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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 233 Documents
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COMPARATIVE ANALYSIS OF INTERLANGUAGE ERRORS MADE BY JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL Lilik Nuraini
Jurnal Pedagogy Vol 5 No 2 (2017): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (970.318 KB) | DOI: 10.32332/pedagogy.v5i2.939

Abstract

This study deals with the comparative analysis of interlanguage errors made by Junior High School and Senior High School. The objective of this research is to identify the types of interlanguage errors made by the Junior High School and Senior High School. The similarities and the differences of interlanguage error made by Junior High School and Senior High School, and the extend do the native language and the target language influence the student interlanguage system. The data are students’ errors in writing. The erroneous sentences are taken from 40 pieces of the junior high school students’ writing, and 40 pieces of the senior high school students’ writing. The data analyzed qualitatively, especially in using Error analysis Framework. The results indicate that the interlanguage errors made by Junior High School and Senior High School have the similarities and differences. The similarities of interlanguage errors that found by researcher are: wrong spelling of word, the use of Indonesian word, and omission of bond morpheme‘s/es’ as the plural marker. The researcher found ‘the wrong spelling of word, the use of Indonesian word, and omission of bond morpheme ‘s/es as the plural marker” in Junior High School, in Senior High School composition. The differences of interlanguage error made by Junior High School and Senior High School as follow: the use of V-ing for past event in Junior High school, it is not found in Senior high school composition. The errors that found in Senior High School, such as: False friend, Additional apostrophe (’s) is not appropriate, Additional‘s’ as Singular Marker, Omission of preposition, The use of singular noun for plural noun, The use of subjective pronouns for objective pronouns, and Omission of Article (a,an,the) , these errors are not found in Junior High School composition. There are two influences in students’ English namely influenced by first language and influenced by target language; the most dominant influence in students’ interlanguage in Junior high school and Senior high school is influenced by the target language. It can be seen from the percentages of it, 85, 71% in Junior High School and 85, 71% in Senior High School composition.
THE EFFECTIVENESS OF TEACHER FEEDBACK TECHNIQUE TOWARD STUDENTS WRITING ABILITY (AN EXPERIMENTAL STUDY AT SMA MUHAMMADIYAH 2 METRO) Andianto Andianto
Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (647.936 KB) | DOI: 10.32332/pedagogy.v4i1.482

Abstract

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).
Sharing Photographs on Instagram Boosts Students’ Self-Confidence in Speaking English Rayinda Eva Rahmah
Jurnal Pedagogy Vol 6 No 2 (2018): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.361 KB) | DOI: 10.32332/pedagogy.v6i2.1335

Abstract

This paper reports on the way in which posting photographs in a social media, Instagram, used as a strategy to boost confidence in speaking English among students majoring English education in IAIN Pekalongan. Confidence is seen to influence learners’ achievement in communication skills. The qualitative outcomes deriving from five participants revealed positive impacts of the Instagram usage on their confidence in speaking English. Therefore, this study uses qualitative research with the instruments of data collection using interview. The finding shows that sharing photographs on Instagram can contribute to the students’ confidence to speak in a foreign language. The positive results offered some insightful suggestions and implications for teaching English as a foreign language.
Tersebut EFEKTIVITAS STRATEGI PARAPHRAS DALAM MENINGKATKAN KOMPREHENSI MEMBACA DAN PENCAPAIAN MENULIS Diah Maulidya Hans
Jurnal Pedagogy Vol 2 No 1 (2014): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.933 KB)

Abstract

Reading comprehension and writing as the crucial skills must be instructed effectively in order to engage the students in the meaningful teaching and learning process. One of the ways to increase students’ reading comprehension and writing achievement is by the use of paraphrasing strategy in the classroom instruction. Through the application of the paraphrasing strategy, it is easy for the students to internalize the information of the original source comprehensively; thus, students’ reading comprehension achievement is increased. In relation to the improvement of students’ reading comprehension achievement, students’ writing achievement is also increased by the use of paraphrasing strategy since the students can rewrite the text in to their own writing style. Therefore, the use of paraphrasing strategy is considered as one of the beneficial ways used to enhance students’ reading comprehension and writing achievement.
The Dominant Errors of Speech Production Committed in Speaking Class Interaction Akhadiyatus Sholihah Ts
Jurnal Pedagogy Vol 7 No 2 (2019): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.836 KB) | DOI: 10.32332/pedagogy.v7i2.1671

