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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 120 Documents
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THE CORRELATION BETWEEN NON-ENGLISH SPEAKING PARENTS’ INVOLVEMENT, STUDENTS’ PERSISTENCE, AND ENGLISH ACHIEVEMENT AMONG EFL HIGH SCHOOL STUDENTS IN INDONESIA Bulan, Sinar; Angraini, Nike; Resta Permana, Dio
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1126

Abstract

         This study investigates the correlation between non-English speaking parents’ involvement, students’ persistence, and their English achievement among EFL high school students at SMA Negeri 11 Palembang, Indonesia. The research aimed to determine whether parents’ involvement and students’ persistence significantly influence students’ English achievement. A quantitative correlational design was employed, using two sets of questionnaires to measure parents’ involvement and students’ persistence, along with an English achievement test. The findings revealed no significant correlation between non-English speaking parents’ involvement and students’ English achievement (r = 0.090, p > 0.05). Similarly, no significant relationship was found between students’ persistence and their English achievement (r = 0.815, p > 0.05). These results suggest that factors such as parents’ limited knowledge of English, low self-efficacy, socioeconomic background, and weak parent–school communication may contribute to the absence of significant relationships. The study highlights the need for schools to strengthen parental engagement programs and to foster students’ motivation and self-regulated learning strategies to enhance English achievement.
DIFFICULTIES ENCOUNTERED BY ENGLISH EDUCATION STUDENTS IN WRITING UNDERGRADUATE THESIS Salsabila, Nadya; Angraini, Nike; Rizki Anggraini, Dita
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1135

Abstract

         Writing an undergraduate thesis is a crucial academic requirement; however, many English Education students face multiple challenges during the process. These difficulties often emerge from academic, linguistic, psychological, and social factors that interact in complex ways. While previous studies have examined these factors separately, few have analyzed them within a single comprehensive framework. This study aims to identify the major difficulties faced by English Education students in writing undergraduate theses and to analyze the contributing factors using Brown’s (2007) psychological, social, and linguistic dimensions. Employing a descriptive qualitative design, data were collected from 132 English Education students at four universities in South Sumatra through a closed-ended questionnaire and structured interviews. Quantitative data were analyzed descriptively, while qualitative data followed Miles and Huberman’s (2013) model. The findings revealed that academic factors were the most dominant (58.13%), followed by linguistic (22.12%), psychological (11.49%), and social (8.26%) factors. Students reported the greatest challenges in topic selection, paraphrasing, and maintaining motivation during supervision. The study underscores the need for stronger academic support, structured writing workshops, and consistent supervisory mentoring. These findings contribute to a more integrated understanding of thesis-writing difficulties and provide practical insights for improving academic writing instruction and supervision in EFL contexts.
- Penerapan Strategi Listen-Read-Discuss (LRD) untuk meningkatkan Pemahaman Membaca Siswa: - Hafizhah Husniyah; Acep Bahrum Kamil; Totoh Tauhidin Abas
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1141

Abstract

       This study was conducted to address the low reading comprehension skills of junior high school students, which highlight the need for more interactive and collaborative learning strategies. The purpose of this study was to describe the application of the Listen-Read-Discuss (LRD) strategy in reading instruction and to examine how this strategy can enhance students' reading comprehension skills. This study employed a qualitative approach with a classroom action research design, implemented across three learning cycles involving 32 seventh-grade students at SMPN 03 Cibarusah, Bekasi Regency. Data were collected through observation and interviews, and analyzed using thematic analysis. The results revealed that the implementation of the LRD strategy improved students' focus, participation, and ability to comprehend descriptive texts. Each stage of this strategy played a complementary role—the listening stage helped students understand the context, the reading stage reinforced their comprehension of the text content, and the discussion stage promoted meaning clarification and collaboration among students. Challenges such as distractions and limited vocabulary were minimized through active and collaborative discussion activities. Overall, the LRD strategy proved effective in fostering more interactive and participatory reading instruction and can serve as an alternative approach for teachers to enhance students' reading comprehension at the junior high school level.
TEACHERS' CHALLENGES IN ASSESSING SPEAKING SKILLS IN SYNCHRONOUS ONLINE DISCUSSIONS: A CASE STUDY FROM AN INDONESIAN EFL CONTEXT Putri, Sylvia; Wahyuni, Sri
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1156

