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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 32 Documents
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A Corpus-Based Cross-Disciplinary Study of Unattended Anaphoric Pronouns in L2 Postgraduate Theses Kyei, Emmanuel; Esther Serwaah Afreh; Osei Yaw Akoto; Wilson Awiah Jujugenia; Kofi Soadwah
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1323

Abstract

This study examines unattended anaphoric pronouns in postgraduate theses across four academic disciplines (English, Economics, Biology, and Civil Engineering) from a Ghanaian public university, focusing on the period between 1980 and 2022. A corpus-based analysis and the analytical framework from Chang and Swales (1999), adapted by Hyland and Jiang (2017), was adopted to investigate the differences in the occurrence and use of unattended anaphoric pronouns across these disciplines. It also explored the verbs most commonly associated with unattended anaphoric pronouns within the theses. The findings revealed significant discipline-specific patterns in the use of unattended anaphoric pronouns, with distinct preferences in verb usage across English, Economics, Biology, and Civil Engineering. In the analysis of unattended anaphoric pronouns, “this” was the most frequently used across all disciplines, with Economics exhibiting the highest frequency at 15.95 per 10,000 words. The collocational pattern “this is/was” was the most frequently used in the corpora. The study concludes that the academic discipline influences reference strategies, offering insights into the structural and rhetorical features of postgraduate writing in these fields. The study contributes to a deeper understanding of how disciplinary discourse shapes academic writing practices in Ghanaian postgraduate education.
Teacher Preparedness in Utilizing Technology for Learning: Navigating Challenges and Opportunity in the Digital Age Fawziyah, Dhini Alvina
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1332

Abstract

This study examines the extent of teacher preparedness in integrating technology into learning by English as a Foreign Language teachers in the current digital era. The difficulties teachers face when using technology such as inadequate infrastructure, lack of training, and technical barriers form the basis of this study. Seven teachers from different levels of education participated in semi-structured interviews to provide data for a descriptive qualitative approach. Results show that the majority of teachers view technology positively, especially in terms of improving teacher engagement and relationships with students. However, there are still some significant issues, such as students' insufficient digital literacy, lack of technical assistance, and limited internet connection.  Teachers' age and tendency to use conventional teaching approaches also affect to teacher prepaedness. This study shows that greater access to digital resources and thorough training are needed, even though teachers are more interested in using technology. According to the findings of this study, technology has a lot of potential to improve learning standards provided that current barriers can be removed with the help of adequate infrastructure support and training.
Technology Integration in English Language Learning During the COVID-19 Pandemic: A Review Sildon, Gwyneth A.
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1362

Abstract

In response to the closure of academic institutions during the COVID-19 pandemic, the integration of technology was adopted and expanded more than ever. With existing studies being more generalized in scope, this systematic review aimed to establish the effects of technology integration, particularly in English language learning, and identify the recommendations offered in recent studies. An analysis of 44 peer-reviewed, open-access journals led to the identification of the effects and recommendations of technology integration. Following thematic analysis, the review indicates that technology integration produces positive effects, such as improved language skills, enhanced learning experiences, better socialization, and increased efficiency, outweighing its few negative aspects. With these, while technology use is encouraged in learning, caution is necessary to avoid misuse. It is then recommended that instructional methods be designed to maximize these positive effects and address the negative ones. Teacher training also needs to be reinforced and updated with the emerging technology. Generally, this study affirms the value of technology as an effective tool for enhancing language learning when used strategically.
The Role of Machine Translation in English Language Learning: A Systematic Review Alones, Judelyn
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1388

Abstract

This systematic literature review (SLR) examines the functions, limitations, and effectiveness of machine translation (MT) tools in English language learning. Most of the reviewed studies addressed the context of English as a Foreign Language (EFL), with few references to other linguistic environments. MT tools have been successful in translating text quickly and improving personalized learning experiences. Yet, these tools continue to grapple with context-sensitive translation, including that which demands cultural sensitivity or gender fidelity. The review identifies an increasing demand for incorporating MT tools into pedagogical approaches, underlining learner attitudes and cultural as well as linguistic difference challenges like gender bias. Even so, the research also necessitates better MT systems, proposing a blended approach with human post-editing to counter these weaknesses. The research identifies a wide knowledge gap in areas such as the Philippines and other underrepresented scopes, restricting the generalizability of findings to various learning settings. Consequently, overcoming biases, improving tools accuracy, and offering transparent usage instructions remains an unexplored area. Subsequent research needs to broaden the scope through a range of research designs, especially mixed methods and experimental studies, and investigating the utilization of MT tools in various learning environments. Furthermore, researchers need to enhance the incorporation of MT in language instruction, fixing biases, and refashioning these tools for more inclusive, sensitive applications. Lastly, more research needs to examine the sociolinguistic effects of gender bias in MT and AI tools for a variety of gendered and low resource languages to promote an ideal and productive learning environment.
Facebook Usage and Secondary School Students’ English Language Performance in Akungba-Akoko, Ondo State, Nigeria Ogunyemi, Kehinde
Journal of English Language and Pedagogy (JELPA) Vol. 3 No. 1 (2025): MAY
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v3i1.1503

Abstract

The rapid proliferation of social media has significantly impacted communication and learning, with Facebook being one of the most widely used platforms among students. While Facebook offers educational benefits, concerns have arisen regarding its potential impact on students' academic performance. This study examines the relationship between Facebook usage and secondary school students' performance in English Language with a focus on Akungba-Akoko, Ondo State, Nigeria. Using a survey research design, data were collected from 105 senior secondary school students through a structured questionnaire. The study assessed the frequency and duration of Facebook usage, as well as students' academic performance in English Language. Results revealed that a majority of students (63.81%) accessed Facebook daily, with 46.67% spending between 30 minutes to 1 hour per session. The analysis of academic records indicated that over 80% of the students scored below the average grade in English Language. However, the regression analysis demonstrated no significant relationship between Facebook usage and students' academic performance (R² = 0.001696, p > 0.05), suggesting that while students frequently engage with Facebook, its impact on academic outcomes is negligible. The study concludes that other factors, such as study habits and access to learning resources, may play a more substantial role in influencing English Language proficiency. Based on these findings, it is recommended that educators and policymakers focus on improving teaching methodologies and providing adequate learning materials rather than solely discouraging Facebook usage. Additionally, students should be encouraged to balance their social media activities with academic responsibilities to maximize learning outcomes.
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 (in progress)
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 (in progress)
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 (in progress)
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 (in progress)
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 (in progress)
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.

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