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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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DEVELOPING VOCABULARY BOOK BASED ON CROSSWORD PUZZLE FOR VOCABULARY MASTERY AS MEDIA OF VOCABULARY INSTRUCTION FOR JUNIOR HIGH SCHOOL Sari, Agatha Tantri windu; Qomar, Aulia Hanifa
Jurnal Pedagogy Vol 5 No 2 (2017): 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/pedagogy.v5i2.941

Abstract

The main objective of the research is to develop picture media for vocabulary mastery based on crossword puzzle as a media of vocabulary instruction. The research was a research and development (R&D) study. This research is formative research. The steps in this research were conducting self-evaluation, getting expert review and one-to-one, small group, and filed test. The research object of this study is students of eight grade in SMP Muhammadiyah 3 Metro and SMP Negeri 10 Metro. Based on explanation above, it is conclude that by using vocabulary book based on crossword puzzle is very good and can help students in learning vocabulary and the students got a new knowledge.
The Effects Of Presentation Method And Learning Skill Toward English Abilities For Eleventh Grade Students At Senior High Schools In East Lampung Sukoco, Pudjiono
Jurnal Pedagogy Vol 5 No 2 (2017): 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/pedagogy.v5i2.1009

Abstract

Learning activities is an educational process which has various ways and can give the impacts of student’s learning English abilities. In fact most students find some difficulties specially in mastering English lesson at school. The different views about learning in educational process are met in the kind of initial conclusion that education is a process of preparing the young generation learning to live out and fulfill their destiny more effectively and efficiently. Some of the ways to make students are able to master an English lesson is by presentation method and students learning skill. The research has the following objectives: to determine the effects of presentation method on student abilities; to determine the influences of students’ learning skill to students’ abilities; to determine the effects of presentation method and student skill to students English abilities. The result obtained that the value of tcount is greater than ttable by calculating the Fvalue of 7.976. Medium Ftable (0,05) N = 30 is equal with 2.92. So Fcount > Ftable or 7.976 > 2.92. Therefore, H0 is rejected and Ha is accepted. It can be concluded that the method of presentation and student learning skill together give positive impacts toward student English ability. From the summary table is obtained the value of Rsquare of 0.371. This means that the two independent variables X1 and X2 together can influent of 37.1% and the balance of 62.9% affected by other factors that are not observed by the researcher.
The Influence Of Using Inside – Outside Circle (Ioc) Technique Toward Students’ Speaking Ability At The Second Year Of Ma Negeri 1 East Lampung Fitrianingsih, Septi; Sholihah, Lilis
Jurnal Pedagogy Vol 5 No 2 (2017): 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/pedagogy.v5i2.1010

Abstract

One of the objectives in foreign language teaching in Indonesia is to improve speaking skill accurately and fluently. Speaking is one of difficult aspect for students to master. This is hardly surprising when one considers everything that is involved when speaking: ideas, what to say, language, how to use grammar and vocabulary pronunciation as well as listening to and reacting to the person you are communicating with. The purpose of this research is to know there is any positive and significant influence of using Inside Outside Circle (IOC) technique toward students’ speaking ability at the second year students of MA Negeri 1 East Lampung academic year 2016/2017. This research is quantitative research. Research design that is used in this research is quasi experimental design. Data collecting technique of this research consists of pretest, treatment and posttest. The researcher gives test to know how far the students ability in speaking. The score of the students get from pretest and posttest. Inside Outside Circle influence the students’ speaking ability. It is appropriate with the result of the students score. It was proved based on the result of ttest, where tcount was 15,89 were higher than ttable was 2.0 in significance level 5% and 2,66 in significance level 1%. It means that there is an influence of Inside Outside Circle technique toward students speaking ability in second year of MA Negeri 1 East Lampung.
The Effectiveness of CALL in EFL Learning: A Synthesis of Empirical Evidence Usman, Andi Syamsurijal; Salsabila, Hanania
Jurnal Pedagogy Vol 13 No 2 (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.v13i2.10561

Abstract

Technology integration has been shown to enhance learners' language proficiency by creating authentic learning environments, fostering confidence, and improving technological skills. This literature review explores the effectiveness of computer-assisted language learning (CALL) in enhancing EFL learning, addressing learning gaps, and offering global perspectives on CALL implementation. the present study conducts a systematic literature review to synthesize empirical findings on the impact of CALL on EFL learning outcomes and to identify pedagogical and contextual factors mediating its effectiveness. Drawing on more than 70 peer-reviewed studies published between 1991 and 2025 and indexed in Scopus, ERIC, and Google Scholar, the review encompasses quantitative, qualitative, and mixed-methods research. The selected studies were analyzed using thematic synthesis to trace recurring patterns across language skills development, learner engagement, autonomy, and technology-enhanced instructional practices. The synthesis indicates that CALL is associated with consistent gains in vocabulary, grammar, listening, speaking, reading, and writing, particularly when embedded within blended learning designs, scaffolded pedagogical tasks, and technologies offering adaptive and timely feedback. At the same time, the effectiveness of CALL appears contingent upon the quality of instructional design, teachers’ digital pedagogical competence, and institutional support structures. Overall, the review suggests that CALL constitutes a robust pedagogical approach to EFL instruction when implemented through principled design and sustained professional development. Persistent challenges related to digital inequality and uneven teacher preparedness underscore the need for systemic investment to ensure equitable and sustainable CALL integration.
Navigating the Implementation of the Merdeka Curriculum in EFL Classrooms: Challenges and Pedagogical Needs in Madrasah Contexts Restika, Yesa; Maisarah, Ira
Jurnal Pedagogy Vol 13 No 2 (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.v13i2.10772

