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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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ASSESSING VOCABULARY IN THE LANGUAGE CLASSROOM Fitri Rayani Siregar
Jurnal Pedagogy Vol 3 No 2 (2015): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

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Abstract

Vocabulary is ultimate aspect in learning a language. A student who learns a foreign language should have a lot of vocabularies to developt some skills, namely speaking, writing, reading and listening. Also, the teacher needs a guide in assesing the tasks, examinition, and daily tasks.
The Developing an Android Software “Glossary of Sharia Economics” Agung Guritno
Jurnal Pedagogy Vol 7 No 1 (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 (772.966 KB)

Abstract

This study is conducted to describe the process of developing of android software system which contains the terms in the sharia economics field in three languages (Arabic, English, and Indonesia) for the students of Islamic Economics and Business Faculty. The study used to research and development methodology. The steps comprised: a preliminary study, making the product, validation of the product and try out the product. Before making the product, the researcher conducted a preliminary study to the students which the result was the students need a specific tool to ease them in learning the terms. After the product was made, the researcher then tried out the product to the students. To evaluate the product, the researcher then distributes the questionnaires through an online survey to the students to find out their opinion about the product. The result of the questionnaires showed that most of the students satisfied with the product. In conclusion, the android software is very promising to be used as supporting tooling learning.
ITU PENGARUH DIALEK TERHADAP PELAFALAN SISWA DALAM KEMAMPUAN BERBICARA Syahreni Siregar
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 (51.302 KB) | DOI: 10.32332/pedagogy.v5i1.766

Abstract

Dialect is one of the important aspects in language and communication. So that it will also influence the language teaching process. This article aims to discuss deeply about how dialect can influence on the student’s pronuncition in speaking ability. The diversity of Indonesian people influence students’ ability in understanding the subject which learned. One of the diversity is language variation in their daily life which called dialect. Every dialect will have uniqueness when speaking. It influences their ability when speak English. Pronunciation is one of the most important parts of English to communicate with the other people since there are differences between symbols and sounds. To communicate with other people in foreign labguage we should have a good pronunciation so that the listener can understand what we mean and there is no missunderstandig between the speaker and the listener. So, this article will try to find out the influence of dialect on the student’s pronunciation in speaking ability.
A Comparative Analysis of Spoken Error of Students’ Utterances Nur Kafifah; Nurul Aini
Jurnal Pedagogy Vol 8 No 1 (2020): 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 (348.917 KB) | DOI: 10.32332/pedagogy.v8i1.1926

Abstract

This present study deals with the comparative analysis in spoken production errors made by the 2nd and the 4th-semester students of English Education Study Program in STKIP Kumala Metro. The objectives of this research are to comparative the types of errors, the frequency of error, the dominant type of errors, the similarities and differences of errors, and the sources of errors. The type of this research is qualitative research. The data of this research are utterances containing errors taken from the 2nd and the 4th-semester students. In collecting data, the researcher listened to the audio record carefully, writes the scripts correctly, then identifies the data, and selects the data deals with the types of errors. The researcher used Clark and Clark, Dulay, Burt, and Krashen's theory to analyze the errors. The results indicated that there are three types of errors made by the 2nd-semester students, namely, speech errors (78,22%), morphological errors (15,6%), and syntactical errors (6,06%). Whereas, the erroneous made by the 4th-semester students are speech errors (83,86%), morphological errors (13,1%), and syntactical errors (2,93%). The speech errors made by the 2nd and the 4th-semester students have similarities and differences. The similarities of speech errors that found by the researcher were: silent pause, filled pause, repeats, false start (unretracted), false start (retraced), correction, interjection, stutters, a slip of the tongue, error in pronunciation, error in vocabulary, error in word selection, the omission of bound morpheme-s, the omission of to be, the addition of to be, the omission of the verb, the omission of –Ing, the addition of –Ing, and misuse of to be. The differences of errors made by the 2nd and the 4th-semester students are in the addition of preposition, malformation, and disordering. The dominant error made by students is filled pause. These speech errors mostly caused by three sources; cognitive difficulty, situational anxiety, and social reason.
IMPROVING LISTENING AND SPEAKING ACHIEVEMENTS OF THE EIGHTH GRADE STUDENTS OF SMP NEGERI 6 METRO BY USING VIDEOS PLUS DISCUSSION METHOD Rizka Amalia
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 (531.165 KB) | DOI: 10.32332/pedagogy.v4i2.386

Abstract

Listening and speaking are the important skills that have to be mastered by the students. By having these skills, the students can communicate with others easily. However, the teaching and learning of listening and speaking skills are still problematical. The objectives of this study were to find out whether or not videos plus discussion method was effective in improving the students’ listening and speaking achievements. This study involved one hundred and ninety six of the eighth grade students of SMP Negeri 6 Metro and forty of them were selected as the sample by using purposive sampling technique. The results of this study showed that the videos plus discussion method was considered as one of the effective ways to improve the students’ listening and speaking achievements.
TEACHERS’ STRATEGIES IN CORRECTING STUDENTS’ ERRORS IN CLASSROOM INTERACTION Yeasy Agustina Sari
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 (502.197 KB)

Abstract

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.
Teaching English to Children With Hearing Impairment: A Case Study in Special School Ayu Agustina Dewi; Umi Yawisah; Syahreni Siregar
Jurnal Pedagogy Vol 7 No 1 (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 (466.233 KB)

