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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 101 Documents
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Nonverbal Communication in Cross-Cultural Learning: Insights from a Native Speaker Rahayu, Pipit; Ouarniki, Ouafa; Silvia, Sulis
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
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.v5i1.107

Abstract

In today’s multicultural learning environments, effective communication involves more than just spoken language, particularly in Cross-Cultural Understanding (CCU) classes where students from diverse linguistic and cultural backgrounds interact. Despite its importance, nonverbal communication remains an often-overlooked component in educational research. This study aims to explore how a native English speaker utilizes various nonverbal communication strategies—such as body movements, facial expressions, vocalics, proxemics, environmental cues, and communication objects—to enhance interaction and foster understanding in a CCU classroom. Conducted through a qualitative approach, the research involved a purposive sample consisting of one native speaker and twenty non-native students from a university CCU class. Data collection methods included structured classroom observations, video recordings, and field notes, guided by an observation checklist designed to identify specific nonverbal behaviors and their communicative functions. The results reveal that the native speaker effectively employed nonverbal cues to clarify meanings, sustain student engagement, build rapport, and bridge cultural differences. These cues played a vital role in supporting comprehension and promoting a positive learning atmosphere. The findings suggest that nonverbal communication is an essential pedagogical tool in cross-cultural settings, offering valuable insights for educators seeking to enhance intercultural competence and communication efficacy in diverse classrooms.
From Theory to Practice: Enhancing Translation Skills through Syntax Mapping and Shift Strategies Chairina, Melyanda Agustin; Febriansyah, Gema; Yudistira, Sukma; Fajardo, Dan Fareth; Elvonny, Tia Kharina
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
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.v5i1.109

Abstract

This study explored the integration of syntax mapping and shift strategy instruction to enhance translation competence in vocational education. Framed within a Design-Based Research (DBR) approach, the study addressed common challenges among novice translators, including literal translation tendencies, syntactic rigidity, and low awareness of pragmatic shifts. Conducted in an Indonesian polytechnic with 25 students, the intervention followed four DBR phases: needs analysis, tool design, implementation, and evaluation. Data were collected through pre- and post-tests, worksheet tasks, and student reflections. Descriptive results indicated improvement in translation test scores (from 64.3 to 78.4) and syntax mapping accuracy (from 62.3% to 76.0%), along with increased application of lexical, class, and structural shifts. Student reflections revealed enhanced metacognitive awareness and more analytical decision making. However, the study did not include hypothesis testing or inferential statistics; therefore, claims regarding the tool’s effectiveness are based on observed descriptive gains and should be interpreted with caution. Additionally, the small sample size and specific vocational context limit generalizability. Future studies should incorporate statistical analyses and broader samples to validate the impact and explore applicability across different educational contexts and language pairs.
Project-Task Based Learning (PROTABING) Model: Validity in Indonesian Language Learning in Senior High Schools Jasmienti; Deswalantri; Lismay, Leli; Istiqlal, Abdul; Jambak, Ella Jeniro
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
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.v5i1.111

Abstract

Teacher readiness and limited resources are still major obstacles in implementing the curriculum, including in learning Indonesian. Challenges such as lack of training, irrelevant materials, and the dense content of the Kurikulum 2013 encouraged the birth of the Kurikulum Merdeka, although similar obstacles still arise in learning. To overcome the problems found, one alternative that can be done is to innovate in learning. Based on this, the purpose of this study is to explain the characteristics of the Project-Task Based Learning (PROTABING) model that is valid in learning Indonesian in Secondary Schools. This research is included in the type of development research or Research and Development (R&D). In this study, the approach used is the 4-D development model developed by Thiagarajan & Semmel (1974) which consists of four main stages, namely define, design, develop, and disseminate. The instruments used are questionnaires, namely expert validation questionnaires. The instruments used are validated before use. This study produced a PROTABING model design consisting of 5 syntaxes, namely exploration, planning, implementation, monitoring and evaluation of the process, completion and presentation. The model was validated by experts and produced a valid learning model, with a validation value of material or content of 94%, presentation of 94%, language of 93%, syntax of 89%, reaction principle of 85%, social system of 88%, support system of 97%, instructional impact and accompaniment of 98%.
The Validity and Practicality of Journalistic Practice Learning Tools based on Project-Based Learning for Higher Education Yusandra, Titiek Fujita; Fitri, Laila; Rinaldi, Rio
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
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.v5i1.112