Abstract

         Synchronous online discussions have become essential for speaking instruction in digital EFL contexts, however evaluating students’ performance in these real-time environments remains challenges. However numerous studies emphasized the significance of digital assessment, only a few concentrated on looking at the specific challenges that teachers face while assessing students' speaking abilities during synchronous online discussions. Furthermore, the objective of this study involves looking into the challenges teachers face and the strategies they use to maintain online speaking assessments fair, reliable, and effective. In collecting the data, this study used a descriptive qualitative approach, structured interviews were conducted with three EFL teachers from the Speaking Partner Course in Pare–Kediri, and data were analyzed by thematic analysis. Findings indicate three significant challenges: technological constraints such as insufficient connectivity, time limitations during online sessions, and authenticity concerns regarding students’ autonomous performance. By using institutional rubrics, conducting pre-assessment technological checks, carefully managing their time, and offering ongoing feedback, teachers were able to address these problems. The study emphasizes the need of strengthening teachers' digital competence and assessment literacy, and it encourages focused professional development and improved institutional support to improve the quality of online speaking assessments.
Canva sebagai alat pembelajaran digital untuk meningkatkan tulisan deskriptif siswa Maharani, Aulia; Handayani, Fitri; Permata, Riyen
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1165

Abstract

           This study addresses a research gap in comparative investigations of visual media for teaching descriptive writing at the junior high school level. While previous studies have largely examined Canva in isolation and focused on higher education, limited attention has been given to its effectiveness compared to other visual platforms and across specific writing components. This quasi-experimental study examines the effects of Canva and Pinterest on seventh-grade students’ descriptive writing performance. Forty-four students were selected through purposive sampling and assigned to experimental and control groups. Data were collected through pre- and post-tests assessed by three independent raters using an analytical writing rubric. The findings reveal that students taught using Canva achieved significantly greater improvement than those taught using Pinterest, with a very strong effect size. Canva was particularly effective in supporting idea development and text organization, resulting in higher-quality written products. These results suggest that Canva is a pedagogically effective visual medium for teaching descriptive writing, and its integration through structured writing activities is recommended to enhance students’ writing skills.  
MENGINTEGRASIKAN TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK) DALAM PENDIDIKAN BAHASA INGGRIS UNTUK MENINGKATKAN EFEKTIVITAS PENGAJARAN DAN PEMBELAJARAN DALAM PROGRAM PENDIDIKAN FARMASI Jasman, Yulia Oktafia; Fitriyana, Ledya; Suhendra, Ade; Syafitri, Widya; Sesmiarni, Zulfani
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1166

Abstract

          The rapid globalization and digital transformation of healthcare require pharmacists to master professional communication and digital literacy alongside pharmacological expertise. Therefore, English for Specific Purposes (ESP), particularly English for Pharmacy (EfP), must integrate Information and Communication Technology (ICT) to reflect authentic professional practices. This study aims to systematically examine how ICT is applied, perceived, and evaluated in EfP instruction within pharmacy education. This Systematic Literature Review (SLR) analyzed 22 peer-reviewed articles published between 2014 and 2024, retrieved from Scopus, Web of Science, and ERIC, using keywords related to ICT, ESP, English for Pharmacy, and pharmacy education. Articles were selected based on predefined inclusion and exclusion criteria and analyzed thematically. The review reveals three key findings. First, ICT integration in EfP has evolved from basic digital content delivery to student-centered models such as the Flipped Classroom, which consistently enhances learning outcomes and student satisfaction. Second, Mobile Learning is the most widely adopted technology, particularly effective in improving vocabulary mastery and professional communication skills. Third, successful ICT adoption is strongly influenced by UTAUT factors and supported by blended learning approaches, while major challenges include limited infrastructure, insufficient faculty training, and constraints on personalized feedback. This study contributes to ESP and pharmacy education by providing an evidence-based framework for strategic ICT integration in EfP, offering pedagogical guidance for educators and directions for future research, including the potential use of Artificial Intelligence in professional language instruction.
Investigasi prefrensi siswa terhadap aktivitas speaking dan jenis input pada kelas jurusan tata busana Ella Jeniro Jambak; Syafitri, Widya; Irwandi; Eliza
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1167

Abstract

          Speaking skill is an essential component of English for Specific Purposes (ESP) instruction in vocational education, particularly for Fashion Design students, as it supports effective communication in professional and workplace contexts. This study aims to explore students’ preferences regarding speaking activities and input types in ESP classes. The research employed a descriptive quantitative research design. Data were collected through a close-ended questionnaire administered to 67 students of the Fashion Design major at SMKN 2 Bukittinggi. The collected data were analyzed descriptively using percentage analysis.The findings reveal that role play was the most preferred speaking activity (47%), followed by question-and-answer activities (26%), indicating students’ strong preference for interactive and communicative tasks. In terms of input types, authentic audiovisual materials (39%) were most favored, followed by picture-supported monologues (30%) and vocabulary-supported monologues (27%). Additionally, most students preferred medium-length texts (56%), materials sequenced from easy to difficult (57%), and learning materials accompanied by illustrations or tables (80%).These results suggest that ESP speaking materials for vocational learners should be interactive, multimodal, and contextually relevant. This study provides practical implications for ESP teachers and material developers in designing speaking materials that better address the needs of Fashion Design students in vocational education.
THE IMPACT OF ARTIFICIAL INTELLIGENCE ON THE WRITING PRACTICES OF SIXTH-SEMESTER ENGLISH STUDENTS AT UIN SJECH M. DJAMIL DJAMBEK BUKITTINGGI Ramanda, Dani; Kardena, Absharini; Eliza; Syafitri, Widya
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1172

