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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 9 Documents
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Search results for , issue "Vol. 3 No. 2 (2025): NOVEMBER" : 9 Documents clear
The Structural Changes in the Use of Present Indefinite Tense Among Dani, Lani, And Yali Language Speakers Halitopo, Manase H; Kogoya, Napius; Maitimu, Laura Sansa
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1559

Abstract

The Indonesian Island of Irian Jaya, home to the Papuan people, is distinguished by its extensive linguistic diversity, featuring more than 300 indigenous languages, such as Dani, Lani, and Yali. This study examines the structural changes in these languages, specifically regarding their use of the Simple Present Tense. The study aims to investigate the function of grammatical structures in Dani, Lani, and Yali and to understand the implications of these changes for the respective linguistic communities. The study employed a rigorous methodology involving observations, interviews, and recording sessions with tribal leaders and key community stakeholders to systematically gather data from the relevant language groups. The findings provide substantial insights into the grammatical alterations in these languages, enhancing understanding of the linguistic dynamics in Papua. This research aids in preserving linguistic heritage and enhances educational methodologies on the island. This work highlights the importance of preserving Papua's distinctive linguistic diversity and enhancing our understanding of its complex grammatical transformations through the documentation and analysis of these under-researched languages.
Assessing the Accuracy in Transcribing the International Phonetic Alphabet (IPA) of BSED-English Majors Talaroc, Jenny Mae; Bantac, Michelle; Canacan, Nadine; Gaan, Dayanara; Naparan, Genesis
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1569

Abstract

Pronunciation is crucial as it plays a huge role in expressing ideas and avoiding communication misunderstandings. However, some students face challenges with pronunciation, especially in ESL (English as a second language), and several studies have noted that phonetics can help address pronunciation errors through the International Phonetic Alphabet (IPA). Considering that no prior research has explored the accuracy level of BSED-English majors in transcribing IPA, therefore, this study evaluates the accuracy of BSED-English majors in assessing their accuracy level in transcribing the International Phonetic Alphabet, given their exposure to the IPA symbols in one of their courses. The study used a quantitative descriptive research design, and it was conducted in a private educational institution in Pagadian City, Zamboanga Del Sur, with 39 participants from the BSED-English program. The validated instrument consisted of 41 words (consonants, vowels, and diphthongs) that they needed to transcribe into IPA symbols. The results revealed that transcription accuracy across all categories “did not meet expectations,” with consonants (15.17%) higher than vowels (11.57%) and diphthongs (13.67%). Common transcription errors were identified, and the result shows a significant difference in the accuracy levels across the three categories using the one-way ANOVA, therefore rejecting the hypothesis. Thus, the findings can be effectively examined through the Perceptual Assimilation Model, in which learners assimilate unfamiliar sounds to sounds they already know in their native language, and the lack of familiarity and practice in IPA transcription, which explains why BSED-English majors face common errors when transcribing a word. 
Effectiveness of Mnemonic Method on Students' Language Information Retention Belleca, Faith Chi Dy; Caampued, Kristine Roldan; Caballas, Ryan Barrameda; Guiruela, Justine Marie Napiri; Ocampo, Darrel Merenciano
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1578

Abstract

This study aimed to investigate how mnemonic methods, specifically acronyms and acrostics, affect the retention of language information among second-year BSED-ENGLISH students at a state university in Camarines Sur. The research questions focused on the effects of acronyms and acrostics on retention, the effectiveness of mnemonics in improving retention, and differences in post-test results between the comparison and experimental groups, while controlling for pre-test scores. The participants are the 37 respondents from BSED-English 2A and 33 respondents from BSED-English 2B taking the Technical Writing course. A quasi-experimental design used test questionnaires as the primary tool. Statistical methods, including frequency counts, percentages, means, and ANCOVA, were used to analyze the data, revealing significant benefits of mnemonic strategies for short- and long-term retention. The findings emphasized the importance of mnemonics in enhancing language retention. The findings revealed that students exposed to mnemonic strategies, particularly acronyms and acrostics, showed significantly higher retention than those taught through conventional methods. Post-test results indicated that 70.27% of students in the experimental group achieved very high retention, while none fell into low or very low categories. ANCOVA analysis confirmed a statistically significant difference in post-test scores between groups, with a large effect size (partial eta squared = 0.873), affirming the effectiveness of mnemonic methods in enhancing both short- and long-term retention of language information. Educators are urged to incorporate mnemonic techniques to improve retention. Future research could explore the long-term impact of mnemonics across subjects and student groups.
Exploring the Teaching Readiness of Bael Graduates: Bridging Knowledge and Practice Alos, Blesie Joy Albis; Gumalwid, Micah Bogayon; Pelila, John Rey Osben
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1633

