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International Journal of English Language and Pedagogy
Published by Universitas Terbuka
ISSN : -     EISSN : 30254310     DOI : -
Core Subject : Education, Social,
Education Social Sciences
International Journal of English Language and Pedagogy (IJELP) is a journal on researching or documenting issues of original research and writing in English language teaching, English Literature, applied linguistics, and English language assessment and evaluation. IJELP aims to provide a forum for scholarly understanding of the English language and linguistics field and plays an important role in promoting the process of disseminating theoretical and empirical studies. This journal connects conversational thoughts among English language and linguistics practitioners and researchers with interdisciplinary perspectives. The journal is published bi-annually, in May and November, by the English Education Program, School of Postgraduate Studies, Universitas Terbuka (UT) Indonesia. Scope: English Language Education English Literature Applied Linguistics English language assessment and evaluation
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 59 Documents
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Empowering Creativity: Assessing the Impact of Inquiry-Based Learning in Creative Writing Performances Nguyen Thi Thao, Uyen; Pham Quang, Binh
International Journal of English Language and Pedagogy Vol. 2 No. 2 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i2.9631

Abstract

Inquiry-Based Learning (IBL) is an effective approach for enhancing students' creative writing skills. This study aims to examine whether the IBL method has an impact on student's creative writing performances specifically within the framework of Vietnam. The study utilized the mixed methods research design, which enables the researchers to obtain quantitative data from pre-test and post-test for investigating the effects of IBL instruction on students' writing performances. The experimental group and the control group were administered two 2-hour sessions per week for a total of eight weeks. The pre- and post-tests were administered to gather data on the students' written performance, prior to and following the intervention. Although the results indicated that IBL and the traditional teaching method had a significant impact on students, the analysis of students' writing portfolios revealed that the inquiry-based learning class demonstrated more enhanced aspects of creative writing, showcasing increased creativity in their language use and writing. Furthermore, the results of the analysis revealed IBL can serve as a powerful tool for cultivating creativity in writing classrooms in Vietnam.
Students’ Digital Literacy In English Learning At Senior High School Salam Dimyati, Muhammad Firos
International Journal of English Language and Pedagogy Vol. 2 No. 2 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i2.9651

Abstract

Skills in English both spoken and written are important for students to master. Academic Speaking is an advanced course that aims to train students to be able to communicate in English in an academic context. The implementation of this differentiated instruction allows students to have English speaking skills because this learning adapts to students' needs, interests, readiness and potential. Apart from that, the intervention in this learning in terms of content, processes and products also allow students' speaking skills to improve. The aim of this research is to describe the extent to which the implementation of differentiated instruction can improve students' English skills, especially in the area of ​​speaking skills in the Academic Speaking class, English Language Education Study Program, FKIP, Bengkulu University and to find out students' opinions regarding the application of this learning in this class. Meanwhile, the research design is Classroom Action Research (PTK) whose activity stages include: planning, implementation, evaluation and reflection. The results of the research show that the application of differentiated learning provides improvements in students' speaking skill scores in academic speaking classes. The average score of students' speaking skills is 82 (A-) which exceeds research indicators which only target an average score of B. There are several recommendations or suggestions given, especially to students, lecturers and curriculum developers regarding the implementation of differentiated learning.
Integrating Content Via Tik Tok in Maximizing English Proficiency Rullu, ST. Marhana; Hardianti; Mukmin; Nurhaida Lakuana; Nurvina Tulo
International Journal of English Language and Pedagogy Vol. 2 No. 2 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i2.9671

Abstract

In today’s digital age, the integration of content via platforms like TikTok holds immense potential for maximizing English proficiency among learners, offering engaging and interactive opportunities for language. The study aims to investigated the effectiveness of integrating content via TikTok platform in maximizing English proficiency at SMP Negeri 3 Bulagi. Utilizing a qualitative method, this study will explore how content provided through TikTok can be optimally utilized to enhance English Language skills among learners. The subjects of this research are English teacher and grade 8 students. The methodology involves data collection through observation of TikTok usage as a language learning toll, interview with participant actively using the platform, and analysis of available content. The findings of this research are expected to provide deep insight into the potential of TikTok as an innovative and effective language learning tool, as well as practical guidance for educator and learners in leveraging this platform optimally to enhance English language proficiency. Based on the data obtained, integrating content via TikTok in language learning give many contributions in maximizing English proficiency. The first utilizing audio visual in TikTok application in language learning especially listening, Second, by using TikTok students can also process words to express, convey an express intention, ideas and thoughts feeling that compiled and developed according to the needs of students, Third, the edit feature contained in TikTok can be used by students presenting data, ideas or impressions in the form of a description of an object. Fourth the TikTok application can be used as a medium for students to practice reading news.
Identifying EFL Students Speaking Performance: Foreign Language Anxiety Among Non-English Department Students Satrio Binusa Suryadi; Faiz Ushbah Mubarok; Asri, Atiqah Nurul; Ulfa, Farida; Usman Nurhasan; Anugrah Nur Rahmanto; Risa Juliadilla
International Journal of English Language and Pedagogy Vol. 2 No. 2 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i2.9673

