cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Burhanudin Rais
Contact Email
fkip@unka.ac.id
Phone
+6285157484770
Journal Mail Official
fkip@unka.ac.id
Editorial Address
Jl. YC. Oevang Oeray No.92, Baning, Sintang, Kalimantan Barat, Indonesia
Location
Kab. sintang,
Kalimantan barat
INDONESIA
Journal of English Language and Pedagogy (JELPA)
Published by Universitas Kapuas Sintang
ISSN : 29882826     EISSN : 29878225     DOI : https://doi.org/10.51826/jelpa
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Language and Pedagogy (JELPA) is an open access journal managed by English Education Study Program of Universitas Kapuas. The published articles are in the field of: Teaching Methodologies in ELT Media in ELT English Curriculum Material Development Language Assessment Teachers Professional Development Students literacy Language learning and Acquisition English Syntax and Morphology Semantic and Pragmatics Sociolinguistics Applied Linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2024): NOVEMBER" : 5 Documents clear
The Positive Effects of Self-Regulation Strategy in EFL Reading Dynamics Wijaya, Kristian Florensio
Journal of English Language and Pedagogy (JELPA) Vol. 2 No. 2 (2024): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v2i2.742

Abstract

Amidst complex reading learning enterprises, it is fair to be acknowledged that globalized EFL learners need to improve their reading competencies and activate a self-regulation strategy to experience a positively sound reading learning atmosphere and become more strategic L2 readers knowing the reading strategies working best for their particular reading dynamics. This present small-scale qualitative investigation was conducted with the support of a library study approach to generate more reliable and apprehensible research results beneficial for the betterment of future reading learning dynamics. To achieve this main research objective, the researcher selectively selected 20 previous studies focusing on discovering the positive influences of self-regulation strategy in EFL reading enterprises. Thematic analysis was simultaneously employed while analyzing the previously obtained research results to yield more accurate themes that were rewarding and to pave more meaningful reading pathways for worldwide second language reading instructors and EFL learners. Based on the obtained research results, the internalization of the self-regulation strategy has successfully promoted more enjoyable reading learning processes where they can progressively transform into more autonomous L2 readers. As a point, these specifically attained research results strongly suggested globalized second language reading instructors cultivating EFL learners’ self-regulation growth at the onset of reading learning activities to gradually enable them to become high-achieving L2 readers. Keywords: self-regulation strategy; reading; library study
Using Interactive Whiteboards (IWB) in the English Classroom as Supporting Technology in the Teaching and Learning Process: Opportunities and Challenges Fitria, Tira Nur
Journal of English Language and Pedagogy (JELPA) Vol. 2 No. 2 (2024): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v2i2.1112

Abstract

This research describes the teachers' and students' perception of using Interactive Whiteboards (IWB) and explain the opportunities and challenges of using IWB in English classrooms. This research uses library research. IWBs are large interactive displays used as input devices for computers. They can be used in educational institutions combining traditional presentation benefits with cutting-edge technology. IWB technology consists of a digital board, computer, and projector, which can be linked to a personal computer for easy use. It offers various tools including graphics, word processing, database, and multimedia tools. Using IWB as an educational tool increase new knowledge, provide innovations to students, improve the quality of students’ learning, facilitate interaction between teaching teams and students, improve teaching efficiency, and reduce paper usage. IWB has been found to significantly improve students' English skills, vocabulary proficiency, engagement, and attitude. However, implementing IWBs in schools presents challenges including large costs, insufficient technical support, technical issues, lack of adequate e-materials, limited time for lesson preparation, negative attitudes, lack of consensus among decision-makers, inadequate proficiency, and inadequate teacher training. Teachers need to master this technology so they can use it effectively in teaching. It is proposed that teachers receive training on utilizing IWBs more efficiently in various classroom settings. Teaching using proper operation of IWBs is a major factor in the teachers' ability to implement it successfully in the classroom. The trained teachers possessed a comprehension of the most efficient methods for utilizing the IWBs.
Digital Flashcards to Boost Children's Interest in English Communication Nasution, Kholilah Yuniar; Sitepu, Reysa Putri Br.; Manurung, Rani Angelika; Lismawarni; Pulungan, Rizqi Himmawan Ardya; Panggabean, Vandri Perdana
Journal of English Language and Pedagogy (JELPA) Vol. 2 No. 2 (2024): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v2i2.1287

