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JEPAL (Journal of English Pedagogy and Applied Linguistics)
Published by Universitas Masoem
ISSN : -     EISSN : 27237095     DOI : 10.32627
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
JEPAL (Journal of English Pedagogy and Applied Linguistics) publishes original papers researching or documenting issues in English teaching-learning and linguistics.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 78 Documents
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The Correlation between Learners’ Motivation and Language Learning Strategies in EFL Context Khairunnisa Dwinalida; Sholeh Setiaji
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 1 No. 1 (2020)
Publisher : Ma'soem University

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Abstract

This study investigated the correlation between students’ motivation and learning strategies of the students of a Polytechnic in Palembang. 31 students were selected as the sample to find out their motivation and their language learning strategies. Two sets of questionnaires, a set of motivational questionnaires which consist of 18 items, and strategies of language learning questionnaire, which consist of 14 items, were used in this study to see the correlation between the two variables. Correlation coefficient and descriptive analysis were used in analyzing data by using Pearson product moment. The result shows a positive correlation. To improve students’ motivation in learning the target language, teachers may provide learning materials, strategies, or teaching methods which are suitable for facilitating learners’ learning.
The Pronunciation of the Regular Past Tense of English Verbs in Junior High School Students Humaira Restu Maulidia
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 1 No. 1 (2020)
Publisher : Ma'soem University

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Abstract

This research aims at describing how the pronunciation of regular past tense of English verb should be and the variation of the regular past tense of English verb. Qualitative design is chosen in this study. The data gathered and analyzed through the main theories in the theoretical background. The data analyzed showed that in the first paragraph, there are 7 of regular past tense of English verb; lived, named, asked, granted, touched, amazed and turned. In the second paragraph, there are 10 of regular past tense of English verb; changed, cried, loved, touched, shocked, beloved, turned, begged, granted, and realized. Each of words is classified based on the environment. So that, it can be concluded that there are 7 words after voiced segments; lived, named, turned, loved, beloved, begged, and cried. In voiceless segments, there are 7 words of regular past tense of English verb; asked, shocked, amazed, changed, touched, and realized. Furthermore, there is non-nasal alveolar stop; granted. Those words pronounced variously by the students.
TEACHER PROFESSIONAL DEVELOPMENT: A STUDY OF MOTIVATING FACTORS BETWEEN NOVICE AND EXPERIENCED TEACHERS Dini Utami Mulyaningsih; Riyadh Ahsanul Arifin
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 2 No. 1 (2021)
Publisher : Ma'soem University

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Abstract

Motivation is one of crucial factors to teachers during their professional development. It is well established that motivation can positively increase their growth professionally. This study aimed to find out motivating factors between novice and experienced teacher. In this context, novice teacher is a teacher who has less than 5 years teaching experience while experienced teacher is a teacher who has more than 5 years’ experience. This research employed descriptive study, involving 4 teachers. A questionnaire and a semi structured interview were employed to gain the data. The data were analyzed descriptively. From the study, it is found that there are some similarities between novice and experienced teachers’ motivation. Moreover, it also found that taking postgraduate study gives a positive impact on their teaching practice. Indeed, it is recommended to give teachers more propelling on the importance of teacher need for their professional development.  
THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) IN TEACHING SPEAKING SKILL Muhammad Anjar Nugraha
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 2 No. 1 (2021)
Publisher : Ma'soem University

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Abstract

This study aims at investigating the effectiveness of the Teaching Proficiency through Reading and Storytelling (TPRS) method in teaching speaking skills to the tenth-grade students in one of the senior high schools in Bandung, and their attitudes after the implementation of this method in the classroom. The embedded mixed method design was applied to accomplish the two research questions. The quantitative data were gained from the students speaking pre-test, post-test, and questionnaire. Meanwhile, the qualitative data were taken from classroom observation field notes as the secondary data to capture the treatment process. 24 students in the experimental group and 23 students in the control group were randomly selected as the participant in this study. After seven meetings of the treatment, the data analysis showed that the speaking score of the experimental group that was treated by using language acquisition-based in TPRS was significantly higher than the control group that was treated by using language learning-based in non-TPRS at the .05 level of significance. The null hypothesis of this study was rejected. Since this study had dealt with the low achiever students that most of them were low motivated, TPRS instruction was appropriate to scaffold language in making them comprehensible and accessible. Moreover, the questionnaire data found that the behavioral aspect of students’ attitude on the use of TPRS method in teaching speaking skills was highly positive. TPRS has made the students appreciate more, feel not afraid, avoid anxiety, and have more confidence in speaking English.
AN ANALYSIS OF ENGLISH PREPOSITIONAL ERRORS IN SENIOR HIGH SCHOOL’S STUDENTS IN INDONESIA Nurfithri Fithri
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 2 No. 1 (2021)
Publisher : Ma'soem University

