by using T-Test with Minitab Version 16 and Normalized Gain Test. Based on the result of data analysis, there are some research findings that can be drawn. They are; 1) there is a different between students’ writing ability tough by using teacher feedback and conventional technique to the students of SMA Muhammadiyah Metro. Teacher feedback technique is more effective than conventional technique toward students writing ability. 2) the level of effectiveness of Teacher Feedback Technique is 0.32 (medium) and Conventional technique is 0.17 (low).]]>
<![CDATA[MEANINGFUL ASSESSMENT FOR WRITING AT ISLAMIC UNIVERSITIES ]]>
<![CDATA[Irwansyah, Dedi]]>
<![CDATA[ Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/gdcfe520
<![CDATA[The term ‘meaningful’ or ‘authectic’ assessments might be understood variously depending on the charateristics of the learners and the type of educational setting. General universities and Islamic universities are likely to employ the terms differently. It is no secret that an Islamic university seeks to integrate Islamic values into all aspects of its English Language Teaching (ELT) curriculum including writing assessment. The fact that Muslims constitue a vast number of English learner in Indonesia has not yet been adequately supported by assessment procedures designed to guide the English instruction. The assessments in every teaching level is suppossed to be meaningful. To design a meaningful assessment tasks for a writing course in Islamic universities, teachers should consider the growing number of Islamic terms and Islam-related expressions in the field of English language education. The terms and expressions could be integrated into imitative, intensive, responsive, and extensive writings. This paper focuses on meaningful assessment for writing course in Islamic university, an area on which researchers have not conducted adequate analyses.]]>
<![CDATA[ROLE-PLAYING GAME (RPG) APPLICATION TO FOSTER ENGLISH VOCABULARY AND GRAMMAR FOR EFL STUDENTS ]]>
<![CDATA[Subandowo, Dedy]]>
<![CDATA[ Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/kb14ck54
<![CDATA[This research focuses on Role-Playing Game application as an English learning media of vocabulary and grammar for EFL students. RPG application provides vocabulary and grammar learning materials in interesting way to create a new learning atmosphere where the students do not get easily bored when learning those aspects. The steps of this developmental research (RnD) are analyzing, designing, developing, and evaluating. The research subjects are the students of Universitas Muhammadiyah Metro. The instrument of this research is questionnaire. The questionnaire in this research is used to collect data which is divided into two aspects, readability and implementability. The data are analyzed using Percentage Analysis Data. The result shows that the product is developed well. The readability aspect, the result of one-to-one is 72%, then in small group is increased to 80% and in the field test it is 87%. The implementability aspect, the result of one-to-one is 71%, in small group is 81% and in field test is 87%. Thus, the product is developed well after each phase of the research. Based on the result of the research, it can be concluded that Materials in RPG application can be learned attractively and interestingly.]]>
<![CDATA[THE EFFECTIVENESS OF POWER TEACHING TECHNIQUE TO TEACH SPEAKING VIEWED FROM STUDENTS’ SELF-ACTUALIZATION ]]>
<![CDATA[Yuniasih, Eka]]>
<![CDATA[ Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/e7zyj865
<![CDATA[The objectives of the research was finding out whether: (1) Power Teaching Technique is more effective than Drilling Technique to teach speaking at the Eleventh Graders of SMA N 1 Metro; (2)the students having high self-actualization have better speaking skill than those having low self-actualization; and (3) there is an interaction between teaching techniques and students’ self-actualization in teaching speaking. The method which was applied in this research was experimental study. It was conducted at the eleventh graders of SMA N 1 Metro. It consists of 11 classes, the total number of population is 325 students. The sample of the research were two classes. The sampling technique used was cluster random sampling. Each class was divided into two groups (the students having low and high self-actualization). The data were analyzed by using ANOVA 2 x 2 and Tukey test. The data analysis shows the following findings: (1) Power Teaching Technique is more effective than Drilling Technique in teaching speakingto the eleventh graders of SMAN 1 Metro; (2) the students having high self-actualization have better speaking skill than those having low self-actualization; and (3) there is an interaction between teaching techniques and students self-actualization in teaching speaking. It can be concluded that Power Teaching Technique is an effective technique to teach speaking at the eleventh graders of SMA N 1 Metro.]]>
<![CDATA[An ANALYSIS OF WRITTEN ERROR AMONG EFL STUDENTS OF ENGLISH PROFICIENCY LEVEL OF INTERNATIONAL PROGRAM ]]>
<![CDATA[Suhono, Suhono]]>
<![CDATA[ Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/3vsqj570
<![CDATA[This study aims at providing a comprehensive account of analyzing error in second language learners. For this purpose, an empirical study was conducted, using Indonesian students learning English as the research subject, especially among students of international program of Muhammadiyah University Surakarta. The researcher explored the type of errors made by students at different proficiency levels: high, medium, and low level. This study uses error analysis as methodological framework. More specifically, this study was an attempt to describe the type of grammatical error which frequently exist in written production, to describe frequency grammatical error among proficiency levels, and to describe the students’ understanding of errors. Students’ writings were analyzed for errors based on surface strategy taxonomy. The results of this research revealed that 846 sentences indicated errors. Types of omission error was the highest one 322 (37.9%) sentences. Afterward, grammatical error in low proficiency level was the highest one 322 (37.9%) sentences. The second was high proficiency level 276 (32.6%) sentences. The third was medium proficiency level 248 (29.3%) sentences. Most of the students didn’t understand about grammatical errors, because through students’ interview only 7 students were able to change grammatical error to be good sentences.]]>