Abstract

This study examines the challenges and pedagogical needs experienced by EFL teachers in implementing the Merdeka Curriculum within a madrasah context in Indonesia. While the Merdeka Curriculum promotes student-centered, flexible, and project-based learning, empirical evidence on its implementation in Islamic senior high schools remains limited. Adopting a qualitative case study design, this research draws on in-depth interviews with two experienced English teachers at an Islamic senior high school in Indonesia to capture their lived experiences during the curriculum transition. The findings identify four interrelated categories of challenges: instructional challenges, including low student motivation and difficulties in addressing mixed-ability classrooms; resource-related constraints, particularly limited access to curriculum-aligned teaching materials; assessment-related challenges stemming from uncertainty in designing appropriate learning modules and assessment practices; and institutional support issues, marked by insufficient guidance and systemic backing. In response to these challenges, teachers highlighted the need for sustained professional development, stronger collegial and leadership support, and improved digital infrastructure, including reliable internet access and technological tools. This study argues that the successful implementation of the Merdeka Curriculum depends not only on policy design but also on teachers’ professional readiness and institutional support systems. By foregrounding teachers’ perspectives, this research contributes to the growing literature on curriculum reform in EFL contexts and offers context-sensitive insights for strengthening curriculum implementation in Islamic secondary education.
Reconstructing EFL Students’ Speaking Flow Disruptions through Idea-Chunking Rehearsals and Partner Listening Journals Stevani, Margaret; Martiningsih, Evi; Rais, Rinovian; Khasanah, Wirdatul
Jurnal Pedagogy Vol 13 No 2 (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.v13i2.11100

Abstract

Speaking fluency remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly at the secondary school level, where students often experience disruptions in speech flow due to difficulties in transforming conceptual intentions into coherent spoken output. These disruptions not only affect linguistic accuracy but also hinder real-time communication and discourse coherence. This study aimed to investigate how targeted pedagogical interventions, specifically idea chunking rehearsals and partner listening journals, could reconstruct speaking flow disruptions and enhance fluency and coherence among Indonesian high school EFL students. Adopting a process-oriented qualitative research approach grounded in theories of cognitive fluency and discourse organization, the study analyzed students’ spoken performance before and after the interventions. Data were collected through audio-recorded spontaneous and integrated speaking tasks administered during classroom activities. Qualitative discourse analysis was employed to identify recurring types of speaking disruptions, including hesitation clustering, disconnected nominal references, and collapsed verb chains. The findings indicated that students were able to internalize the targeted strategies, leading to improved real-time message planning, monitoring, and delivery. Pedagogically, the findings suggest that integrating process-based fluency interventions into speaking instruction can help learners manage cognitive load during speech production. These results offer practical implications for EFL teachers and curriculum designers seeking to address fluency development through cognitively informed and classroom-applicable strategies.
The Impact of Chatbots on Reducing Anxiety in English Language Classrooms: Insights from Yogyakarta Students Khalik, Muhammad Fathur Rahman; Astuti, Sri
Jurnal Pedagogy Vol 13 No 2 (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.v13i2.11219

Abstract

Foreign language anxiety remains a persistent affective barrier that can hinder students’ engagement and performance in English language classrooms. With the increasing integration of artificial intelligence in education, chatbots have emerged as potential pedagogical tools that can provide low-stakes interaction and emotional support. However, empirical evidence on their effectiveness in reducing anxiety in EFL contexts is still limited. This study investigates the efficacy of a chatbot in reducing anxiety levels among students in an English language classroom. Adopting a mixed-methods design, the study involved 30 undergraduate students over a 16-week semester. Quantitative data were collected using pre- and post-tests based on an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS). A paired-samples t-test was conducted to measure changes in anxiety levels, while a one-way ANOVA examined differences based on chatbot usage frequency. To complement the quantitative findings, semi-structured interviews were conducted with six participants and were analyzed thematically. A paired-samples t-test revealed a significant reduction in anxiety levels following the integration of the chatbot into classroom activities (p < .001). Although a one-way ANOVA showed no significant difference in anxiety reduction across varying levels of chatbot usage frequency (F(2,27) = 0.303, p = .741), students' qualitative responses highlighted the chatbot’s value in lowering anxiety. Three themes emerged from the interviews, including reduced pressure due to quick responses, enhanced confidence through answer validation, and emotional comfort gained from the chatbot’s presence. These findings suggest that chatbots can contribute to a more supportive language learning environment, particularly in addressing anxiety issues in foreign language classrooms.
Enhancing EFL Writing Instruction through Problem-Based Learning: Insights from a Classroom-Based Study Fiddin, Muhammad Faqihna; Hafifah, Tasya Marsanda; Augustin, Regina Fitria; Librata, Harit Ananda; Priyantin, Tina; Ruswardiningsih, Dini
Jurnal Pedagogy Vol 13 No 2 (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.v13i2.11348