Abstract

This study aims to produce learning tools in the form of Semester Learning Plans, Course Learning Activity, and Journalism Practice Modules based on Project-Based Learning (PjBL) that are valid and practical. The method used is Research and Development (R&D) with a one group pretest-posttest design. The sample consisted of 20 students of the Indonesian Language and Literature Education Study Program at Universitas Bung Hatta and 10 students of the Universitas Muhammadiyah Sumatera Barat. Data were collected through an instrument in the form of a validation questionnaire reviewed by reviewers, experts (lecturers), and practitioners. The practicality questionnaire was filled out by lecturers and students, covering aspects of ease of use, time efficiency, and benefits. The results of the validation of the journalistic practice learning tools obtained an average validity score of 0.83 for Semester Learning Plans, 0.85 for Course Learning Activity, and 0.86 for the module. These scores indicate that the validity of the learning tools is in the very high category. The results of the practicality of the journalistic practice learning tools are in the very practical category. The average practicality scores of students towards Semester Learning Plans and modules were 86.1 and 83.1% respectively, while from lecturers it was 90.8% (Semester Learning Plans), 88.7% (Course Learning Activity), and 88.7% (Module). The research product, consisting of project-based learning tools for journalism practice, namely the Semester Learning Plan, Course Learning Activities, and Learning Modules based on Project-based Learning, demonstrated high levels of validity and practicality, indicating its suitability for implementation in higher education.
Infusing Islamic Values Into Reading Module For Islamic Senior High School Students Martina, Feny; Mustafa, M. Ibnu; Jasrial, Dedi; Rahmawati, Liza; Rahmanina, Lisa
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
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.v5i1.105

Abstract

English reading modules designed to meet the needs of the students at madrasahs are relatively limited. Therefore, this development study reported on the designing process of an English reading module for grade X students of Islamic senior high school through ADDIE framework. This study was conducted through the phases of analysis, design, development, implementation, and evaluation. The participants were 67 students and three English teachers from 9 Islamic senior high schools in Bengkulu City and three module validators. The instruments were subject-expert, student, and teacher questionnaires. The findings on need analyses revealed the students’ and teachers’ expectations on English reading modules containing Islamic values. As a follow-up, a reading module consisting of ten chapters with religious topics in genre-based texts were designed. The evaluation of the module demonstrated that from a 1.0 to 5.0 scale, the module received a score of 4.0 (categorized as good) by the media expert, 4.2 (categorized as excellent) by content and a language expert, 4.1 (categorized as good) by the three English teachers, and 4.3 (categorized as excellent) in a small group evaluation. To conclude, the English reading module is feasible for classroom use. The implication and recommendations for education stakeholders and future researchers are provided.
L1 Interference in Students’ Translations: A Corpus-Based Analysis of Collocation Errors and Pedagogical Implications Ardi, Havid; Ermanto; Juita, Novia; Rany, Vy
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
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.v5i1.113

Abstract

Collocation is challenging for translators as the words differ across languages. This study examines collocation errors in translations produced by English Department students who took the Indonesian-English Translations subject. The text discussed the Minangkabau tradition written in Indonesian. Employing a corpus-based approach, the research analyzes students' translations to identify recurring collocational mismatches, classify error types, and first-language (L1) interference in English as an L2, which is studied in terms of the insufficient mastery of English phraseology. The translations made by English Department students were compiled from student submissions and compared against reference corpora (e.g., COCA, BNC) as natural collocations. Tools such as AntConc and Kortara were used to quantify deviations and categorize errors into four primary types: (1) verb-noun, (2) adjective-noun mismatches, (3) unnatural noun-noun phrases, (4) adverb-adjective, (5) verb-preposition, and (6) clause base. Findings reveal that 58.94% of errors arise from noun-noun combinations, where students applied Indonesian syntactic or lexical patterns to English, resulting in unnatural collocations. The study highlights the pedagogical need for explicit collocation instruction in translation training, especially for language pairs with significant structural and cultural differences. It advocates for incorporating corpus tools into classrooms to enhance students’ awareness of natural collocations and reduce L1 interference.
Validity of 5E-PBL Learning Cycle Model Based on TPACK to Improve Scientific Writing Nisa, Khairun; Jamaluddin, Norliza; Santos, Joseline M.
International Journal of Language Pedagogy Vol. 5 No. 1 (2025)
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.v5i1.97

Abstract

Scientific writing is a critical skill for students and educators, yet many continue to face substantial challenges in meeting academic writing standards. Studies reveal that only 14.25% of students are able to develop ideas supported by data analysis, while 66.67% struggle to express their thoughts in structured academic formats. Common difficulties include formulating and organizing ideas, using proper academic language, and referencing accurately. To address these issues, this study developed and validated the TPACK-based 5E-PBL Learning Cycle Model, aiming to enhance students’ scientific writing abilities. Employing the Plomp R&D model, the research proceeded through three phases: preliminary investigation, development and prototyping, and evaluation. Expert validation showed high content validity, with scores of 3.51 (88%) for model content, 3.52 (88%) for the model book, and 4.34 (87%) for the student guidebook. Implementation results indicate that the model effectively improves students' understanding of scientific writing structures, fosters critical thinking, and encourages meaningful integration of technology. This study concludes that the 5E-PBL Learning Cycle Model based on TPACK is a valid and feasible approach to address academic writing challenges. Further research is recommended to evaluate its broader impact across disciplines.
Revitalizing the Malay Language in Higher Education: A Study of Intercultural Learning Materials in Rokan Hulu Eripuddin; Yahya, Rosatiqah Binti; Abdullah, Fazlina Shasa Binti
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
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.v5i2.106