Abstract

This paper aimed to show the EFL classroom activities for children with hearing impairment conducted by the teacher, the teacher’s consideration in designing and implementing the EFL classroom activities, and challenges faced by the teacher in developing EFL classroom activities. The study was qualitative in nature. The data collected through observation, interview, and documentation. Additionally, this paper applied Miles and Huberman model to analyze the research data through some steps, namely, data reduction, data display and drawing a conclusion. In this research, the researcher observed the teaching process and interview the English teacher for children with hearing impairment at the eighth graders of SLB (Education of physically and mentally handicapped children) Negeri Metro. The results indicated that the teacher designed, and implemented the EFL classroom activities based on the students’ characteristics, needs, and abilities such as selecting the activity which provides instruments especially visual supports, modifying the classroom environment. Moreover, the teacher also faced the children’s limitations as her challenges but she had her own way to overcome the challenges such as giving a simple and easy activity and maximum visual supports to the students in the activity.
MODULATION IN ENGLISH INTO INDONESIA TRANSLATION Hasanul Misbah
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 (706.326 KB)

Abstract

This descriptive-qualitative research investigated the modulation phenomena and measured the accuracy level of the phenomena occurring in the translated text. It involved 40 students at the fifth semester of English education program in STAIN Jurai Siwo Metro. The data were taken from each participant‟s translated texts using observation and documentation. The kinds of text are scientific and literary texts. Both texts contain 20 modulation phenomena. All of the phenomena were analyzed by comparing the proper translation text with the translated text produced by the students and then measured in the term of accuracy level. The researcher found 11 Fixed Modulation (FM) and 9 Optional Modulation (OM). In the term of accuracy, the FM is more accurate than OM but OM has a lower inaccurate level than FM has. Related to the accuracy percentage of all phenomena, there are 16% categorized as accurate, 39% as less accurate, and 45% as inaccurate. In conclusion, the students are still lack of the accuracy in modulation so that they should be able to let themselves free from influential factors of the source language structure and to express natural and equivalent translation in target language.
Challenges Faced by English Teachers: Implementation of Higher Order Thinking Skills (HOTS) in Designing Assignments in East Indonesia Aprilia Arnis Ginting; Paulus Kuswandono
Jurnal Pedagogy Vol 8 No 1 (2020): 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 (324.877 KB) | DOI: 10.32332/pedagogy.v8i1.1688

Abstract

Higher Order Thinking Skills (HOTS) have been implemented in Indonesia as part of the 21st Century learning to face Industry Revolution 4.0. The implementation of HOTS is also fully supported by the Minister of Education (MoE) considering, that those critical thinking skills are fundamental to facilitate the graduates with problem-solving and decision making. Nevertheless, very limited references discuss English teacher perceptions on the implementation of HOTS in terms of designing assignments for English learning. As HOTS implementation cannot be separated from the teachers’ role, the teachers are supposed to exhibit good skills in designing assignments by integrating HOTS aspects. The research question and objective of this study relate to the following issue: what are the challenges of designing HOTS assignments as perceived by English teachers in East Indonesia? The research participants were twenty Senior High School English teachers in Flores Island, East Nusa Tenggara, Indonesia. The researchers developed our research instruments, namely questionnaire, class observation, Focus Group Discussion (FGD), and interview. The data were subsequently cross-checked with the results from each instrument to triangulate the data consistency. This study indicated that the participants had a positive perception of designing HOTS assignments. However, the participants also faced challenges in its implementation. They were divided into three categories, namely: teachers’ knowledge, teachers’ preparation, and students’ limited ability. These findings also provided the reasons why English teachers need to construct positive awareness on the importance of HOTS in designing assignments to improve the quality of the English learning process.
AN ANALYSIS OF STUDENTS’ ERRORS IN PRONOUNCING ENGLISH DIPHTHONGS AT THE FIRST SEMESTER OF STAIN JURAI SIWO METRO Much Deiniatur
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 (363.943 KB) | DOI: 10.32332/pedagogy.v4i2.381

Abstract

The objectives of this research are to find out total errors of the student when they pronouncing English word containing diphthongs, to find out what type of diphthongs that students made the most frequently mispronounced, to find out what type of diphthongs that students made the least frequently mispronounced, and to find out the factors influencing error pronunciation that the student made in English word containing diphthongs.In this research the writer used qualitative method. The subjects of this research were 40 of the First Semester students at STAIN Jurai Siwo Metro in academic year 2015/2016. The instrument of this research was a pronunciation test of the English word containing 9 types of English diphthongs, and voice recorder to record the students’ pronounciation.The data of this research were collected by giving the English pronunciation test. The collected data were identified, classified, analyzed and interpreted.. The results of the analysis showed that the students made errors out of the total 499 words. The types of diphthongs that the students the most frequently mispronounced are [oʊ] (62 words), [aʊ] (61 words), [ʊə] (59 words), [ɔə] (59 words), and [ɛə] ( 58 words),.The type of diphthongs that the students the least frequently mispronounced is [aɪ] (46 word).The factors influencing error pronunciation that the students made are the habit of students in pronouncing the word that contains of diphthongs and the students pronounced the word as it was written in the orthographic writing.

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