Abstract

The study aims to find out how the implementation of the Problem-Based Learning (PBL) model can enhance the writing skills of tenth-grade students, particularly in composing English exposition texts. This study applied a Classroom Action Research (CAR) method, conducted in two cycles following the stages of planning, acting, observing, and reflecting. The research was carried out in a public senior high school in Indonesia and involved 35 students. Data were gathered through writing tests, classroom observations, and student reflections. The findings revealed a steady improvement in students’ writing performance across five key aspects: organization, content, grammar, mechanics, and vocabulary. The percentage of students who met the minimum mastery criterion (score ≥76) increased from 25.71% in the pre-cycle to 42.86% in Cycle 1, and reached 60% in Cycle 2. The most notable improvement occurred in organization and content, while grammar and mechanics progressed more gradually. The use of real-life problems, collaborative discussions, and reflective writing helped students produce more coherent and persuasive exposition texts. This study was limited by its short duration and the small scope of participants, which may affect the generalizability of the results. Therefore, future research is recommended to implement more extended cycles, apply the PBL model to various writing genres, and explore the integration of digital tools to support writing development, especially in grammar and mechanics.
Reflective Writing as a Pedagogical Tool to Foster Critical Awareness among Non-English Department Students in Indonesian EFL Contexts Rizqiani, Diyah Ayu; Astuti, Missi Tri
Jurnal Pedagogy Vol 13 No 2 (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.v13i2.11429

Abstract

Reflective journaling has increasingly been applied as an instructional approach to promote critical awareness in higher education, including in non-language disciplines. This research explores the reflective journals produced by students of the Criminology Department at the Faculty of Social and Political Sciences, Universitas Islam Riau, during the even semester of the academic year 2024/2025. The students’ reflections addressed the issue of noise pollution in their immediate environment. The purpose of this study was to analyze students’ levels of critical awareness based on five indicators: issue comprehension, critical reflection, real-life connection, recognition of multiple perspectives, and clarity of expression. A total of fourteen journals were evaluated using a four-point analytic rubric. The results reveal that six journals (43%) reached the “Excellent” level, seven (50%) were classified as “Very Good,” and one (7%) fell into the “Good” category. These findings indicate that most students demonstrated a solid understanding of the topic and were able to establish meaningful links to real-life situations. Nevertheless, limitations were observed in the depth of critical reflection, consideration of diverse perspectives, and clarity of expression, as several journals exhibited only surface-level discussion. In conclusion, the study confirms the effectiveness of reflective writing in fostering critical thinking and civic awareness among non-English department students, while also underscoring the need for systematic instructional support to encourage deeper multi-perspective analysis and more precise academic writing.
An Ethnopedagogical Approach in Developing Inferential Reading Materials in EFL Contexts: Integrating Lampung Local Wisdom Septiyana, Linda; Suprihatin, Yeni; Ninsiana, Widhiya
Jurnal Pedagogy Vol 13 No 2 (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.v13i2.11577

Abstract

Ethnopedagogy emphasizes the integration of local wisdom into educational practices and has gained increasing attention in EFL contexts. This study aimed to develop inferential reading materials by integrating Lampung local wisdom through an ethnopedagogical approach. Employing a research and development (R&D) design based on the Thiagarajan and Semmel 4D model, the study involved four stages: define, design, develop, and disseminate. During the define stage, students’ needs were examined through questionnaires and interviews. The design stage focused on syllabus development and the selection of reading theories, strategies, text genres, and culturally relevant materials rooted in Lampung local wisdom. In the develop stage, an inferential reading textbook was produced and validated by experts, while the disseminate stage examined students’ responses to the materials. The participants consisted of one inferential reading lecturer and 70 undergraduate students from an English Education program at a public higher education institution in Indonesia. The findings reveal a strong need for culturally grounded inferential reading materials, as existing resources insufficiently support students’ inferential comprehension skills. Students’ responses indicated a highly positive evaluation of the materials in terms of relevance, clarity, and cultural integration, with a mean score of 3.48 on a 4-point scale, categorized as very good. These results suggest that an ethnopedagogical approach is both effective and feasible for developing inferential reading materials in EFL higher education contexts.

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