Abstract

This study examines the effectiveness of combining digital flashcards with the Communicative Language Teaching (CLT) approach to enhance interest and communication skills in English among elementary school children. Conducted at SD Negeri 058116 Kwala Sawit in Tangkahan, a rural tourist area in North Sumatra, the research employed a Classroom Action Research (CAR) model to test the impact of this innovative method in an under-resourced educational setting. The study involved 56 grades 5 and 6 students who completed two planning cycles: implementation, observation, and reflection. Results indicated a substantial increase in students' interest and engagement, with a 10.25% improvement in learning interest. Moreover, student proficiency in conversational English rose, as 72% of fifth graders and 78% of sixth graders demonstrated correct responses in practical dialogues after the intervention, a rise from the initial 40%. This study offers insights into the potential of digital, interactive tools to support language acquisition, especially in rural or resource-limited environments. These findings suggest that digital flashcards, combined with CLT, can provide a sustainable and engaging approach to language learning, fostering enthusiasm and communicative competence in young learners.
ChatGPT and English Language Pedagogy in Nigerian Universities: Sensemaking and Assessments Tunde-Awe, Bolajoko Margaret
Journal of English Language and Pedagogy (JELPA) Vol. 2 No. 2 (2024): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v2i2.1307

Abstract

Technology such as ChatGPT is central to effective instruction in English as a Second Language (ESL) pedagogy. However, language educators and students must have a shared understanding of its prospects to be used successfully in an academic setting. While extant studies have established its proliferation among students, this study investigated the sense-making of language educators as regards ChatGPT and its implications on assessment practices. A descriptive research design of the survey type was adopted for this study. The population of the study were forty-three university language educators and five hundred and five pre-service teachers who were purposively selected from two higher institutions in Ondo State, Nigeria. Self-structured questionnaire titled: Sense-making of ChatGPT among Language Educators Questionnaire (SCLEQ: r = 0.87) and Students’ Utilization of ChatGPT Questionnaire (SUCQ: r = 0.81). Three research questions were answered in this study. Findings revealed that students, to a very great extent, use ChatGPT to ace their essays (¯x=3.7) but then again, there is a gap-in-knowledge regarding its uses among university language educators (¯x=1.8). On the basis of these findings, the study recommended that language educators should get acquainted with AI tool and its applications in ESL pedagogy and also be creative on the best assessment mode given the reality on the ground.
Google Classroom and Students' Performance in Reading Comprehension in Ondo State, Nigeria Emmanuel, Isaac Friday
Journal of English Language and Pedagogy (JELPA) Vol. 2 No. 2 (2024): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v2i2.1315

Abstract

Reading is significant for learning; however, many Nigerian secondary students struggle. In developed nations, teachers engage their students via different online learning apps to complement classroom instruction and improve this skill. However, the same cannot be said for Nigeria, as no established online learning Apps exist. This study, therefore, investigated the effects of Google Classroom on secondary school students' reading comprehension in Ondo State, Nigeria. A quasi-experimental and descriptive research design was adopted for the study. The study population was eighty Senior Secondary School students who were purposefully selected from two secondary schools in Ondo State. The research instruments were the 2022 English Language WAEC questions and the Students' Attitudes Questionnaire (SAQ) r = 0.85. Two research questions were raised, and two research hypotheses were tested. The study's findings revealed that students taught reading comprehension using Google Classroom performed better (`X̅ = 29.98) than those taught using the conventional method (`X̅ =18.88). Similarly, the study's findings revealed that students held a positive attitude toward using Google Classroom for reading comprehension. On the basis of these findings, among others, the study recommended that English language teachers should explore the affordances of Google Classroom to teach reading. Furthermore, schools should allow the controlled use of phones, while the government should organize training for teachers on how to use Google Classroom effectively.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2025): NOVEMBER Vol. 3 No. 1 (2025): MAY Vol. 2 No. 2 (2024): NOVEMBER Vol. 2 No. 1 (2024): MAY Vol. 1 No. 2 (2023): NOVEMBER Vol. 1 No. 1 (2023): MAY