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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 129 Documents
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ENHANCING STUDENTS’ READING COMPREHENSION THROUGH THE GENERATING INTERACTIONS BETWEEN SCHEMATA AND TEXT (GIST) STRATEGY Afifah Al Adawiyah; Jaya Nur Iman; Dita Rizki Anggraini
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1137

Abstract

        Reading comprehension is an important skill for students, but many still have difficulties understanding and interpreting texts effectively. This study aimed to examine the effect of the Generating Interactions between Schemata and Text (GIST) strategy on students’ reading comprehension achievement. The study also explored how the strategy helped students understand texts through summarizing, activating prior knowledge, and discussing ideas collaboratively. A pre-experimental one-group pre-test and post-test design was used involving 32 seventh-grade students at SMP Maitreyawira Palembang. The results showed a significant improvement in students’ post-test scores (M = 74.14, SD = 6.32) compared to their pre-test scores (M = 50.23, SD = 7.11), t(31) = 17.876, p < .001. These findings indicate that the GIST strategy effectively improved students’ reading comprehension. Therefore, the strategy can be used as an alternative teaching method to support reading instruction in English classes.
RECONSTRUCTION OF STRONG WOMEN IN RACHEL PLATTEN'S SONG ‘GIRLS’: A FEMINIST CRITICAL DISCOURSE ANALYSIS Fatimah Al Azizah; Griselda Gian Heris Herdina; Irma Khoirot Daulay
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1164

Abstract

         This study looks at how the representation of strong women in popular culture is reconstructed in Rachel Platten's song Girls (2023). Prior research on women's representation in pop music has mostly concentrated on linguistic characteristics, moral principles, or themes of general empowerment. Feminist Critical Discourse Analysis (FCDA) has been used to examine how feminist ideology and female agency are discursively constructed in song lyrics. In order to close this gap, this study intends to investigate how language and discourse in Girls represent female strength, agency, and solidarity. The study uses a descriptive qualitative design to analyze the song lyrics using Michelle Lazar's (2014) FCDA framework, with de Beauvoir's (2011) existentialist feminist theory and Hook’s (1984, 1994, 2000) feminist theories. The analysis using Fairclough’s (1989) three-level analysis includes textual analysis, discursive practice, and social practice. The results show that affective discourse that emphasizes self-worth, vulnerability, and emotional resilience, solidarity-based narratives that frame relationships as sources of empowerment, and agency-oriented verbs and metaphors that position women as active subjects are all used to construct female strength. By showing a shift in empowerment songs from individualistic ideas of strength toward relational and existential forms of empowerment, this study adds to feminist discourse studies and provides cultural and pedagogical insights into gender representation in popular music.
HARMONIZING UNIVERSITY ENGLISH INSTRUCTION WITH STUDENT PREFERENCES: A QUALITATIVE STUDY OF PEDAGOGICAL ALIGNMENT IN EFL CONTEXTS Novy Yuliyanti; Romadhon Romadhon
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1180

Abstract

         Despite the global importance of English, many university students still struggle to achieve expected English proficiency. This study explores the gap between lecturer teaching methods and student learning preferences in English courses at a university in Cilegon, Indonesia. Using a qualitative approach based on Communicative Language Teaching (CLT) and Affective Filter Theory, semi-structured interviews were conducted with 15 students and 5 lecturers. The data were analyzed using thematic analysis by Braun and Clarke. The findings show a clear mismatch between teaching methods and student preferences. While 80% of lecturers used theory-focused teaching, 87% of students preferred practical and communicative activities. Differences were also found in the use of technology, where lecturers mainly used digital tools for delivering materials, while students preferred learning through songs and films. These differences increased students’ anxiety about making grammar mistakes. The study shows that learning difficulties are influenced more by teaching approaches than by students’ motivation to learn.
ANALYSIS OF INHIBITING FACTORS, COMPARATIVE PATTERNS, AND METHODOLOGICAL GAPS OF LACK OF INTEREST IN ENGLISH PROGRAM: SYSTEMATIC LITERATURE REVIEW Ridianto Ridianto; Riyadi Saputra; Multi Efrini; Roza Susanti; Desfi Yenti; Muhammad Yazid Fakhri
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1196

