Pedagogy : Journal of English Language Teaching
Pedagogy: Journal of English Language Teaching is a journal published by the State Institute of Islamic Studies (IAIN) of Metro. It specializes in English Language Teaching and is intended to communicate original researches and current issues on the subject. This journal is published twice a year. This journal encompasses original research articles and short communications, including Field research pertaining to Language Teaching focus of study: English Language Teaching (ELT), English as Second Language (ESL), English as Foreign Language (EFL) and English Language Teaching in Indonesia (TEFLIN).
Articles
137 Documents
<![CDATA[AN INVESTIGATION OF THAI STUDENTS’ ENGLISH LANGUAGE LEARNING STRATEGIES ]]>
<![CDATA[Agus Trioni Nawa]]>
<![CDATA[ Jurnal Pedagogy Vol 6 No 1 (2018): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (348.587 KB)
|
DOI: 10.32332/pedagogy.v6i1.1110
<![CDATA[The purpose of this study was to investigate the English language learning strategies implemented by Thai students with the consideration of gender variable. The study employed a descriptive quantitative research design which involved administering questionnaires of rating scale using Oxford, (1990) Strategy Inventory for Language Learning (SILL) to investigate the most frequent language learning strategies from 38 Thai students (15 males and 23 females) of Wahid Hasyim University of Semarang. This study revealed that females showed more strategic (3.34) in learning English than males (2.823). Generally, females showed more frequent use social strategies and males showed more frequent use affective strategies.]]>
<![CDATA[A POSTCOLONIAL ANALYSIS OF THE MAIN CHARACTER IN THE ENGLISH NOVEL THE RELUCTANT FUNDAMENTALIST (2007) BY MOHSIN HAMID ]]>
<![CDATA[Helendra Helendra]]>
<![CDATA[ Jurnal Pedagogy Vol 3 No 2 (2015): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study was aimed at getting the description of Changez’s character in the novel “The Reluctant Fundamentalist” based on Hybridity Theory of postcolonial analysis and in order to find out how is Hybridity and the hybrid identity affect the character of Changez, since the writer assumes that the character has undergone the hybrid identity. This was a qualitative study with descriptive analysis method in analyzing the Changez Character of the novel. The research used verbal data; such as texts as the basic analysis and in solving the research problems. The analysis shows that the novel idealized the hybrid native’s representation. Through the narrator protagonist, hybrid identity is indicated as a reconstruction process of native identity after the experience of colonization. The process can be seen through the ways the narrator protagonist positions himself within his painful memories, in attempt to comprehend the tradition and Europe as parts of his identity. As a critique of essentialism, in the novel is in a frame of resistance against European(America) domination.]]>
<![CDATA[Fostering Students' Self-Esteem in Speaking by Extending Speaking Activities in Social Media ]]>
<![CDATA[Yosevina Rosdiana Su]]>;
<![CDATA[Fatmawati Fatmawati]]>
<![CDATA[ Jurnal Pedagogy Vol 7 No 1 (2019): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (291.791 KB)
<![CDATA[Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.]]>
<![CDATA[CONCEPT OF ANIMATED ELECTRONIC BOOKS IN INCREASING YOUNG LEARNERS’ LITERACY SKILLS IN EFL CLASSROOM ]]>
<![CDATA[Diah Maulidiya Hans]]>
<![CDATA[ Jurnal Pedagogy Vol 6 No 1 (2018): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (242.537 KB)
|
DOI: 10.32332/pedagogy.v6i1.1090
<![CDATA[Process of literacy teaching influences young learners’ future education. Childhood experience of literacy learning in EFL classroom becomes one of the factors that contributes to young learnes’ motivation in learning English. Consequently, the implementation of literacy instruction to young learners in EFL classroom must be conducted interestingly in order to engage them in the enjoyable and understandable English learning process. One of the efforts to encounrage young learners to improve their literacy skills is by the use of ICT in EFL classroom. Importantly, the use of animated electronic books in EFL classroom is considered as one of the beneficial tools used to increase young learners’ literacy skills. Therefore, this article discusses how to implement animated electronic books in increasing young learners’ literacy skills in EFL classroom.]]>
