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M. Zaim
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Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang Jl. Prof. Dr. Hamka, Air Tawar, Padang 25131 Indonesia
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INDONESIA
INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Published by Universitas Negeri Padang
ISSN : 27971783     EISSN : 27771229     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Language Pedagogy (IJoLP) is an international peer-reviewed, scientific and open-access journal in language education. The aim is to publish conceptual and research articles that explore the application of any language in teaching and the everyday experience of language in education. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. All articles should be in English. The scopes of the Journal are language teaching and learning; teaching approaches, methods, and techniques; language curriculum and material Development; instructional media in language teaching; and language assessment.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 7 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2024)" : 7 Documents clear
Flipped Project-Based Learning Model in Creative Writing Class: How Do Students Need It? Afdetis Mana, Lira Hayu; Atmazaki; Harris Effendi Thahar; Samsudin, Nurul Haniza
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.57

Abstract

Student needs for each course are different. Implementations that do not meet the needs will cause problems in the learning process. This study aims to analyze the characteristics of materials to be used in creative writing classes, especially while learning opinion writing that meets the students' needs of learning materials. This research is a quantitative descriptive study. Using purposive sampling technique, 38 of all students of the PGRI University of West Sumatra in the Indonesian Language and Literature Education Study Program, participated in this study. The students were asked to respond to an online questionnaire investigating their situation in the creative writing class, their needs and difficulties in learning materials about opinion writing as one of subtopics in the creative writing course. This research provides insights to design a Flipped Project Based Learning model using an e-learning platform. The results revealed that with the conventional learning, some students were less motivated and creative, so it is necessary to provide learning materials that can encourage all students' active participation and writing creativity without exception . Besides, the students need a complete and systematic set of learning materials about the concept of opinion writing that allows them to customize the topics and ideas for writing opinions, along with lecturer guidance in understanding the concept of writing the opinions. Additionally, the materials should be able to help them deal with their difficulties in determining ideas and the title of the opinion essay.
The Influence of Independence Curriculum Development on Mandarin Language Learning Kariyati, Ani; Agustina; Yulia, Novia; Djoni
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.58

Abstract

The fundamental thing about curriculum development is that there are deep changes and have quite a big impact on Mandarin language learning in educational institutions, especially schools that collaborate with countries that use second international languages for communication. As the world becomes more connected, the need for effective command of Mandarin is more important than ever. With curriculum development, educators can gain insight into innovative approaches to teaching and learning Mandarin. The problem faced by teachers of Mandarin as a foreign language is a lack of understanding of the curriculum in accordance with the demands of the times. Curriculum development greatly influences Mandarin learning. This will have an impact on the difficulty of achieving language mastery by students. A literature and reference search was conducted to address this issue. Here the author explores articles that examine and discuss the findings conceptually, the implications of the development of the Merdeka curriculum which has been influential in the formation of Mandarin language learning. Innovation and renewal are also a necessity for Chinese language learners. Apart from that, it will challenge Mandarin teachers to organize teaching materials within the concept of curriculum development that follows developments and demands of the times.
From Sociocultural Theory (SCT) to Socially-Contextualized Pedagogy (SCP) Roozafzai, Zahra Sadat
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.59

Abstract

This quasi-experimental and empirical study explores the effectiveness of a socially-contextualized pedagogy in empowering English language learners. The participants included 100 English language learners from diverse linguistic backgrounds, randomly assigned to either the experimental group, which received socially-contextualized instruction, or the control group, which received traditional instruction. Data collection involved pre- and post-treatment surveys assessing participants' motivation, engagement, and perceived language proficiency, as well as qualitative interviews exploring their learning experiences. Results indicated that participants in the experimental group demonstrated significantly higher motivation, engagement, and perceived language proficiency compared to the control group. Qualitative analyses revealed themes related to enhanced socio-cultural connections, increased self-efficacy, and a more positive learning environment in the experimental group. These findings highlight the potential of socially-contextualized pedagogy in empowering English language learners and improving their educational outcomes.
Rubric for E-portfolio Assessment: Define the Standard Criteria Handayani, Witri; Rozimela, Yenni; Thahar, Harris Effendi; Sari, Indah
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.60