Abstract

EFL learners at the tertiary level continue to struggle to understand English, especially when speaking. Certain elements become hurdles when students talk. The variables are referred to as foreign language anxiety. This phenomenon was produced by worry that interfered with students' performance: communication apprehension, fear of poor evaluation, and low self-esteem. This study employed a qualitative method with a case study methodology. The data was gathered via a questionnaire and a semi-structured interview with a non-English department student at the State Polytechnic of Malang. The questionnaire was based on Horwitz's foreign-language classroom anxiety scale. The findings of this study revealed that the most important aspects influencing student performance are avoiding mistakes that lead to poor evaluation. Suggestions for learners, that they would be more readily to speak when they get support by the new technology
Flipped English Learning Readiness of Rural College EFL Students: A Survey Study Mudra, Heri
International Journal of English Language and Pedagogy Vol. 2 No. 2 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i2.9888

Abstract

Lately, internalization of online learning into physical meeting during English learning has become a trend. This study aimed to describe perceptions of rural-college EFL students regarding flipped English learning readiness. A total of 217 EFL students participated in this survey study. The results showed that several EFL students prefer watching online videos than reading and summarizing reading materials. Online discussion appears to be more practical and efficient compared to physical mode. However, the EFL students expect more on college teacher support during online or physical meetings. In short, flipped learning readiness, for rural-college EFL students, enhances enthusiasm to study English. Moreover, different levels of readiness indicates that there should be continuous improvement towards supporting aspects, including policy, tools, curriculum, process, and teaching and learning strategies.
Improving Students Speaking Ability Using Story Telling Methods in Class XI IPA SMAN 5 Kundur Maulana, Aldi Hardian; Azis, Astuti
International Journal of English Language and Pedagogy Vol. 2 No. 2 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i2.9915

Abstract

One of the main goals of improving students’ engagement in speaking class is using certain strategies that are believed to expose a wide range of vocabulary and sentence structures. In this case, a teacher could use storytelling to assist students to express ideas more clearly and creatively. However, students of class XI IPA SMA Negeri 5 Kundur academic year 2023-2024 appeared to have low speaking skills. In this class, the level of speaking skill mastery is less than 50%. For this reason, the researchers teach narrative text using storytelling. This is a Classroom Action Research which was conducted in two cycles starting from April to May 2023. The research uses several instruments including observation, questionnaire, practice, and documentation. Data was analyzed quantitatively and the overall result of the research showed an increase in students’ mastery criteria up to 78,85%. This means that the storytelling method in teaching narrative text is effective in improving students’ speaking ability.
Students' Perceptions and Learning Needs: A Fundamental Aspect in Designing English Flashcards for Accountants Acfira, Lukytta Gusti; Ichsan, Hisyam
International Journal of English Language and Pedagogy Vol. 2 No. 2 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i2.9916

Abstract

The study aimed to explore students' perspectives on learning English for accounting and assess the effectiveness of current instructional methods, focusing on the potential benefits of using flashcards as a pedagogical tool. The research involved 20 accounting students from Universitas Sulawesi Barat (Unsulbar), who participated in surveys and semi-structured interviews. Data collection focused on students’ perceptions of the importance and difficulty of English for accounting, the effectiveness of current teaching methods, and their opinions on using flashcards. The study found that accounting students perceive English as crucial yet challenging due to the complexity of specialized terminology. Current teaching methods were deemed insufficient in addressing these challenges, leading to a general agreement on the potential benefits of flashcards. The results indicate that flashcards significantly improve students’ motivation and retention of accounting terms by providing interactive and visually engaging learning opportunities. The research highlights that incorporating flashcards into English for Specific Purposes (ESP) can address the unique needs of non-English major students and enhance their understanding of field-specific vocabulary. This study contributes to the field of educational research by demonstrating the practical application of flashcards in specialized vocabulary learning and offering insights into effective instructional strategies for non-English major students. The findings suggest that future research should further explore diverse flashcard designs and long-term impacts on language proficiency.
Conflicts in the Movie “Avengers: Infinity War” Directed By Anthony and Joe Russo M. Rabiddin Hussien
International Journal of English Language and Pedagogy Vol. 2 No. 2 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i2.10321