<![CDATA[ITU PENGARUH PENDEKATAN INDIVIDU TERHADAP READING DITINJAU DARI MINAT SISWA ]]>
<![CDATA[wiwied pratiwi]]>
<![CDATA[ Jurnal Pedagogy Vol 5 No 1 (2017): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (37.074 KB)
|
DOI: 10.32332/pedagogy.v5i1.768
<![CDATA[The objectives of the research are to examine whether: (1) Individual Approach is more effective than Group Approach to teach reading at the second semester of Islamic banking Study of Institut Agama Islam Ma’arif (IAIM) NU Metro in the academic year of 2015/2016; (2) The students having high interest have better reading comprehension than those having low interest at the second semester of Islamic banking Study of Institut Agama Islam Ma’arif (IAIM) NU Metro in the academic year of 2015/2016; and (3) there is an interaction between teaching approach and students’ interest in teaching reading at the second semester of Islamic banking Study of Institut Agama Islam Ma’arif (IAIM) NU Metro in the academic year of 2015/2016. Based on the result of the research the writer got some research finding as follows; (1) Individual Approach is more effective than Group Approach to teach reading at the second semester of Islamic banking Study of Institut Agama Islam Ma’arif (IAIM) NU Metro in the academic year of 2015/2016; (2) The students having high interest have better reading comprehension than that of those having low interest at the second semester of Islamic banking Study of Institut Agama Islam Ma’arif (IAIM) NU Metro in the academic year of 2015/2016; and (3) There is an interaction between teaching Approach and students’ interest in learning reading comprehension at the second semester of Islamic banking Study of Institut Agama Islam Ma’arif (IAIM) NU Metro in the academic year of 2015/2016. Referring to the research findings, it can be concluded that individual approach is an effective approach to teach reading at the second semester of Islamic banking Study of Institut Agama Islam Ma’arif (IAIM) NU Metro in the academic year of 2015/2016. The research also shows that the implementation of two different approaches for teaching reading gives the different learning result. Finally English teachers are recommended to apply both individual approach and group approach interchangeably in teaching reading in the class.]]>
<![CDATA[The Realization of Code Switching: An Analysis of the Novices of Pre-Service Teachers in EFL Classroom ]]>
<![CDATA[S.Thoriqul Huda]]>;
<![CDATA[Mujibul Hakim]]>;
<![CDATA[Muhammad Mizam]]>
<![CDATA[ Jurnal Pedagogy Vol 8 No 1 (2020): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (277.718 KB)
|
DOI: 10.32332/pedagogy.v8i1.2203
<![CDATA[Code-switching is one of the linguistics phenomena in daily activities. The study aims at focusing on the novices of pre-service teachers’ who use code-switching in the EFL classroom. It also explains why novices use code-switch in the learning process. The study used a qualitative approach. The data was recorded and transcribed to analyze why and how code-switching was used by nine novices in the classroom of MA NU Batang. The analysis of the classroom revealed that nine novices used code-switched in categorizing the forms of the utterances. The result shows that: (1) There are two ways in which the novices use code-switching in teaching and learning process, including form (word, phrase, and sentence) and function and condition were 132 or 55% utterances of code-switching (2) The novices use code-switching from L2 to L1 including form (word, phrase, and sentence) in learning activities. (4) The reason that the novices use code-switching in the classroom is to help the students when they explain in difficult words, phrases, or sentences the lesson. (5) The use of code-switching makes their students easier to understand what they are learning. Therefore, code-switching has a good effect in EFL classrooms to facilitate teaching and learning.]]>
<![CDATA[APPLAYING TELL AND SHOW STRATEGY ON WRITTENT TEXT OF YOUNG LEARNERS ]]>
<![CDATA[suhono suhono]]>;
<![CDATA[Yeasy Agustina Sari]]>
<![CDATA[ Jurnal Pedagogy Vol 6 No 1 (2018): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (457.741 KB)
|
DOI: 10.32332/pedagogy.v6i1.1112