Abstract

An e-portfolio is an e-learning tool that also can be utilized as an assessment tool. As it supports student-centered learning in the process, it has the possibility to gain the students' skills and acquisition of the subject matter which will be very useful for their future careers. This study aims to design a rubric that makes a standard for students' guidance in learning to assess themselves as part of an e-portfolio application in the classroom and to simplify the lecturers' work in assessing the students' assignments. The rubric designed in this study was arranged based on Rico’s theory of four aspects of a rubric to assess e-portfolios. The element criteria of the rubrics are competence development, content acquisition, learning process reflection, and e-portfolio display. Meanwhile, the levels of functioning are advanced, moderate, and poor. It is an analytic rubric without a numbered scoring scale, yet the lecturers are free to set the level of measurement range to the level of functioning. After the rubric was completed, it was validated by two assessment validators and got the criteria of very valid. After being validated, the rubric was ready to be tested in the experimental group which will be discussed further in the other publication.
Development of Writing Assessment Skills with Psychosocial Involvement for Indonesian Language Teachers Sukenti, Desi; Agustina; Fauzan, Ahmad; Binti Ramli, Nursabila
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.61

Abstract

The assessment of writing skills is very important for improving students' academic performance in the Indonesian language. The phenomenological method is used in this research to investigate the psychosocial involvement of Indonesian language teachers in developing writing skills assessments. Primary data sources consist of interviews with informants, results from field observations, and documents related to the research findings, while secondary data sources consist of written materials relevant to the research results. The data in this study were collected through non-participatory passive observation, interviews, and documentation. The data analysis techniques used are reduction, data display, and conclusion drawing. This research involves twenty Indonesian language teachers to uncover how teachers use writing skill assessments. The results of this study indicate that the development of writing assessment skills for Indonesian language teachers involving psychosocial aspects can mean that Indonesian language teachers need to have a strong understanding that incorporates psychosocial elements. The psychosocial teacher offers a narrative framework to motivate religious values and Islamic behavior that helps individuals articulate their experiences. The assessment of writing skills in Indonesian language learning is influenced by personal moral and spiritual involvement, concepts of life principles, experiences, and literature. These psychosocial principles are given by God to the assessment of writing in the Indonesian language and literature, which is a critical component of the writing assessment development process.
Pedagogical Grammar in an Indonesian ELT Textbook: Features, Approaches, and Design Criteria Analysis Jasrial, Dedi; Jufrizal, Jufrizal; Eang, Norphealey
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.63

Abstract

Numerous researchers have delved into the intricacies of grammar, yet the analysis of pedagogical grammar in EFL textbooks has been sorely neglected. This study aims to examine the pedagogical grammar features of an Indonesian English as a Foreign Language (EFL) textbook intended for seventh-graders, the teaching approaches employed to convey those features, and the criteria used to design the pedagogical language rules incorporated in the pedagogical grammar features. This mixed-method research used an EFL textbook for seventh-graders in Indonesia as the source of data that were collected using observation sheets and a checklist based on Swan's theory regarding design criteria for pedagogical language rules. The data were analyzed qualitatively (descriptive qualitative technique) and quantitatively (descriptive statistics). This study found that the Indonesian EFL textbook contained simple present tense and 14 pedagogical grammar features. The textbook utilized both inductive and deductive approaches to deliver pedagogical grammar features, with the deductive approach being the most used. The design criterion of pedagogical language in the textbook was evaluated to be of high quality. Thus, it can be concluded that the analyzed textbook is a suitable learning resource for Indonesian EFL teachers, especially those who wish to focus on pedagogical grammar.
Project-Based Learning Method to Enhance Students’ Digital Business Competence in English Course Muzdalifah, Indah; Muhammad Zaim; Refnaldi; Lisnawita; Dina Fitriani; Firmansyah
International Journal of Language Pedagogy Vol. 4 No. 1 (2024)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v4i1.70

Abstract

English is a compulsory subject studied in every study program. English is usually learned in the first and second semesters. This research aims to make English learning more enjoyable. This type of research is descriptive analysis. The instrument used is a questionnaire. The students involved in this research were 28 people from the digital business study program. This study found the correct type of project-based learning for students is role-playing by imitating conversations in English from a short video that is rich in moral values played by students and then made into a video. The second finding is that the results of the questionnaire as a research instrument concluded that the task of project learning was beneficial for them in understanding English learning.

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