Abstract

This study describes the dominant errors committed by the first and third-semester students of the English Education Department of UII. The aim of this research is to describe the dominant errors committed by the first and third-semester students of UII. This is a qualitative research study. The researcher collects the data through an audio recording, listens and makes the script from the audio recording, read the script and identifies the data, selects the data, and classifies the silent pause of error and filled the pause. The researcher analyses the data uses the theory of Clark and Clark and Dulay. The result indicates that the total errors are 84 utterances containing 108 silent pauses for the first semester and 32 Utterances containing 34 silent pauses for the third semester, and 51 utterances containing 57 filled pauses for the first-semester student and 89 utterances containing 124 filled pauses for the third semester students. Silent pause is the dominant errors made by the first semester students and filled pause is the dominant errors made by the third semester student. The error sources are cognitive reason and situational anxiety.
RECIPROCAL TEACHING: ONE OF THE METHODS FOR POOR COMPREHENDERS Umi Yawisah
Jurnal Pedagogy Vol 1 No 1 (2013): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (279.521 KB)

Abstract

Reciprocal teaching is a method which emphasizes the students’ cognitive and meta cognitive domains for it covers the structural process of the instruction. The whole elements within the procedure enable the students to choose the strategy, plan, monitor, and evaluate their own activities. Furthermore, the procedures integrated in this method are believed to enhance the students’ thinking process. The method, introduced by Palinscar and Brown, belongs to cooperative learning in that the students’ thinking process in learning is expressed through a natural dialogue. This method is designed to improve the students’ competency in text reading while those students find it difficult to comprehend the content of the text. The method also encourages the students to apply such four strategies as predicting, summarizing, questioning, and clarifying.
THE CORRELATION BETWEEN STUDENTS’S FIXED PHRASE MASTERY AND ARGUMENTATIVE WRITING PERFORMACE Dinar Anggraini
Jurnal Pedagogy Vol 2 No 2 (2014): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The primary goal of this research was to investigate the correlation between the students’ fixed phrase mastery and argumentative writing performance. A quantitative research was used to approach the data. The population of the research was the sophomore students of PBI. The 60 samples of this research were randomly selected by random sampling technique. The data were collected by test and documentation. In addition, an analyze relating to the correlation between the students’ fixed phrase mastery and argumentative writing performance was done by using Person Product Moment. The finding of the research indicates that there is positive and significant correlation between students’ fixed phrase mastery and argumentative writing performance. It is proved by the data illustrating that rtable for N 60 at 5% level is 0.254 and for 1% level is 0.330. Consequently, it can be shown that 0.254 < 0,788 > 0.330 or 0.254 < 0,753 > 0.330.
Experiential-Learning In Writing Class: A Suggested Teaching Practice For Islamic Universities Ani Meitikasari
Jurnal Pedagogy Vol 6 No 2 (2018): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (740.234 KB) | DOI: 10.32332/pedagogy.v6i2.1233

Abstract

In global era, mastering language skills as a means for communication, which focus not only on “transmitting knowledge / cognitive aspects” but also “experiencing authentic-language” based on the context, becomes a fundamental demand for all of language learner in certain educational settings as well as writing skill. The ability in producing a scientific writing by considering the context and aspects of writing is very crucial for higher education students. Therefore, this research, which is an ethnographic classroom study in form of reflective-qualitative point of view in period of eight-week-learning meetings, is intended to investigate and design teaching Instruction by using Experiential Learning (EL) in writing class especially for English Education students in Islamic university. In summary, EL may be effectively implemented as an alternative method in writing class by considering some essential points and contexts.
AN ANALYSIS THE MORAL MESSAGE ON NARRATIVE TEXT FOUND IN TEXT BOOKS OF SMA KOSGORO Sugiarti Sugiarti
Jurnal Pedagogy Vol 3 No 2 (2015): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Education is one of essential aspects for Indonesia when it wants to advance its national life through young generation. Young generation as the future of nation is a familiar words accepted by a large number of people in this country.The case of students’ morality commonly found in the school proves that to give moral message in all chances of lesson is important. The study used qualitative research to find the data. Reseacher analyzed 22 narrative text books. The result shows that narrative texts as kind of literature are frequently found in English text books of senior high school also narrative texts found in English text books of senior high school Kosgoro Sekampung are commonly found in the form of fable. Since, narrative text is favorable text in a major of students; the teachers hopefully are expected to employ it as the topic in making ice-breaking or brainstorming before start for teaching.
Higher Education Students’ Voice in Experiencing Problem Based Learning Intan Pradita; Safira Pelita Fadila
Jurnal Pedagogy Vol 7 No 2 (2019): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (858.123 KB) | DOI: 10.32332/pedagogy.v7i2.1676

Abstract

This paper is aimed at describing the students’ perception of the implementation of problem-based learning during the Materials Development course in the eve semester 2018. The participants were 58 students of English pre-service teachers. The data were collected through the 58 reflective writings at the end of the course, and the observation recording during the group discussion. Through qualitative analysis, there are five positive themes, and two negative themes found in the reflective writings. This study found that among three characteristics of Problem based learning, most of the students perceived positively in stimulating critical thinking and devoting authentic experiences. Whereas, there are also some students who perceived problem-based learning as challenging, especially in technical obstacles such as; the appearing of the lecturer’s stress during discussion session; not engaging friends in a group.

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