Abstract

         This study aims to identify the dominant factors inhibiting prospective students' interest in an English Program, compare this pattern of low interest with other study programs, and uncover theoretical and methodological gaps in measuring the construct of "lack of interest." A systematic literature review (SLR) following the PRISMA 2020 protocol was conducted on the Scopus database, resulting in 53 primary studies from 2020–2026 that were analyzed thematically. The findings reveal four levels of inhibiting factors: individual (e.g., low self-efficacy), interpersonal (e.g., family expectations), institutional (e.g., inaccurate information), and macro-structural (e.g., negative career perceptions). The lack of interest in the English Program is unique due to a combination of low perceived economic value, gender stereotypes affecting both genders, and a higher perceived technological threat compared to STEM, economics, or health programs. A major gap is the absence of a standardized instrument that measures "lack of interest" as an independent construct. The study concludes that "major avoidance" deserves more scholarly attention, and recommends developing a dedicated instrument and conducting further cross-contextual empirical research.
MENERJEMAHKAN “RANTAU DEN PAJAUH”: PERUBAHAN MAKNA BUDAYA DAN IDEOLOGI TERJEMAHAN DALAM TERJEMAHAN AI GOOGLE Yulia Oktafia Jasman; Veni Roza; Widya Syafitri
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1197

Abstract

        This study examines translation ideology and cultural meaning shifts in the Minangkabau song Rantau Den Pajauah translated into English using Google Translate. The study used a qualitative descriptive method with 20 lyric lines as the primary data. Each source line was compared with its English output and classified using Molina and Hurtado Albir’s translation technique framework, cultural meaning shift analysis, and Venuti’s concepts of domestication and foreignization. The findings show that literal translation is the most frequent technique, appearing in 7 of 20 lines. Adaptation appears in 5 lines, while modulation and equivalence each appear in 4 lines. The analysis also shows that culturally specific expressions such as rantau, uda, harato, anak dagang, kasiah, and cinto undergo cultural reduction, semantic simplification, and partial weakening of metaphorical meaning. Ideologically, the translation tends toward domestication because Google Translate generally converts Minangkabau cultural expressions into more familiar English expressions. The study concludes that Google Translate can produce readable translations, but it still requires human post-editing to preserve cultural meanings in literary and regional song translation
TPACK COMPETENCE AMONG PRE-SERVICE ENGLISH TEACHERS IN THE ERA OF THE MERDEKA CURRICULUM: A MIXED-METHODS STUDY AT AN INDONESIAN LPTK Roza Susanti; Dwi Settya Mahaputri; Ifna Nifriza; Indah Rahmalia; Afdaleni Afdaleni
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1198

Abstract

         The Merdeka Curriculum has intensified demands on Indonesian teacher education institutions (LPTK) to prepare pre-service English teachers capable of integrating technology meaningfully into learner-centered classrooms. However, no empirical study has yet examined TPACK development within a regional LPTK explicitly operating under Merdeka Curriculum mandates. This study investigated the TPACK competence levels of pre-service English teachers at STKIP Yayasan Abdi Pendidikan Payakumbuh and examined how the institution's preparation program addresses the demands of the Merdeka Curriculum. An explanatory sequential mixed-methods design was employed: 62 students completed an adapted TPACK questionnaire (? = 0.89), while eight students and four lecturers served as qualitative informants through semi-structured interviews. Additionally, 16 lesson plans were analyzed using a rubric adapted from Harris et al. (2010). The overall TPACK mean score was 3.47 (SD = 0.52), categorized as high, yet foundational domains (CK, M = 3.89; PK, M = 3.76) scored substantially higher than integrative domains (TCK, M = 3.18; TPACK, M = 3.05). Qualitative findings revealed three barriers: limited technology-integrated microteaching practice, curricular misalignment with Merdeka Curriculum principles, and low student self-efficacy in selecting pedagogically appropriate digital tools. These findings suggest that while foundational knowledge is adequately developed, purposeful technology integration remains underdeveloped. The study recommends TPACK-based curriculum mapping, redesigned microteaching with design-teach-reflect cycles, and systematic reflective practice aligned with Merdeka Curriculum principles.
EFL STUDENTS’ SCHWA (/?/) PRONUNCIATION ERRORS IN PHONETICS AND PHONOLOGY LEARNING Ade Putri Ifanny; Yuli Herman; Risza Dwiputri; Afdaleni Afdaleni
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1204

