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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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Developing Interactive Multimedia, Material Rule of Simple Past Tense Early Childhood Education Programs STKIP Kumala Metro Lampung Purwo Trapsilo
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 (419.811 KB) | DOI: 10.32332/pedagogy.v6i2.1222

Abstract

The aims of the research are: (1) to describe the condition and potency of current learning on the basic material Simple Past tense, (2) to produce teaching learning materials Compact Disc (CD) interactive multimedia which is integrated with basic competence in the form of procedural text with manuals and tips, (3) to analyze the effectiveness, (4) to find efficiency, and (5) to find attractiveness of the program.The method of the research used research and development and it was conducted at one semester students STKIP KUMALA Data were collected through observation, questionnaires and tests. Analyze data uses descriptive and Gain test. The conclusions of research are; (1) STKIP KUMALA has the potency of using IT, tools and infrastructure of computer, teaching material to support the teaching process, (2) the process produced the product through lector program, (3) The teaching and learning process utilizing interactive multimedia teaching material is more effective, shown by N-Gain score 0.71, (4) after using interactive multimedia, the teaching and learning process can save 90 minutes compared to the previous lesson, (5) learning using interactive multimedia interesting, in organizing strategy (87.00%), in terms of delivery (84,97%), and in terms of program management strategies to obtain optimal learning results (85.04%).
THE EFFECTIVENESS OF CONTENT-BASED INSTRUCTION TO TEACH SPEAKING VIEWED FROM STUDENTS’ CREATIVITY Aisyah Sunarwan
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 (480.093 KB)

Abstract

The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking to the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013; (2) whether the students having high creativity have better speaking skill than those having low creativity; and (3) whether there is an interaction between teaching methods and students’ creativity in teaching speaking. The method in this research was experimental study. It was conducted at the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013. The sample of the research was two classes; C consists of 40 students as an experimental class and E consists of 40 students as a control class. The sampling technique used was cluster random sampling. Each class was divided into two groups (the students having high and low creativity). The techniques of collecting data were creativity test and speaking test that were tried out to know their readability. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tukey test.The result of data analysis shows that: (1) Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking (2) the students having high creativity have better speaking skill than the students having low creativity and (3) there is an interaction between teaching methods and students’ creativity in teaching speaking. Based on the finding, it can be concluded that Content-Based Instruction is an effective method to teach speaking.
Representation of Culture in EFL Textbooks and Learners’ Preference Hamza Alshenqeeti
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 (552.767 KB) | DOI: 10.32332/pedagogy.v7i2.1647

Abstract

This research represents the importance of culture in English as Foreign Language (EFL) Textbooks and learners' preference in the English classrooms. The study analyzes the cultural representation in three types of culture: source, target, and international of English as a foreign language (EFL) textbooks used in English classrooms at public universities in Saudi Arabia. Through the method of content analysis, it was discovered that a cultural representation balance was not maintained, indeed, as the contents were skewed toward target culture representation. Analyses of the study data, including a survey taken by EFL learners (N= 120), showed that source culture was the least interesting for these participants. The analyses also showed that skill development and target and international cultural training were prioritized by the study subjects. The findings of the current study suggest the need for thoroughness in developing rigorous frameworks for EFL textbooks' cultural integration, and for future experimental trials focusing on culture and foreign language research.
PROBLEM SOLVING OF NON-EQUIVALENCE PROBLEMS IN ENGLISH INTO INDONESIAN TEXT Widhiya Ninsiana
Jurnal Pedagogy Vol 4 No 2 (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 (624.694 KB) | DOI: 10.32332/pedagogy.v4i2.379

Abstract

In the process of transferring one message of Source Language (SL) to Target Language (TL) in a translation must be careful by a translator, because one word may have more than one meaning. By knowing the possible meanings of a word, the meanings appropriately should be translated by a translator, and the readers will get the meaning and information of the target text. The equal meaning of source language to the target language is equivalnce, but non-equivalence occurs when the meaning in source language is not translated into the target language. There are many strategies to solve the problems of non-equivalence in Indonesian into English. A translator has a strategy to solve it. These strategies, that is, cultural, loan word, pharaphase, omission, semantically, hyponyms, etc.
A SYNTACTICAL INTERFERENCE FOUND IN EFL STUDENTS’ ENGLISH COMPOSITION Ahmad Samingan
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 (1114.133 KB) | DOI: 10.32332/pedagogy.v5i2.936

Abstract

The purpose of this study is to analyze syntactical interference found in EFL Students’ English composition of IAIN Salatiga. The objectives are to find out type of interference, frequency of each type, the most dominant type, and the factors contribute to language interference in EFL students’ composition. This is a descriptive-qualitative research. The data were taken through elicitation technique, and then analyzed by using theory of language interference. The findings of this study showed that EFL students made five categories of interference error that belong to syntactical interference: the use of L1 structure in target language, the use of L1 structure in English noun phrase, literal translation in negation of verbal sentence, literal translation in negation of nominal sentence, and literal translation in nominal sentence of affirmative form.
Students’ Problems of Dealing with Lecturer’s Indirect Corrective Feedback on Argumentative Writing Hasanul Misbah; Fitri Kurniawan
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 (544.252 KB) | DOI: 10.32332/pedagogy.v6i2.1301

