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ELP (Journal of English Language Pedagogy)
Published by Universitas Mahaputra Muhammad Yamin
ISSN : 26566451     EISSN : 25022792     DOI : https://doi.org/10.36665/elp.v8i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ELP (Journal of English Language Pedagogy) focuses on teaching English as a Foreign Language and is not limited to the areas of Education and Linguistics in general. This journal encompasses original research articles, review articles, and literature, including: English language teaching and Learning Language teaching method Education policy and development Foreign language acquisition Linguistics and applied linguistics
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 109 Documents
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SATIRICAL EXPRESSION TRANSLATION IN THE NOVEL “WAR CRY” BY WILBUR SMITH Harahap, Annisah Inriani; Muhammad Khairi Armis
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1071

Abstract

       This study investigates the translation of satirical expressions in War Cry, a novel by Wilbur Smith, and its Indonesian version published by Gramedia in 2017. Adopting a qualitative content analysis method, the research identifies, classifies, and analyzes satirical elements specifically irony, sarcasm, and parody using Keraf’s (2006) typology of satire and Molina and Albir’s (2002) framework of translation techniques. A total of 29 satirical expressions were identified from the source text and target text, with irony emerging as the most dominant form (51.72%). Literal translation was the most frequently used technique, especially in rendering irony, suggesting a preference for surface fidelity over functional equivalence. However, this tendency often risks diluting the rhetorical impact of satire, particularly when cultural or ideological nuances are essential. While some interpretive strategies such as amplification, discursive creation, and compensation were applied, their usage was relatively limited. The findings highlight the need for increased contextual sensitivity, rhetorical awareness, and cultural literacy in translating satire, especially when dealing with themes of power, colonialism, and ideological critique. Theoretically, this research contributes to the limited body of knowledge on satire translation in the Indonesian context. Practically, it offers guidance for translators, educators, and publishers to enhance the effectiveness and fidelity of satirical translation across languages and cultures.
EFFORT MATTERS: EXPLORING INDONESIAN UNIVERSITY STUDENTS’ SELF-EFFICACY IN ENGLISH LEARNING Sepyanda, Marsika; Fenni Kurnia Mutiya; Elviza Yeni Putri; Lucy Oktavani
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1077

Abstract

       Self-efficacy plays a crucial role in shaping students' motivation and performance, particularly in the context of learning a foreign language such as English. Guided by Bandura’s (1997) social cognitive theory, this study explores Indonesian university students’ self-efficacy beliefs in English learning, with a specific focus on the role of effort-related beliefs. This study aims to explore university students' self-efficacy in English learning by analyzing their beliefs and confidence levels toward their language learning abilities. The respondents consisted of 129 students enrolled in a compulsory General English course in Universitas Negeri Padang, selected from a population of 308 students using a simple random sampling technique. A questionnaire comprising 25 items based on a Likert scale was administered to measure students’ self-efficacy. The validity and reliability of the instrument were confirmed through Pearson Product-Moment correlation and Cronbach’s Alpha (? = 0.7926), indicating strong internal consistency. Data analysis revealed that the average self-efficacy score was 3.29, which falls into the moderate category. The highest-rated statement indicated students' belief that effort leads to improvement, while the lowest-rated item reflected a sense of helplessness regardless of effort. These results suggest that while students believe in their potential to succeed in English learning through hard work, some still struggle with negative self-perceptions. The findings emphasize the importance of addressing students' self-efficacy beliefs to enhance their learning outcomes. Educational interventions that foster self-awareness, goal-setting, and motivational strategies may contribute positively to increasing self-efficacy in language learning. This study contributes to the growth of the literature on EFL self-efficacy in Indonesia. It is suggested that the lecturers to support students’ confidence and autonomy in acquiring English as a foreign language.
THE IMPACT OF VIDEO GAMES TOWARD STUDENTS’ SPEAKING ABILITY Muhammad, Agung; Herman, Yuli; Permata, Riyen
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1008