<![CDATA[LANGUAGE LEARNING STRATEGY TAXONOMY USED BY THE TEACHER IN TEACHING ENGLISH ]]>
<![CDATA[Harya, Trisna Dinillah]]>
<![CDATA[ Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/1165y309
<![CDATA[Language Learning Strategies is simply refers to an individual‘s approach to complete a task. This is an individual way of organizing and using a particular set of skills in order to learn content or accomplish other tasks more effectively and efficiently in school as well as in nonacademic settings. Some previously conducted research found that good language learners actively involve themselves in the language learning process by identifying and seeking preferred learning environments and exploring them. The newly adapted curriculum in Indonesia emphasizes on the discovery learning. This study is aimed to find facts dealing with learning strategies used by high achievers and underachievers, whether there are any differences between the two groups. After research was conducted, the data shows that there are some differences in the learning strategies used by the two groups. The high-achievers uses more varied strategies.]]>
<![CDATA[TEACHERS’ STRATEGIES IN CORRECTING STUDENTS’ ERRORS IN CLASSROOM INTERACTION ]]>
<![CDATA[Sari, Yeasy Agustina]]>
<![CDATA[ Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/nvd4sr36
<![CDATA[This research was aimed to investigate the strategies used by the teachers in correcting the students’ errors in classroom interaction. The research was conducted at ten States Junior High Schools of Payakumbuh, West Sumatera consisted of one classroom for each school. The subject of the research was the ten teachers and all the students who were exist in those ten classrooms. This research was descriptive qualitative with the classroom interaction analysis. The finding of this research were (1) the errors which most frequently made by the students were vocabulary error. (2) The teacher used some different strategies in correcting the students’ error. However, the strategies which the most frequently used were explicit correction and recast. (3) The students’ preference was on explicit correction, metalinguistic feedback and clarification request. (4) The commonly reason of teachers tend to use the certain strategies in correcting the students’ error was because the teacher consider that the oral error correction was the effective way to communicate and help the students improve their speaking skill. Besides, the teachers know the level of students’ understanding, condition, and the ability in receiving what the teachers gave.]]>
<![CDATA[LINGUISTIC ERRORS ON NARRATIVE TEXT TRANSLATION USING GOOGLE TRANSLATE ]]>
<![CDATA[Anggaira, Aria Septi]]>
<![CDATA[ Jurnal Pedagogy Vol 5 No 1 (2017): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/pedagogy.v5i1.717
<![CDATA[This study aims to identify and analyze errors of language aspects that appear on the machine translator from Google-Translate on narrative texts in English into Indonesian. Based on the results of the analysis, it is showed that the morphological aspects occupy the highest positions in the data summary types of errors, as many as 13 errors. Next is the syntactic aspect for 9 errors, and morphology of for 12 errors. It can be concluded that the translation using Google Translate is not the right solution for someone who wants to translate foreign language text, especially if it is used in the learning process at schools.]]>
<![CDATA[Learning Writing Through Reading Text ]]>
<![CDATA[Damanik, Emeliya SukmaDara]]>
<![CDATA[ Jurnal Pedagogy Vol 5 No 1 (2017): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/pedagogy.v5i1.718
<![CDATA[This paper shares about the ideas in learning writing through reading the text. It is an alternative way to o develop student’s mind in writing. by reading the text, the student is not only get the information but also the ideas so that they can resulted the new product. Some ideas which has been discussed in this study, it can be applied to the teacher, student, lecturer or instructor involved in reading and writing pedagogy.]]>
<![CDATA[ITU PENGGUNAAN ALAT TRANSLASI DALAM PEMBELAJARAN EFL: APAKAH MACHIVE TRANSLATION MEMBERI DAMPAK POSITIF DALAM PEMBELAJARAN BAHASA? ]]>
<![CDATA[Mahardika, Rizka]]>
<![CDATA[ Jurnal Pedagogy Vol 5 No 1 (2017): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia ]]>
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DOI: 10.32332/pedagogy.v5i1.755
<![CDATA[Translation tools are commonly used for translating a text written in one language (source language) into another language (target language). They are used to help translators in translating big numbers of translation works in effective time. There are three types of translation tools being studied in the article entitled Machine Translation Tools: Tools of the Translator’s Trade written by Peter Katsberg published in 2012. They are Fully Automated Machine Translation (or FAMT), Human Aided Machine Translation (or HAMT) and Machine Aided Human Translation (or MAHT). Katsberg analyzed how each translation tool works, the naturality and approriateness of its translation and the compatibility of using it. In this digital era, translation tools are not only popular among translators but also among EFL learners. Beginning with the use of portable dictionary such as Alfalink and expanding to the more sopisticated translation tool such as Google Translate. Some novice learners usually use this translation tools in doing their task without recorrecting the translation result. This happens perhaps because they do not have enough background knowledge to evaluate the translation result. Thus, it will be better when the learners have good mastery in basic English and train them to be aware in evaluating the result from translation tools. On the other words, Human Aided Machine Translation may be the wise choice to do translation task effectively and efficiently particularly in managing the time.]]>