Abstract

        Artificial Intelligence tools such as ChatGPT, Grammarly, and QuillBot are increasingly used in academic writing and offer both benefits and challenges for EFL learners. While these tools can support language development, concerns remain regarding students’ independence and academic integrity. This study examines the use of AI across different stages of writing and explores its perceived benefits and limitations among sixth semester English students at UIN Sjech M. Djamil Djambek Bukittinggi. A mixed methods convergent design was employed. Quantitative data were collected through a validated questionnaire from 88 students, while qualitative data were obtained from in depth interviews with 10 selected participants and analyzed thematically. The findings indicate that AI was widely used during pre writing and brainstorming (85 percent), drafting (92 percent), and revision (78 percent). Students reported improvements in grammar, organization, and vocabulary, with grammar receiving the highest mean score of 4.2 out of 5. However, 35 percent of participants admitted to copying AI generated content without proper paraphrasing, highlighting potential ethical concerns. The study emphasizes the importance of integrating digital literacy and ethical guidance in the use of AI for academic writing.  
ELEMENTARY ENGLISH TEACHERS' PERCEPTIONS OF MERDEKA CURRICULUM IMPLEMENTATION IN INDONESIAN PRIVATE SCHOOLS: A MIXED-METHODS STUDY Elvanuri, Natasha; Zulfariati; Dwiputri, Risza
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1175

Abstract

        Curriculum reform in Indonesia has led to the implementation of the Merdeka Curriculum, which emphasizes learner autonomy, flexibility, and student-centered learning. Teachers play a central role in translating this reform into classroom practice; however, empirical studies capturing teacher voices in elementary English education remain limited. This study explores English teachers’ perceptions of the Merdeka Curriculum implementation in elementary schools during the 2024/2025 academic year. Using a descriptive quantitative approach, data were collected from eight English teachers in five private elementary schools through a structured questionnaire and supported by semi-structured interviews. Descriptive statistical analysis revealed that teachers expressed predominantly positive perceptions of the curriculum. Specifically, 64% of responses indicated agreement regarding alignment with ministerial regulations, while 63% reflected positive perceptions of English teaching practices under the Merdeka Curriculum. Interview findings further showed that teachers valued the curriculum’s flexibility and its support for active and contextualized English learning, although challenges related to curriculum terminology, instructional preparation, and student engagement were also identified. These findings highlight the importance of incorporating teacher perspectives in curriculum reform and underscore the need for continuous professional development to ensure effective implementation of the Merdeka Curriculum in elementary English learning.
PARTNER SCHOOLS EVALUATION OF PRE-SERVICE TEACHERS PERFORMANCE DURING FIELD PRACTICE: A CASE STUDY FROM FKIP UMMY SOLOK Adhia, Hana; Risza Dwiputri; Roza, Helvita; Ikhwan; Marta, Redo Andi; Zaimil, Roza
ELP (Journal of English Language Pedagogy) Vol. 11 No. 1 (2026): 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.v11i1.1183

Abstract

         This study examines the performance evaluation of Field Practice (PLK) students from the Faculty of Teacher Training and Education (FKIP) UMMY Solok in 2025 based on assessments from partner schools. The research employed a descriptive quantitative method, collecting data through structured questionnaires distributed to supervising teachers at partner schools. Six key competency areas were assessed: professional ethics, communication skills, technology integration, teamwork and collegial collaboration, self-development and reflective practice, and teaching competence. The results indicate that PLK students demonstrated strong performance across all evaluated dimensions, with 100% of respondents rating teamwork and collegial collaboration, self-development and reflective practice, and teaching competence as "Good", while ethics and technology integration received 75% "Good" ratings and communication skills achieved 50% "Very Good" and 50% "Good" ratings. No "Sufficient" or "Poor" ratings were recorded in any category. These findings suggest that the PLK program at FKIP UMMY Solok effectively prepares pre-service teachers with essential competencies required in school settings, though continuous improvement in ethics and technology integration remains necessary.

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