Abstract

This study was aimed at describing the problems the students encountered while dealing with the lecturer’s indirect corrective feedback on their argumentative writing. This study adapted qualitative approach. The participants involved were 20 fifth semester students of Writing III subject in Jakarta Muhammadiyah University. The study conducted in the period of September-October, 2017. The data were collected using interview and documentation. The data were analyzed through Miles and Huberman Model. The results of study showed that students faced problems with: 1) the writing components such as writing content, writing organization, vocabulary, grammar, and mechanics; 2) Writing plan namely, lack of writing preparation and of learning management; 3. Writing process such as ineffective teamwork, big-size class, no background knowledge of the teacher-assigned topics, incomprehensible teaching materials, unreadable and hard to respond feedback, and lack of motivation. The study concluded that students still faced many problems generally with learning writing and specifically of dealing with the feedback and there should be changes of strategy from the feedback to perform better writing progress.
THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) AND TEAMS GAMES TOURNAMENTS (TGT) TECHNIQUE TOWARD STUDENTS’ SPEAKING ABILITY AT TENTH GRADE OF SMA NEGERI 1 PAGAR DEWA ACADEMIC YEAR 2014/2015 Andri Yono
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

The researchers offer some techniques to be applied in speaking class; they are STAD and TGT technique. The problem formulations of this research are; (1) Is there any difference influence of STAD and TGT techniques toward students’ speaking performance at tenth grade of SMA N 1 PagarDewa?; (2) Which one is more effective between STAD and TGT techniques toward students’ speaking ability at tenth grade of SMA N 1 PagarDewa?. The research design of this research is True Experimental Design. The population of this research is all of the students of SMA N 1 PagarDewa which consists of eighteen classes with total students are 544 students. The researchers take 58 students from the total population as the sample, where 29 students are in experiment class and 29 students are in control class that be matched based on the students level of speaking ability. The researchers use Cluster Stratified Random Sampling as technique of sampling. To analyze data, the researchers usettestformula. Based on the result of this research and the result of criteria of the hypothesis on the table, the result shows that tCount = 2,8126; moreover the researcher looked at ttable for α = 1% shows ttble = 2.70 and for α = 5% shows ttable = 2.02 or it means tcount>ttable.It is obtained that Ha is accepted while Ho is rejected. It means that there is the difference influence of STAD and TGT technique toward students’ speaking ability and also it means that STAD technique is more effective than TGT technique toward students’ speaking ability. But as the conclusion, both of these techniques are effective to be applied in teaching speaking for the SMA N 1 PagarDewa.
The Use of Multi-modal Texts in An English Classroom of Hard-of- Hearing Learners Bunga Ikasari; Nur Arifah Drajati; Sumardi Sumardi
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 (438.213 KB) | DOI: 10.32332/pedagogy.v7i2.1661

Abstract

This article provides a story of a teacher’s experience in using ICT-integrated multimodal texts to help heard-of-hearing learners develop or improve their literacy skills especially in mastering reading comprehension. Specifically, this study tried to investigate students’ engagement in classroom activities involving multimodal reading materials. In addition, their perceptions toward the use of multimodality were also portrayed. The study was carried out in a special need school. The research is a narrative inquiry study of an English teacher and three hard-of-hearing learners. The material consists of video observation, photographs, field notes, documents, and interviews with the teacher and the students. The findings showed that multimodal texts which were built with diverse modes of semiotic resources such as color, sound, motion, written text, and gesture could ease the teacher to help the students perform better in the area of reading comprehension. Moreover, the use of multimodal texts allowed students to participate more actively in classroom activities. I believe that the result of the study contributes to the body of knowledge regarding the use of texts for reading purposes.
THE IMPLEMENTATION OF COLLABORATIVE WRITING METHOD FOR WRITING INSTRUCTION IN THE ENGLISH EDUCATION STUDY PROGRAM Ning Setio Wati
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

Abstract

Collaborative writing is not a new methodology in teaching of English as Foreign Language (EFL). It has been adopted in many countries in recent years. This article reviews the application of collaborative writing method to teach writing skill at the college level. Because many researchers appear to believe students can be taught to collaborate, they urge educators to provide explicit instruction that encourages development of skills such as coordination, communication, conflict resolution, decision-making, problem-solving, and negotiation. This article also expands the operational definition of collaborative writing in process of writing instruction. Then, it tries to discuss the procedures of writing instruction using collaborative writing method. The last, this article describes the benefits of collaborative writing method in the classroom.
tersebut PENGGUNAAN JURNAL REFLEKTIF MENULIS DALAM MENGAJAR MENULIS MELALUI METODE RECOUNT TEXT PADA STUDI KELAS KULIAH SMAN 1 PAGELARAN LAMPUNG Rika Dartiara
Jurnal Pedagogy Vol 5 No 1 (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 (44.031 KB) | DOI: 10.32332/pedagogy.v5i1.793

Abstract

The research aims to analyze the process of using reflective journal writing through recount text at SMAN 1 Pagelaran and to analyze the students’ problems in writing reflective journal through recount text. This was a case study. The data were collected by observation, documentation, and interview. The research was conducted in SMAN 1 Pagelaran Lampung from July 31st 2015 to September 9th 2015. The participants involve in the reseach consisted of 32 students of X.2. In this case the researcher focused on six students. The process of teaching learning activity was conducted for six meetings. The result of this study showed that the process of using reflective journal writing in teaching writing through recount text in X.2 run well. The students’ writing task of reflective journal revealed that the use of reflective journal writing affected their writing.

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