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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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Pengaruh Buku Pop-Up terhadap Penguasaan Kosakata Siswa Susrianty, Nindy
ELP (Journal of English Language Pedagogy) Vol. 9 No. 1 (2024): 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.v9i1.856

Abstract

The research addressed the issue of insufficient vocabulary mastery among eighth-grade students at SMPN 1 Kubung during the 2022/2023 academic year. The students' limited proficiency in vocabulary was attributed to factors such as rote memorization and the lack of diverse instructional media. Consequently, pop-up books were selected as a teaching medium to investigate their impact on students' vocabulary mastery. The research employed a quasi-experimental design, and the population comprised 94 eighth-grade students at SMPN 1 Kubung for the 2022/2023 academic year. Cluster random sampling was utilized to select a sample of 63 students, with 31 assigned to the experimental group and 32 to the control group. The experimental and control groups were determined through a random draw. The pre-test score averaged 32.68, but it significantly increased to 70.41 after the intervention. Analysis using an independent samples T-test indicated that pop-up books had a more substantial impact compared to traditional pictures. The rejection of the null hypothesis (H0) suggested a significant positive effect of using pop-up books as a teaching medium on students' vocabulary mastery in the eighth grade at SMPN 1 Kubung for the 2022/2023 academic year. Based on the findings, it is recommended that teachers consider this research when exploring a broader range of teaching media to enhance student engagement in vocabulary learning. Furthermore, future researchers are encouraged to explore additional avenues for improvement and refinement based on the insights gained from this study.
BAHASA INGGRIS Asrida, Elni
ELP (Journal of English Language Pedagogy) Vol. 9 No. 1 (2024): 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.v9i1.870

Abstract

This research addresses the observed discrepancies among students in the second semester of the English program at UIN Bukittinggi in the academic year 2022/2023. Some students showed low vocabulary proficiency together with low listening proficiency, while others showed high proficiency in both areas. The study aims to investigate the relationship between students' vocabulary mastery and their listening ability. Using a correlational design, the research involved a population of 105 second semester English students at UIN Bukittinggi, using cluster sampling due to the larger population size. Data collection methods included tests to assess vocabulary mastery and listening skills. Pearson Product Moment Correlation Coefficient (r) was used for analysis using SPSS 25. The results showed a significant positive correlation (r = 0.892) between students' vocabulary mastery and listening ability. This correlation falls in the high range (0.70-0.90), indicating a robust relationship between the two variables. Hypothesis testing further supported this correlation, with the calculated rxy (0.892) exceeding the critical value of the r-table (0.344) at ? = 0.05. Therefore, the research accepts the alternative hypothesis (Ha) and rejects the null hypothesis (Ho), confirming the positive correlation between students' vocabulary mastery and listening skills.
DOUBLE STANDARDS IN HATE COMMENTS AGAINST K-POP ARTISTS: PRAGMATICS STUDY Rika, Atta
ELP (Journal of English Language Pedagogy) Vol. 9 No. 1 (2024): 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.v9i1.873

Abstract

This study aims to describe the forms of double standards in hate comments against K-POP artists found on Instagram. This research used a descriptive qualitative approach, which refers to research methods that produce descriptive data using a pragmatic approach. The data was collected from the most followed K-POP pages on Instagram in Indonesia: @fyi.korea, @officialkvibes, and @coppamagz. The objects of this study are the hate comments found on these Instagram pages. The theory used to analyze the data was speech act theory, which consists of locutionary, illocutionary, and perlocutionary. This was followed by the identification of double standards. Pragmatic coding specifically targets linguistic patterns that indicate double standards. Based on the results of observations on these sites, it was found that some of the data included hate comments aimed at several K-pop idols. The results of the study indicate that the topics that receive the most hate comments were related to dating scandals, the sexy appearance of K-Pop artists, and the physical appearance and visual aspects. Based on the results, the double standard towards the involved K-POP artists is glaringly obvious. It can be concluded that there were two main factors that contribute to this double standard: gender and popularity. In terms of gender, female K-POP artists are criticized and receive hate comments more often than their male counterparts. Meanwhile, in terms of popularity, K-POP artists who are more popular tend to receive more hate comments than those who are less popular.
TEACHERS’ PERCEPTION ON REFLECTIVE TEACHING PRACTICE IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOM: A CASE STUDY OF ENGLISH NOVICE TEACHER Hutauruk, Desi Ramadali
ELP (Journal of English Language Pedagogy) Vol. 9 No. 1 (2024): 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.v9i1.883