Abstract

         The schwa vowel (/?/) is the most frequently occurring vowel in English and plays an important role in natural speech. Although previous studies have examined schwa pronunciation among Indonesian EFL learners, few have analyzed errors based on word position and error type, particularly among students who have studied phonetics and phonology. This study aimed to analyze students’ schwa pronunciation errors according to word position and error category. A descriptive quantitative design was employed involving 15 fourth-semester students of the English Education Department at Universitas Mahaputra Muhammad Yamin, Solok. Using total sampling, data were collected through a pronunciation test consisting of 30 English words containing schwa sounds in initial, medial, and final positions. The data were analyzed using error analysis procedures. The results showed that pronunciation errors occurred in all word positions, with the highest error rate in medial-position schwa (37%), followed by final-position (29%) and initial-position schwa (13%). Substitution was the most frequent error type (25%), while omission errors were rare (2%) and no addition errors were found. These findings indicate that students’ pronunciation difficulties were mainly influenced by first-language interference, limited phonological awareness, and inadequate understanding of English stress patterns. Further studies with larger and more diverse samples are recommended.
inggris inggris Hanum Setyaningrum; Ririn Ambarini; Siti Nur'Aini
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1207

Abstract

        This study aims to investigate the effectiveness of integrating subtitled YouTube videos with reading worksheets to enhance vocabulary mastery and reading comprehension among 10th-grade senior high school students in the EFL context. The primary research problems addressed include students’ limited vocabulary hindering text comprehension and the suboptimal impact of standalone videos without supplementary activities. Employing a quantitative pre-experimental design with a single-group pretest and posttest, the research involved 35 students from class 10 at MA Darut Taqwa Semarang. Interventions spanned five sessions using validated reading worksheets (initially 21 valid items with Cronbach’s ? = 0.903), analyzed via the Wilcoxon signed-rank test due to non-normal data distribution. The findings show that the integration of subtitled videos and worksheets significantly improved students’ vocabulary and reading performance. This indicates that multimodal learning more effective than video alone in supporting comprehension, retention, and engagement. In conclusion, the integration offers a cost-effective, adaptable model for EFL instruction in resource-limited madrasahs, with implications for digital curriculum development.
EFL LEARNERS' ABILITY IN IDENTIFYING INDEPENDENT AND DEPENDENT CLAUSES: A DESCRIPTIVE STUDY AT UMMY SOLOK Dimas Bambang Sadewo; Yuli Herman; Riyen Permata
ELP (Journal of English Language Pedagogy) Vol. 11 No. 2 (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.v11i2.1209

Abstract

         Clauses are one of the basic elements in English grammar. Identifying independent and dependent clauses helps students write correct and complete sentences. However, many EFL students still struggle to distinguish these clause types, especially dependent clauses. Previous studies mostly examined clause identification in general, without focusing on each dependent clause type separately. This study aimed to describe fourth-semester students' ability in identifying independent and dependent clauses at the English Education Department of FKIP UMMY Solok in the 2024/2025 academic year.This study used a descriptive quantitative design with 15 students selected through total sampling. Data were collected using a 20-item grammar test covering independent clauses, noun clauses, adjective clauses, and adverb clauses, then analyzed using percentage and mean score formulas. The results showed that students scored highest on independent clauses (mean: 7.06), followed by noun clauses (5.53), adverb clauses (4.80), and adjective clauses (4.46). Students had more difficulty with dependent clauses, particularly adjective and adverb clauses. Lecturers are encouraged to give more focused practice on dependent clauses to improve students' grammatical ability.  

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