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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
 7   8   9   10   11 
ARGUMENTATIVE ESSAY COMPONENTS: A STUDY OF ENGLISH STUDENTS' WRITING AT UIN MAHMUD YUNUS BATUSANGKAR Elfi
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.v9i2.920

Abstract

          Many students  got problems in writing argumentative specially in apllying to  write the component of essay such as attention getter,  thesis statement, pro argument, counter argument, rebuttal, and conclusion. The purpose of this research is to find out how fourth semester  English students of UIN Mahmud Yunus Batusangkar applying to write the component of argumentative writing in their essay. This research used a document analysis method. The object of this research was the argumentative writing components contained in the writings made by fourth semester English Department students of UIN Mahmud Yunus Batusangkar Academic Year 2022/2023. In this research, the researcher acts as a key instrument and the mid-semester IV exam documents. To test the validity of the data, researcher used source triangulation techniques.  Furthermore, in analyzing the data includes data reduction, data presentation, and conclusion drawing which is the theory of Miles and Huberman (1994: 10-11). The finding showed  that 45 students have applied to write  the attention getter, thesis statement, and pro argument. 29 students have applied counter-arguments component,  13 students have applied to write rebuttal component, and 45 students have applied to write conclusion component. From the finding, writing rebuttal, counter argument and conclusion should be improve by the students in writing argumentative essay.
STUDENTS' PERCEPTIONS OF CAKAP APPLICATION AS A TOOL FOR LEARNING ENGLISH SPEAKING SKILLS Qomariyah, Siti
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.v9i2.942

Abstract

         The effective teaching of English speaking skills requires proficient tools that aid students in exploring vocabulary, forming sentences, and engaging in dialogue. The Cakap application, an educational technology startup from Indonesia, offers a platform focused on two-way online education. This research aims to evaluate student perceptions of using the Cakap application as a tool to enhance English speaking abilities, specifically among students at Arrofi'iyyah Semampir Probolinggo High School. The study employed a case study method involving students from SMAI Ar-Rofi'iyyah in Semampir Village, Kraksaan District, Probolinggo Regency. Data collection methods included observation and, in-depth interviews. The findings indicate that students have a positive perception of the Cakap application, recognizing its potential to improve their English speaking skills. Based on these results, it is recommended that SMAI Ar-Rofi'iyyah integrate the Cakap application into their curriculum to make learning more engaging and effective in enhancing students' English speaking proficiency.
THE CORRELATION BETWEEN CRITICAL THINKING AND WRITING ABILITY AMONG ENGLISH DEPARTMENT STUDENTS AT STKIP YAYASAN ABDI PENDIDIKAN Wati, Refna
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.v9i2.947

Abstract

         Some studies have revealed that critical thinking is related to language proficiency. This research examined the correlation between critical thinking and writing ability in English. This correlational study involved 44 students from the English educational program at STKIP Abdi Pendidikan Payakumbuh who had taken the general writing subject, using total sampling. The instruments included a questionnaire to assess students' critical thinking and official academic records for writing scores. The Pearson Product Moment formula was used to analyze the data. Results indicated a significant positive correlation (r_xy = 0.362, p < 0.05), confirming that critical thinking skills are related to writing ability. This finding highlights that writing, which involves the clear articulation of ideas, constructing arguments, and presenting evidence, inherently requires critical thinking skills.
THE COMPARISON OF STUDENT INTEREST AND LEARNING OUTCOMES USING DIFFERENTIATED LEARNING IN CONTENT AND PROCESS Yulianti, Delfita
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.v9i2.950

Abstract

The goal of this study is to compare students' interests and learning outcomes when using content and process differentiated learning. To determine the difference, experimental study utilizing a factorial design was used. The purposive samples for this study were students in grades XI F2 and XI F4 who picked English as an elective subject. XI F2 was taught using differentiated learning in process, whereas XI F4 was taught using differentiated learning in content. A questionnaire was utilized to collect data on learning interests, and the data were analyzed using average calculations. Learning outcomes were analyzed using one-way ANOVA. Questionnaires and students' first and second semester learning outcome ratings were utilized as the research instrument for the study. The finding of this study is that there is no significant difference of students’ interest and learning outcomes using differentiated content and process. The result highlights that differentiated instruction has a powerful method for enhancing student interest and learning outcomes.
DRAWING-BASED WRITING TASK TECHNIQUE TO IMPROVE YOUNG EFL LEARNERS’ DESCRIPTIVE TEXT WRITING SKILLS Jasrial, Dedi; Burhan, Kristian; Sepyanda, Marsika
ELP (Journal of English Language Pedagogy) Vol. 10 No. 1 (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.v10i1.984