Abstract

         In Indonesia, many students still face challenges in developing their English-speaking skills due to limited practice opportunities and a strong focus on written exams. However, some students have shown strong speaking abilities without attending extra English lessons. This study explores the possible link between video game playing and speaking skill improvement in such cases. While informal language learning through digital media has been recognized, the specific impact of video gaming on speaking abilities—especially in the Indonesian junior high school context—remains underexplored. This descriptive qualitative study involved 30 eighth-grade students at SMP Negeri 2 Kota Solok in the 2023/2024 academic year who regularly played video games and demonstrated above-average speaking skills based on school performance and teacher evaluation. Data were collected through interviews, classroom observation, and students’ report card analysis, then analyzed using thematic analysis to identify common patterns and insights. The results show that online multiplayer games such as Mobile Legends, Free Fire, and Roblox helped students improve fluency, pronunciation, and vocabulary through frequent English communication with other players. These findings suggest that video games can be a valuable source of speaking practice, and they highlight the potential for educators and policymakers to consider integrating digital media as a complementary tool in language learning.
EFL LEARNERS’ ABILITY OF DEFINITE AND INDEFINITE ARTICLES: A STUDY OF FIRST-YEAR ENGLISH EDUCATION STUDENTS IN INDONESIA Risza Dwiputri; Riyen Permata
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1092

Abstract

        EFL learners in Indonesia have learned to use English articles since they started learning English. However, English articles pose significant challenges for Indonesian EFL learners due to the absence of articles in Bahasa Indonesia, abstract and complex usage rules, and overgeneralization and transfer errors. This study examines the ability of first-year EFL learners in the English Education Department at UMMY Solok (academic year 2024/2025) in using definite and indefinite articles. Using a descriptive quantitative design, 10 first-year students from English Education Department at UMMY Solok were assessed by using a validated 40-item grammar test. Although the sample was limited, the study offers preliminary insights since it was an exploratory or early stage research. The results revealed that the students’ proficiency level in using both definite and indefinite articles were  at good level. The findings suggest that students have a functional understanding of the basic usage of articles. Students likely demonstrate awareness of noun classification and contextual usage, which are key to article use. This study contributes to curriculum development by highlighting the importance of gradual, context-based instruction in teaching English articles. Furthermore, it recommends that future researches should examine article usage in students’ academic writing across genres or proficiency levels.
Pengaruh Vocabulary Self-collection strategi terhadap penguasaan kosakata siswa kelas delapan SMPN 1 Matur Milawati, Yohana; Kardena, Absharini; Melani, Melyann; Eliza
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1055

Abstract

         This study was conducted to address several problems in students’ English learning, particularly in vocabulary acquisition. First, students faced difficulties in learning and retaining vocabulary. Second, they had not received adequate English instruction at the elementary school level. The purpose of this research was to examine the effectiveness of the Vocabulary Self-Collection Strategy (VSS) in improving students’ vocabulary mastery. A pre-experimental design with a one-group pretest-posttest approach was used. The population consisted of 8th-grade students at SMPN 1 Matur in the 2024/2025 academic year, with a total sample of 18 students selected through total sampling, as only one class was available. Data were collected using a vocabulary test comprising 20 items. The mean pretest score was 30.56, which increased significantly to 58.06 in the posttest. The hypothesis test showed that the alternative hypothesis (Ha) was accepted, with a significance value (Sig. 2-tailed) of 0.000, which is lower than ? = 0.05. This indicates that the use of VSS had a statistically significant effect on students’ vocabulary mastery. The posttest scores demonstrated clear improvement, confirming the effectiveness of the strategy. Therefore, it can be concluded that VSS is an effective method for enhancing vocabulary learning among 8th-grade students at SMPN 1 Matur.
INTEGRATING AUTHENTIC MATERIALS TO ENHANCE LISTENING COMPREHENSION: EVIDENCE FROM SECONDARY EFL CLASSROOMS IN INDONESIA Wulandari, Indah; Safitri, Loli; Syafitri, Widya; Syahrul
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1056