Abstract

The objective of this study was to describe the conflicts and the cause the conflicts that happen in the movie: “Avengers: Infinity War”. This study was conducted using qualitative descriptive research design. The data of this study were the utterances or expressions, facial expressions, body gestures, contexts and scenes in the movie “Avengers: Infinity War” which indicated conflicts. The data were collected using documentation review. The data was analized using types of conflicts theory by Kenney in Viyana (2014) and cause of conflicts by Folarin (2014). The findings of this research are there are 22 conflicts in the movie “Avengers: Infinity War” which consist of 9 (nine) external conflicts and 13 (thirteen) internal conflicts. Man vs Man conflicts as external conflicts result mostly in physical activities. Meanwhile, Man vs Self conflicts as internal conflicts happen to 9 (nine) different characters (Loki, Thor, Bruce “Hulk”, Tony Stark “Iron Man”, Quill, Gamora, Dr. Strange, Wanda, and Thanos). Mostly, internal conflict happens in dilemma and anger. In addition, in the cause of conflict, there are psychological theory of conflict and realist theory of conflict. Psychological theory of conflict mostly happens in internal conflicts, meanwhile realist theory of conflict mostly happens in external conflicts.
The Use of English Native Speaker YouTube Videos in Improving Students’ Speaking Abilities: An Interactive Learning Approach Wahyudin, Wahyudin
International Journal of English Language and Pedagogy Vol. 2 No. 2 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i2.10401

Abstract

This study investigates the impact of collaborative learning strategy on the reading comprehension of non-English department students at the university level. Using a mixed-method approach, this study combines quantitative data from reading tests with qualitative insights from student interviews and classroom observations. Over one semester, students from various non-English department participated in collaborative activities, such as jigsaw reading and group discussions, designed to improve critical thinking and collaborative problem-solving. The quantitative results demonstrate significant improvements in reading comprehension, particularly in identifying main ideas, making inferences, and understanding vocabulary in context. Qualitative findings reveal that students found the collaborative learning environment enjoyable and motivating, with many reporting that group work reduced their anxiety and enhanced their willingness to participate actively. This study highlights the effectiveness of cooperative learning techniques in improving reading comprehension among non-English department students and offers practical recommendations for integrating these strategies into diverse academic disciplines. Keywords: Collaborative Learning, Reading Comprehension, EFL, Non-English Department
Enhancing Students' Speaking Skills Through Mind Mapping Technique saepuloh, asep; Zuber; Adelia Adiningsih, Cinde; Nurhayati Halimatu Sya'diah, Siti
International Journal of English Language and Pedagogy Vol. 3 No. 1 (2025): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v3i1.9650

Abstract

Speaking is one of the important language skills should be mastered by students in learning English as a foreign langugage. Someone is considered proficient in foreign language because of speaking fluency. Speaking also plays a crucial role since it is the key to communicate well in the global world. This research aims to measure the use of mind mapping technique in teaching speaking Recount text. The research involved 35 students of the first year students of English Education Study Program, Faculty of Education and Teacher Training, Suryakancana University who took Speaking for general communication course. The method of this research was Classroom Action Research. The instrument consisted of mind mapping practice, speaking test, observation sheet, and interview. The data of this research was analyzed by using two data analysis methods namely quantitative and qualitative data analysis. Quantitative data analysis was used to examining and interpreting data from Mind Mapping practice and speaking test. Meanwhile, Qualitative data analysis was taken from observation and interview. The result of this action research shows the improvement of students’speaking skills, it can be seen from the number of students who passed the minimum passing score (KKM) in the midterm test was 22.87% increased to 37.14% in the first cycle, and 77.14% in the second cycle. And it was also found that the changes of students’ speaking skills are influenced by five factors, namely, interesting teaching media, attractive classroom activities, enjoyable classroom management, attractive teaching approach, appropriate strategy or technique.

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