Abstract

       Teaching writing to young learners in an English as a Foreign Language (EFL) context often met with concerns about developmental readiness. However, some studies show that young learners can benefit from creative and multimodal approaches to writing. While much has been studied on teaching speaking and listening skills, studies on visual stimuli like drawing for writing instruction at an early age are limited. This study aims to empower young learners to produce simple descriptive texts through a drawing-based writing task, using their favorite pets as the topic. Employing a case study design, this study involved one class of children, class I,I, which consisted of fourteen learners in a private English language course in Bengkulu, Indonesia. They were in the first and second grades in the elementary schools with ages between 6-7 years. Data were collected through classroom observations, student work, and reflective feedback from teachers. After young learners studied basic vocabulary and sentence structures in eight meetings, they drew their favorite pets and wrote short descriptions based on their drawings. The number of sentences that they should write ranges from four to six sentences. Each sentence contained five to eight words.  The results show that young learners could write simple descriptive texts using basic vocabulary and sentence structures using drawing-based writing tasks. This technique also helped young learners generate content and reduced cognitive load during writing. These findings suggest that creative, visual-based tasks can be effective in teaching writing to young EFL learners.
English : English Liana Putri; Muhammad Mugni Assapari
ELP (Journal of English Language Pedagogy) Vol. 10 No. 1 (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.v10i1.985

Abstract

      In a globalized world, English proficiency is essential for academic and professional success, significantly influencing educational and economic opportunities. Speaking skills are pivotal in language learning, serving various cultural and social functions in daily life. This study investigates the impact and factors influencing the effectiveness of Task-Based Speaking Activities in enhancing English speaking skills among MTS Al Ittihad students. Utilizing a quantitative research approach, this quasi-experimental design examined learners' speaking proficiency before and after implementing Task-Based Speaking Activities. Results indicate a marked improvement in students' speaking skills, with mean scores rising from 50.54 (pre-test) to 74.46 (post-test). Hypothesis testing further supports this finding, revealing a significant value of 0.00 (p < 0.05), demonstrating the effectiveness of Task-Based Speaking Activities on learners' proficiency. Initial assessments highlighted challenges in vocabulary, grammar, fluency, and pronunciation, emphasizing the need for innovative teaching strategies. The observed improvements underscore the activities' success in engaging students and enhancing their language comprehension and communication abilities.
IS WORDWALL EFFECTIVE IN TEACHING ENGLISH TO ELEMENTARY SCHOOL STUDENTS OR NOT? Mahaputri, Dwi Settya; Jon Nizar
ELP (Journal of English Language Pedagogy) Vol. 10 No. 1 (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.v10i1.987

Abstract

      This study aims to analyze the effect of the use of Wordwall media on English language learning in elementary school. This research is experimental research. The study was conducted at SDN 04 Bukik Sikumpa, Lareh Sago Halaban District, Lima Puluh Kota Regency, involving two groups of students: an experimental group using Wordwall media and a control group using conventional methods. The results showed that the average value of the experimental group was 77, while the average value of the control group was 65. T-test analysis produced a t_hitung value of 6.078, which is higher than the t_tabelvalue of 2.021. This shows that there is a significant influence of the use of Wordwall media on English learning. Thus, the hypothesis proposed, namely the presence of the influence of Wordwall media in the teaching of English to elementary school students, is acceptable. This research makes an important contribution to the development of more effective methods of teaching English at the primary level.
STUDENTS’ WRITING ANXIETY IN ACADEMIC WRITING PRACTICE Desfi Yenti; Roza Susanti
ELP (Journal of English Language Pedagogy) Vol. 10 No. 1 (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.v10i1.988