Abstract

The aim of this research was to explore the perceptions of English novice teachers regarding reflective teaching practices in EFL classrooms in rural schools. The study employed a qualitative description with a case study design as the research method, and data collection was conducted online through semi-structured interviews and reflective journals with five English novice teachers selected through convenience sampling at the secondary school level. The findings revealed that novice English teachers had positive perceptions regarding the implementation of reflective teaching practices. English novice teachers applied some reflective practices in their teaching, but some practices proved challenging for them due to a lack of understanding, limited preparation time, and a lack of collaboration with peers, hindering them from engaging in more effective reflective practices. Therefore, it can be concluded that the implementation of reflective teaching practices by English novice teachers in rural schools was less effective in developing the quality of their teaching. This study suggests that teacher education programs, especially for English teachers, and schools should equip prospective teachers with adequate understanding and support. This can be achieved through structured training programs, mentoring initiatives, and learning communities to prepare future English teachers for a successful teaching career in rural settings by fostering effective reflective teaching practices.
Efek permainan monopoli terhadap penguasaan kosakata penelitian eksperimen pada kelas 7 di SMPN 2 Paninjauan Putra, Hidayat Rahma
ELP (Journal of English Language Pedagogy) Vol. 9 No. 1 (2024): 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.v9i1.884

Abstract

The research addressed the problem of inadequate vocabulary mastery among seventh-grade students at SMPN 2 Paninjauan during the 2022/2023 academic year. The monotonous media such as using a dictionary was attributed to factors such as rote memorization and the lack of diverse instructional media. Therefore, monopoly games were selected as a teaching medium to investigate their impact on students' vocabulary mastery. The research employed a quasi-experimental design, and the population comprised 45 seventh-grade students at SMPN 2 Paninjauan for the 2022/2023 academic year. Cluster random sampling was utilized to select a sample of 30 students, with 15 assigned to the experimental group and 15 to the control group. The experimental and control groups were determined through a random draw. The pre-test score averaged 47.33, but it significantly increased to 85 after the intervention. Analysis using an independent samples T-test indicated that monopoly games had a more substantial impact compared to dictionary. The rejection of the null hypothesis (H0) suggested a significant positive effect of using monopoly games as a teaching medium on students' vocabulary mastery in the seventh grade at SMPN 2 Paninjauan for the 2022/2023 academic year. Based on the findings, it is recommended that teachers consider this research when exploring a broader range of teaching media to enhance student engagement in vocabulary learning.
FEMALE STUDENTS’ VOCABULARY KNOWLEDGE LEVEL ON ENGLISH LOANWORDS IN BAHASA INDONESIA Febriza, Tesa
ELP (Journal of English Language Pedagogy) Vol. 9 No. 2 (2024): 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.v9i2.897

Abstract

This research aims to assess and analyze the vocabulary knowledge level of female students on English loanwords in Bahasa Indonesia, specifically in the domains of fashion and cosmetics. The focus is on female students at the fifth semester of the English Department at UIN Sjech M. Djamil Djambek Bukittinggi, as they are thought to use more loanwords and have an affinity for modern trends. The research population consisted of 81 students from the English education department, and a purposive sampling technique was used to select a sample of 59 female students. The research data were obtained from the Vocabulary Knowledge Scale (VKS) test, adapted from Paribakht and Wesche, which combines self-reports with performance-based evidence. The instrument was analyzed statistically using the formula f=p/n×100. Data were collected using the Vocabulary Knowledge Scale (VKS) test and analyzed statistically. The findings revealed that generally, the students' vocabulary knowledge level on English loanwords was at level four, indicating they could recognize the loanwords, knew their meanings and synonyms in Bahasa Indonesia, and could translate them back into English. However, they struggled to produce grammatically and contextually correct sentences using the loanwords. This suggests that while students demonstrated a good understanding of English loanwords, they are not yet fully able to use them effectively as a vocabulary learning strategy, highlighting the need for further emphasis on active usage in appropriate contexts.
THE CORRELATION BETWEEN STUDENTS ENGAGEMENT AND STUDENTS ENGLISH ACHIEVEMENT Rizaldi, Rizki
ELP (Journal of English Language Pedagogy) Vol. 9 No. 2 (2024): 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.v9i2.902