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Abstract

This research is aimed at identifying the grammatical errors focused on English Prepositions produced by Senior High School’s Students in Garut. The objectives of this research are to investigate the types of grammatical errors focused on English prepositions by Senior High School Students and to find the most frequent type of these errors. The method of this research is the descriptive qualitative method. The researcher gave the test consists of 20 sentences that were incomplete in narrative composition. The students were asked to complete the sentence with the correct preposition chosen in multiple-choice. The finding shows that the twelfth-grade students as the participant contributed three types of errors on the use of prepositions to complete the sentences. Those errors are 30,93% in the error of omission, 26,25% in the error of insertion, and 42,81% in the error of selection. Thus, the most frequent type of errors produced by students of twelfth grade is the error of selection that reaches 42,81%. It indicates that students faced difficulties in using prepositions appropriately.
INTERACTIVE MODEL IN TEACHING READING TO HELP STUDENTS TO UNDERSTAND ENGLISH TEXTS firmansyah diyata
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 2 No. 1 (2021)
Publisher : Ma'soem University

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Abstract

To understand English text, students need to have adequate English proficiency background, at least in understanding the grammar and having many vocabularies to understand the text. For those who do not have good proficiency background in such areas, will have difficulties to comprehend every sentence they read on that text. Teachers who face this kind of situation, must have appropriate approach to handle this problem. Interactive model that was applied in this research has an aim to help students to understand the text by understanding the parts of each sentence on the text they read. To find the findings in this research, the writer used mix method of quantitative and qualitative. The method was applied to find out how the interactive model helps students to comprehend the texts they read. There were 25 students who joined this research after they are considered could fulfill its requirements. The research shows that the students who were taught by interactive model developed their understanding of sentence analysis, felt comfortable with the teaching model, but had less development in understanding the text. Based on the findings from this research, it is concluded that the method gives comfortable teaching atmosphere but does not give significant development on students’ reading skill. The method will be able to give more significant result if it is applied to the students who have higher English Proficiency Level, such as in intermediate and advance levels.
DENOTATION AND CONNOTATION ON KEMENDIKBUD’S PUBLIC SERVICE AD ON PANDEMIC COVID-19 Autumn Windy Alwasilah
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 2 No. 1 (2021)
Publisher : Ma'soem University

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Abstract

This paper analyzes a televised public service ad by Kemendikbud on their advice for the public to stay at home during the pandemic Covid-19 especially on the Eid day to stop the spread of the corona virus. The paper focuses on the four sign systems of the ad: photographs, written language, spoken language (narration), and moving images (McIlwain, 2007). Descriptive qualitative was employed in the paper to collect and analyze the data. This method was used because it provides an intensive, holistic description and analysis of a single entity. The analysis shows that the first-order and second-order signification by Barthes (1967) can be used in analyzing the four sign systems. Bold signs such as photographs, written and spoken language, and moving images in the ad that can be seen by viewers are denotations. Meanwhile, connotations represent the communication that occurs when signs meet with the user's emotions.
QUICK RESPONSE CODES IN IMPROVING STUDENTS’ VOCABULARY MASTERY Sri Yuliyanti
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 2 No. 1 (2021)
Publisher : Ma'soem University

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Abstract

This study was aimed to investigate whether the implementation of Quick Response Codes is useful for the students in improving their English vocabulary. This study employed a Classroom Action Research (CAR) design in which the researcher worked collaboratively with an observer in the class. The CAR consisted of two cycles with the steps of planning, acting, observing and reflecting in each cycle. The data were gathered through several procedures, i.e. observation, interview, and tests. The result of this study showed that there was an increase in the students’ fulfillment of minimum mastery criterion from 0% before the treatment to 14.28 % after cycle 1 and 77.14% after cycle 2. Accordingly, the criterion of success was achieved. The results of observation revealed that the students actively participated in the learning process by using the Quick Response Codes in the vocabulary learning and it supported their engagement in the class.
DECLARATIVE CONSTANT POLARITY TAG QUESTIONS: AN ANALYSIS OF SYNTAX AND SEMANTICS Dianita Damayanti
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 2 No. 2 (2022)
Publisher : Ma'soem University

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Abstract

This research focused on the forms and meanings of the declarative constant polarity tag in spoken American English. Therefore, this study was conducted quantitatively in the form of a descriptive analysis of the use of form-tag questions in American English. The data was taken from the spoken component of the American television sitcom created by David Crane and Marta Kauffman, which aired on NBC from September 22, 1994, to May 6, 2004, lasting ten seasons. There are over 158 constant polarity tag questions in spoken English. The results concerning the form of the verb be and the subject it belongs to are mostly used in the tag question. The meanings of declarative constant polarity signify a higher use of "doubt" tags involving interlocutors in American English conversation. Declarative constant tag questions are interesting points to be researched on a wider scope by using more sorts of them in formal conversation. 
AN ANALYSIS OF ACTIVE ZONES IN NARRATIVE TEXT: A COGNITIVE LINGUISTICS APPROACH Humaira R Maulidia
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 2 No. 2 (2022)
Publisher : Ma'soem University

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Abstract

In this current research, the cognitive linguistics theory by Langacker (1987) describes linguistic as general cognition and thinking is used to maintain interrelations of narrative text with a deep knowledge analysis of the meanings of lexical concepts in it. In addition, this research aimed to find out the entity’s profiles found in two narrative texts and the different active zones found in narrative texts. The active zone is cognitive operations in cognitive linguistics that deal with senses at the level of structure of the language. Furthermore, this research employed a descriptive study by analyzing the narrative texts. The result of the research described that the characters in the narrative texts are the entity’s profile of each active zones.

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