Abstract

Although Bachelor of Arts in English Language Learning (BAEL) graduates have diverse career options, many are drawn to teaching. This path remains underexplored in terms of their experiences and challenges. This study aimed to explore their motivations, challenges, and level of success in pursuing teaching as a career. Using a qualitative, phenomenological design, the researchers interviewed 16 BAEL graduates from a state university in the Cordillera Administrative Region, Philippines. The findings revealed that BAEL graduates are motivated to teach by personal growth, a passion for learning, and meaningful connections with others. However, despite their strong language skills, many encounter difficulties in classroom management and applying appropriate teaching methods due to limited pedagogical training. These gaps affect their job satisfaction and sometimes lead them to shift careers outside of teaching. The study concludes that teaching remains a viable path for BAEL graduates, with some finding fulfillment and long-term commitment in the profession. Although the study recommends conducting a needs assessment before on-the-job training (OJT) to help students identify career preferences. It is also suggested that integrating teaching methodology courses and providing targeted training on instructional strategies strengthen their readiness for teaching roles.
Exploring AI-Powered Tools for English Learning: Perceptions and Practices of Criminology Students Sibug, Sheila Marie D.; Pelila, John Rey O.; Tadeo, Gwendolyn S.
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1659

Abstract

Prior research indicates that criminology students have low English proficiency, underscoring the pressing need for effective interventions. Despite the growing use of AI-powered English-language learning aids in education, little is known about how BS Criminology students use, perceive, and manage these technologies. This study fills that knowledge gap. Thus, the paper investigates how 133 second-year BS Criminology students use AI-powered English-learning applications and evaluates the perceived advantages and disadvantages of these tools. A validated survey and semi-structured interviews with purposefully selected participants were used, using a quantitative-descriptive design with simple triangulation. Findings show that the most popular and frequently used tools for improving grammar, writing confidence, and sentence structure were ChatGPT and QuillBot. However, issues with data privacy, over-reliance, and the shallowness of AI interactions in terms of emotion and context were brought out. Although AI technologies offer substantial language support, the study concludes that It should be used in conjunction with human education rather than in place of it. To optimize English language acquisition, educational institutions should implement a blended learning strategy that combines AI tools with supervised human facilitation.
From Mindful Learning to Responsive Assessment: Growth Mindset and Feedback Dynamics in English Modules Guinsisana, Kristine
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1674

Abstract

Effective feedback mechanisms are fundamental to fostering learner agency and a growth mindset, yet there is limited exploration of how they are integrated into high school English modules. This research investigates the extent to which Grade 8 English instructional modules incorporate growth-mindset-oriented features, with particular emphasis on practice feedback solicitation strategies, and examines feedback dynamics during classroom implementation. Using a convergent mixed-methods design, forty-one learning tasks from official modules were analyzed using Dweck’s growth mindset theoretical framework, complemented by survey data collection from five English high school educators (n=5). Quantitative analysis revealed minimal integration of growth mindset principles, with only 2.4% of examined tasks explicitly incorporating learner-initiated feedback requests, metacognitive reflection prompts, or collaborative peer/ family engagement components. Feedback provision was predominantly teacher-driven (100%), with moderate peer involvement (60%), and no parental engagement. Written and oral feedback were most common while electronic modes were used selectively. The study highlights the need to redesign modules with explicit inquiry prompts, reflective tasks, and collaborative opportunities to align with growth mindset principles and responsive assessment practices. Implications extend to the development of flexible, learner-centered assessment tools relevant to both traditional and disrupted learning environments.
Shaping Smart AI-titude among Secondary ESL Students in Nigeria: An Exploratory Study Amuseghan, Sunday Adejimola; Emmanuel, Isaac Friday
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1690