Abstract

This research investigates the correlation between student engagement and learning achievement in English among ninth-grade students at UPT SMPN 3 X Koto. Despite high engagement levels, low academic performance in English has been observed, suggesting varying combinations of behavioral, emotional, and cognitive engagement. The study aims to explore how different dimensions of engagement impact learning outcomes in the context of English language learning. Utilizing a correlational design with total sampling, data was collected through a validated student engagement questionnaire and standardized English proficiency tests to measure learning achievement. The Pearson Product Moment Correlation Coefficient was employed for data analysis using SPSS 25. The findings reveal a statistically significant positive correlation between emotional engagement and learning achievement, emphasizing the crucial role of emotional factors in predicting academic success. The results highlight the importance of fostering emotional engagement strategies to enhance English language learning outcomes among ninth-grade students.
PENGAMBIL KEPUTUSAN DALAM KELAS BAHASA INGGRIS SEBAGAI BAHASA ASING: STUDI KASUS MENGENAI PERAN GURU YANG TERSEMBUNYI Kardena, Absharini
ELP (Journal of English Language Pedagogy) Vol. 9 No. 2 (2024): 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.v9i2.914

Abstract

In the EFL classroom, teachers have some roles that directly influence students’ achievement. One of the main roles is being a decision-maker during teaching and learning processes, which including planning, implementing and evaluation. During the implementation of Independence curriculum, as the newest curriculum, the teachers are positioned as one of the important factors in succeeding the curriculum by actively doing their role as a decision maker. Thus, the decisions taken by English teachers might influence the teaching and learning processes. This article aims to discuss how English teachers play their role as decision-makers in conducting English subjects at school, specifically on deciding learning goals, teaching materials, teaching activity and learning evaluation. This research, which is derived and further developed based on previous research conducted in 2013, was conducted at one of the Public Islamic Senior High Schools in Solok City, West Sumatera, Indonesia. Furthermore, this research involved 5 English teachers. The research was conducted under a qualitative approach by using a phenomenology design. The result of the research shows that most English teachers did not actively decide their teaching and learning process, especially on learning evaluation. It was caused by a lack of understanding about the importance of decisions made by the teachers; the decisions they made may influence the whole process of teaching English. Besides, it is also influenced by an external factor, such as the government’s rule. Meanwhile, the research also found that the role of a decisions maker can either influence or even is influenced by the other roles of English teacher. The result of the research show a current need for the teachers to get trainings that may help them to enhance their performance as a decision maker in the classroom.
DEVELOPING ANIMATION-BASED LEARNING MEDIA FOR LISTENING BY USING CANVA APPLICATION Afriyeni, Shelvina
ELP (Journal of English Language Pedagogy) Vol. 9 No. 2 (2024): 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.v9i2.916

Abstract

         This research aimed to develop animation-based learning media for listening using the Canva application for eleventh-grade students at MAS Tarbiyah Islamiyah Canduang. The need for this research stemmed from three main issues: (1) teachers' reliance on traditional media like loudspeakers and textbooks, without incorporating animation videos; (2) students' need for more interesting and engaging media in the teaching process; and (3) the lack of animation-based teaching media in the learning process. The research employed the 4D (Define, Design, Develop, and Disseminate) version of the Research and Development (R&D) method. The developed media underwent validity testing by three experts (content, language, and construct), scoring 0.82 (valid category). Practicality testing by six practitioners (one teacher and five students) yielded a score of 0.82 (very high category). Finally, effectiveness testing with 15 eleventh-grade students at MAS-TI Canduang resulted in a score of 0.57 (effective category). The research successfully developed an animation-based learning media for listening using Canva, which was validated, practical, and effective for eleventh-grade students at MAS Tarbiyah Islamiyah Canduang.  
STUDENTS' PSYCHOLOGICAL PROBLEMS IN ENGLISH SPEAKING PERFORMANCE Rosita, Aulia
ELP (Journal of English Language Pedagogy) Vol. 9 No. 2 (2024): 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.v9i2.918

Abstract

This study explores the psychological factors hindering English speaking performance among eleventh graders at MAN 2 Bukittinggi, Indonesia. A closed questionnaire assessed five key factors: anxiety, shame, lack of self-confidence, lack of motivation, and fear of making mistakes. The survey was administered to a sample of 55 students from a population of 223. Results revealed anxiety as the most prevalent issue, affecting 86.1% of students. Furthermore, a significant portion of students also reported experiencing a lack of confidence (74.1%), shyness (77.2%), and fear of making mistakes (77.5%), contributing to reduced motivation (70.1%) for learning English. Identifying anxiety as the primary psychological barrier can inform the development of teaching strategies that address student anxieties and enhance English speaking performance.

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