Abstract

      Writing in academic English can be challenging, often leading to feelings of nervousness and hesitation among students. This study aims to identify the types of writing anxiety experienced by English Department students during academic writing. Twenty undergraduate students from STKIP Yayasan Abdi Pendidikan Payakumbuh participated in the research. Data were collected using the Second Language Writing Anxiety Inventory (SLWAI) developed by Chang, which consists of closed-ended questions and is classified as a standardized questionnaire. The findings indicate that cognitive anxiety is the most prevalent form of writing anxiety among students. This reinforces the notion that writing anxiety is a significant barrier to developing writing skills, consistent with similar research conducted at other universities. To enhance their writing success, students must consider several important factors, including personality traits, teaching methods, awareness, and emotional influences. Future research should further explore these variables, as understanding their impact can lead to improved teaching practices and better support for students facing writing anxiety. By addressing these factors, educators can create a more conducive learning environment that fosters confidence and skill development in academic writing. Ultimately, recognizing and mitigating writing anxiety is essential for helping students succeed in their academic endeavors.  
DEVELOPING AN ENGLISH PRONUNCIATION ASSESSMENT TOOL FOR 10TH GRADE STUDENTS: A CASE STUDY AT JABAL RAHMAH MULIA HIGH SCHOOL Maulidina Mutia
ELP (Journal of English Language Pedagogy) Vol. 10 No. 1 (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.v10i1.992

Abstract

      This study aims to develop evaluation and assessment tools tailored for improving English pronunciation skills among 10th-grade students at Jabal Rahmah Mulia High School. Recognizing the challenges students face in mastering pronunciation, particularly in non-native English-speaking contexts, the research emphasizes the importance of structured and systematic evaluation. The study adopts a research and development (R&D) methodology, involving needs analysis, tool design, implementation, and validation stages. Data were gathered through classroom observations, interviews with English teachers, and a diagnostic analysis of students' pronunciation abilities. The tools developed include pronunciation assessment rubrics, digital and offline feedback mechanisms, and task-based evaluation models focusing on segmental (individual sounds) and suprasegmental (stress, rhythm, intonation) aspects. These tools were validated by experts and trialed in classroom settings to ensure reliability and practicality. The findings demonstrate that integrating these tools into the English learning process significantly enhances students’ pronunciation accuracy, fluency, and confidence. Teachers reported improved engagement and participation among students, while learners expressed greater awareness of their pronunciation weaknesses and progress. This study underscores the critical role of well-designed pronunciation assessments in language learning and provides a framework that can be adapted for similar educational contexts. Future research is recommended to explore the long-term impact of these tools on communicative competence and their scalability across different grade levels and school settings.
STUDENTS’ LISTENING COMPREHENSION IN TOEFL: A STUDY ON STUDENTS’ PERFORMANCE ACROSS THE SECTIONS Sepyanda, Marsika; Fenni Kurnia Mutiya; Chairina Wirdiastuti; Titiek Fujita Yusandra; Lucy Oktavani; Yummi Meirafoni
ELP (Journal of English Language Pedagogy) Vol. 10 No. 1 (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.v10i1.994

Abstract

      This study examines students’ performance in the TOEFL listening comprehension test, focusing on their strengths and weaknesses across three sections: short conversations (Part A), long conversations (Part B), and short talks (Part C). There are 45 students registered in the course “Aplikasi Pendidikan Bahasa dalam Pembelajaran PJOK” on the odd semester in the 2024/2025 academic year participated in this study. The participants are chosen because the course integrates TOEFL-based language instruction, as outlined in the semester learning plan (RPS), where one of the students’ difficulties is listening skills. A descriptive quantitative research design was conducted over a three-week study period, with listening tests administered weekly during three class meetings. The tests used questions adopted from standardized TOEFL practice materials, which were selected based on their alignment with the test's objectives and validated by experienced English instructors for relevance and difficulty. Data analysis discovered that students consistently performed best in Part C, with average scores increasing from 53% to 65% across three tests, while Part B presented the most significant challenges, with scores improving from 43% to 54%. Part A showed moderate performance, with scores rising from 49% to 60%. These results show that there is also an improvement on each part of the test, attributed to repeated exposure to the test format and the development of listening strategies. However, the persistent difficulty in Part B suggests the need for targeted instructional interventions to address challenges in extended dialogues. It can be concluded that the students demonstrated general improvement in TOEFL listening comprehension across all sections. The repeated exposure can be an effective strategy performance in TOEFL listening comprehension.  

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