Abstract

As access to Artificial Intelligence (AI) grows in Nigeria, tutorial videos explaining how AI tools can be exploited to excel in examinations began to emerge online. However, there is a concern that secondary school students may come to perceive it as a shortcut to bypass learning, thereby leading to negative attitudes toward responsible AI use. This study investigated the cognitive awareness, affective dispositions, and behavioural practices of secondary school students in Ondo State regarding AI, while also proposing strategies for cultivating constructive “Smart AI-titudes.” A descriptive survey design was employed which involved 350 students selected through simple random sampling technique in Ondo state. A structured questionnaire titled: Smart AI-titude Questionnaire (SAQ) (r=0.81) was used for data collection. Data collected were analyzed using descriptive statistics and PPMC. Findings revealed that students demonstrated very high awareness of what AI means (????̄ = 3.03) and its tools such as ChatGPT, Perplexity, and Gemini (????̄ = 2.90). More so, students strongly agreed that they trust AI information (????̄ = 3.21), and feel comfortable using tools like ChatGPT (????̄ = 3.23). However, they disagreed with using AI to understand difficult topics (????̄ = 1.38), yet strongly agreed to using it for assignments with little effort (????̄ = 3.70). The study concludes that students’ recognition-level awareness does not match with constructive practices. Thi study, among others, recommends that AI literacy should be integrated into the curriculum and equips teachers to model responsible AI use.
English Language Learning Anxieties of Last-Mile Learners As A Basis for Developing The V.O.I.C.E. Framework Villamor, Sonny; Saranza, Rennie C.
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1552

Abstract

Anxiety is a significant factor affecting learners' language performance. Hence, this study aimed to explore the anxieties that last-mile learners experienced when learning English using a phenomenological approach to qualitative research. Eight Grade 7 participants were selected through purposive and convenience sampling for in-depth interviews, given their accessibility and availability within the school setting. Thematic analysis was employed to analyze the data collected. Findings revealed that last-mile learners experienced both positive and negative aspects of English language learning. The negative aspects included inadequate English language proficiency, fear of making mistakes, inability to answer questions, and fear of embarrassment, particularly during speaking tasks and assessments. To cope with these, learners employed various strategies, such as emotional regulation, seeking social support from peers and teachers, and engaging in academic practices like self-study and repetition. In response to the findings, the V.O.I.C.E. Framework was developed to address English language learning anxiety. The study recommends that English instruction be made more interactive, inclusive, and learner-centered to reduce anxiety and enhance student engagement. Future research is encouraged to examine this phenomenon further to uncover deeper insights and inform effective educational interventions.
Illocutionary speech acts in motivational TEDx Talks by young Indonesian speakers on YouTube Nofiyanti; Fadilah, Eka; Linuwih, Endar Rachmawaty
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 2 (2025): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i2.1682

Abstract

This research analyzes illocutionary speech acts in selected TEDx Talks delivered by Zhafira Aqyla and Fathia Fairuza on YouTube. It focuses on two main objectives: identifying the types of illocutionary acts and examining their communicative functions. Using Searle’s 1976 classification—representative, directive, commissive, expressive, and declarative—this qualitative study applies documentation and note-taking techniques for data collection. Findings show that a total of 158 utterances were identified: 78 from Zhafira’s talk and 80 from Fathia’s. Representative acts were the most dominant (115 occurrences), followed by directive (30), commissive (8), and expressive (5) acts; declarative acts were not found. The most frequently observed functions include stating (42), describing (29), informing (18), advising (11), and reporting (18). These functions reflect how each speaker conveyed intentions such as informing, persuading, encouraging, or engaging the audience. The results show the significance of illocutionary functions in shaping speaker intention and audience impact, particularly on digital public speaking platforms like TEDx Talks.

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