Abstract

This study aims to examine the impact of intercultural learning materials on student engagement, language retention, and proficiency in Malay. Using a mixed-methods design, data were collected from 120 students and 10 instructors in Rokan Hulu Regency through surveys, interviews, classroom observations, and material analysis. The surveys explored students’ linguistic challenges and cultural exposure, while interviews gathered instructors’ perspectives on pedagogy. Observations assessed engagement in classrooms with varying degrees of intercultural integration, and content analysis identified gaps in the representation of cultural narratives. Quantitative data were analyzed statistically, and qualitative data underwent thematic coding.The findings show that students with limited intercultural exposure often rely on regional dialects or English, struggling with formal Malay. Conversely, classrooms that incorporated intercultural learning materials—including digital storytelling, folklore, and historical narratives—demonstrated higher participation and improved fluency. Instructors criticized rote learning methods and emphasized the need for immersive, culturally enriched instruction. The study concludes that integrating intercultural learning materials, multimedia tools, and experiential learning strategies can enhance Malay language acquisition. These findings provide valuable implications for curriculum development, underscoring the role of culturally responsive pedagogy in fostering meaningful and sustainable language learning within a globalized educational landscape.
Revitalizing the School Literacy Movement: Strategies for Strengthening Literacy Culture in Senior High Schools of Bangka Belitung Islands Taufiq, M. Aries; Herza, Herza; Pangestu, Fajar Agung; Harianto, Harianto; Fa, Jong Li; Manalu, Herland Franley
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
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.v5i2.129

Abstract

The School Literacy Movement (Gerakan Literasi Sekolah/GLS), launched nationally in 2015, aims to cultivate a reading and writing culture among Indonesian students. In the post-pandemic era, however, its implementation faces new challenges and calls for revitalization. This qualitative descriptive study explored the implementation of GLS in senior high schools in the Bangka Belitung Islands, focusing on (a) current practices and challenges, (b) the roles of principals, teachers, and students, and (c) strategies for strengthening literacy culture. Data were collected from 8 senior high schools through semi-structured interviews with 42 participants (principals, teachers, and students) and classroom and school environment observations. Then, the data were analyzed using a thematic analysis approach. Findings showed that while schools continued routine activities, such as the 15-minute reading program and the creation of reading corners, challenges persisted, including limited resources, uneven stakeholder engagement, and barriers specific to archipelagic contexts. Some schools, however, displayed strong leadership and community participation. To revitalize GLS, this study recommends integrating digital and print literacy resources, enhancing teacher capacity, promoting student-centered projects, and fostering collaboration with families and local communities. Unlike previous studies that primarily focused on policy-level implementation, this study provides contextual insights into literacy practices in an archipelagic region, highlighting the importance of geographically responsive strategies for literacy development. These findings underscore the need for contextualized, sustainable approaches to literacy development and provide guidance for policymakers, educators, and stakeholders in advancing literacy culture in Indonesia’s post-pandemic education landscape.
Process-Based vs. Product-Based Approaches in Teaching Academic Writing: A Comparative Study Asrifan, Andi; Luís Miguel Oliveira de Barros Cardoso; K. J. Vargheese; Raveenthiran Vivekanantharasa
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
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.v5i2.131

Abstract

Academic writing is essential in higher education, especially for English as a Foreign Language (EFL) learners who need to adhere to academic and publication standards. This research was carried out in the English Education Department of a public university in Indonesia, involving 40 undergraduate students aged 19 to 22 with intermediate English competence. Employing a mixed-methods quasi-experimental design, two intact classrooms were allocated distinct instructional methodologies during an eight-week period: one engaged in process-based teaching, while the other participated in product-based teaching. Quantitative analysis utilizing paired and independent sample t-tests indicated that the process-based group exhibited substantially larger improvement (M = 78.65, SD = 4.88) compared to the product-based group (M = 73.40, SD = 5.12), t(38) = 3.17, p < 0.01. The process-oriented approach also resulted in enhanced coherence, vocabulary, and structure. Qualitative findings from student interviews and reflections corroborated these outcomes, indicating enhanced engagement, motivation, and confidence among process-oriented learners. The results demonstrate that recursive writing techniques and iterative feedback significantly promote enduring writing advancement. The study advocates for the incorporation of process- and product-oriented components to improve EFL academic writing instruction in Indonesian higher education.

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