Abstract

          This study aims to examine the effect of using authentic materials on the listening skills of tenth-grade students at SMAN 1 Kamang Magek. The research was motivated by students’ difficulty in understanding spoken English due to limited exposure to the language used in real-life contexts. A quasi-experimental design was employed, involving two groups: an experimental class taught using authentic materials and a control class taught using conventional methods. Each group consisted of 27 students and underwent four instructional meetings. Data were collected through pre-tests and post-tests, then analyzed using SPSS with the Wilcoxon and Mann-Whitney tests. The results revealed that the use of authentic materials significantly improved students' listening skills. This was evident from the higher post-test scores of the experimental group compared to the control group. The findings suggest that authentic materials not only enhance listening comprehension but also expose learners to real-life English usage, including accent, intonation, and contextual meaning. It is therefore recommended that teachers incorporate authentic materials into their teaching to better prepare students for real-world communication.
GENDER DIFFERENCES IN WRITING ABILITY: A STUDY ON DESCRIPTIVE TEXTS AMONG NINTH-GRADE STUDENTS Zola; Zulfariati; Dwiputri, Risza
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1041

Abstract

        This study aims to examine gender-based differences in English descriptive writing performance among ninth-grade students at SMPN 1 Kubung during the 2024/2025 academic year. Employing a descriptive quantitative research design, the study involved a purposive sample of 16 students, comprising 8 male and 8 female participants randomly selected from Class IX.1. Data were collected through a writing assessment in which students composed descriptive texts based on one of ten visual prompts. Writing samples were evaluated independently by three trained scorers using standardized criteria, including topic selection and themes, description structure and character development, self-expression and emotional depth, length, and language use and style. The results indicated that male students achieved a marginally higher mean score (58.86) compared to female students (55.96). While both groups demonstrated strength in aligning their writing with the selected topics, they exhibited similar challenges in producing sufficiently detailed and elaborated texts. These findings highlight the nuanced influence of gender on writing proficiency and underscore the need for instructional approaches that are sensitive to gender-related differences in skill development. The study contributes valuable insights for educators and researchers seeking to design targeted interventions to improve descriptive writing competence among secondary school learners.
INVESTIGATING THE EFFECTIVENESS OF QUESTION-GENERATION STRATEGY IN ENHANCING NARRATIVE TEXT COMPREHENSION AMONG EFL LEARNERS Hatta Ira, Jamilah; Reflinda; Melani, Melyann; Roza, Veni
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1079

Abstract

        Many students struggle with reading comprehension because they do not know how to identify key information, are less engaged in learning, and have limited exposure to interactive strategies. This study examined the effect of the question-generation strategy on ninth-grade students’ comprehension of narrative texts at MTsN 2 Agam. Employing a quasi-experimental non-equivalent control group design, the research involved 122 students across five classes, with two classes selected: IX.1 (25 students) as the experimental group and IX.2 (24 students) as the control group. The experimental group received instruction through the question-generation strategy, while the control group was taught using conventional methods. Reading comprehension was assessed using a multiple-choice test, and the data were analyzed through normality and homogeneity checks, followed by paired-sample and independent-sample t-tests. The findings revealed a significant effect of the intervention, with the experimental group achieving greater gains from pre-test to post-test compared to the control group (Sig. < 0.05). These results suggest that the question-generation strategy effectively enhances reading comprehension and encourages more active and meaningful learning in EFL classrooms.
THE IMPACT OF CHARACTER QUOTES STRATEGY ON EFL LEARNERS’ READING COMPREHENSION OF NARRATIVE TEXTS Harahap, Nurlela; Safitri, Loli; Irwandi; Reflinda
ELP (Journal of English Language Pedagogy) Vol. 10 No. 2 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i2.1080

Abstract

        Many students in SMAN 8 Mandau faced difficulties in reading comprehension, particularly in identifying main ideas, locating specific information, and making inferences. Conventional teacher-centered methods, which relied heavily on explanation, limited student engagement and comprehension. To address this issue, this study investigated the effectiveness of the character quotes strategy in enhancing reading comprehension of narrative texts. A true-experimental design was employed with 11th-grade students (n = 395) across 11 classes. The experimental group received instruction using the character quotes strategy, while the control group was taught conventionally. A multiple-choice reading comprehension test served as the research instrument, and non-parametric tests (Wilcoxon Signed-Rank and Mann–Whitney U) were applied due to the data distribution. The findings revealed significant differences between the groups (Sig. [2-tailed] = 0.000 < 0.05), with the experimental group achieving higher post-test scores. These results suggest that integrating the character quotes strategy into reading instruction can significantly improve comprehension and foster greater learner engagement. The study highlights the pedagogical value of interactive strategies in EFL classrooms and provides implications for enhancing reading instruction in similar contexts.  

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