<![CDATA[The aim of this research was to know whether of applying Tell and Show strategy can influence learners’ descriptive text at the Tenth grade of English Course Surakarta. The researchers used true experimental design which consist of control groupand experimental group.The subject of this research was students of young learner at the tenth grade of English Course at Surakarta. This research was quantitative research design in the form of experimental research. The researcher uses test as the data collection method. To investigate whether there was a positive and significant differences study between experimental class and control class. The researcher analyzed the data by using t-test formula. The result revealed that the average score of Experiment class was higher (72.12) than the average of control class (66.23). It can be concluded that teaching in the experimental class using Tell and Show (TS) strategy gave better result than in the control class using the other strategy in teaching descriptive text. the result of data analysis using t-test is t-observed = 5.289 and t-table = 5% : 2.000, 1% : 2.660. It means that t-observed is higher than t-table = 5.289 > 2.000. It can be inferred that Ha is accepted and Ho is rejected.It can be concluded that is using Tell and Show (TS) strategy gave more positive effect toward the learnerners’ descriptive text writing ability.]]>
<![CDATA[ROLE-PLAYING GAME (RPG) APPLICATION TO FOSTER ENGLISH VOCABULARY AND GRAMMAR FOR EFL STUDENTS ]]>
<![CDATA[Dedy Subandowo]]>
<![CDATA[ Jurnal Pedagogy Vol 4 No 1 (2016): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (569.755 KB)
<![CDATA[This research focuses on Role-Playing Game application as an English learning media of vocabulary and grammar for EFL students. RPG application provides vocabulary and grammar learning materials in interesting way to create a new learning atmosphere where the students do not get easily bored when learning those aspects. The steps of this developmental research (RnD) are analyzing, designing, developing, and evaluating. The research subjects are the students of Universitas Muhammadiyah Metro. The instrument of this research is questionnaire. The questionnaire in this research is used to collect data which is divided into two aspects, readability and implementability. The data are analyzed using Percentage Analysis Data. The result shows that the product is developed well. The readability aspect, the result of one-to-one is 72%, then in small group is increased to 80% and in the field test it is 87%. The implementability aspect, the result of one-to-one is 71%, in small group is 81% and in field test is 87%. Thus, the product is developed well after each phase of the research. Based on the result of the research, it can be concluded that Materials in RPG application can be learned attractively and interestingly.]]>
<![CDATA[Comprehending Personal Experience: Implementing Buzz Group in Teaching Reading ]]>
<![CDATA[Dian Hapsari]]>;
<![CDATA[M Sayid Wijaya]]>
<![CDATA[ Jurnal Pedagogy Vol 7 No 1 (2019): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (601.857 KB)
<![CDATA[The students’ reading comprehension of SMA Negeri 2 Tumijajar is still low especially in reading personal recount text. To solve the problem, the researcher applied Buzz Group. The objective of this research is to know whether there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic 2018/2019. The research methodology was quasi experimental design. In this research, the population was the eleventh grade of SMA Negeri 2 Tumijajar. The sample of this research was two classes consisting of 33 students for experimental class and 33 students for control class. In the experimental class, the researcher used buzz group and in the control class the teacher used think pair share. The treatments were held in 3 meetings in which 2 x 45 minutes for each class. In collecting data, the researcher used instrument in the form of multiple choice questions which had been tried out prior to the treatments. The instrument was given in pre-test and post-test. The researcher analyzed the data using SPSS to compute independent sample t-test. From the data analysis computed by SPSS, it was obtained that Sig. = 0.002 and α = 0.05. It means Ha is accepted because Sig. < α = 0.002 < 0.05. Therefore, there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic year 2018/2019.]]>
<![CDATA[UNDERSTANDING THE USE OF COHESION DEVICES AND COHERENCE IN WRITING ]]>
<![CDATA[Syahreni Siregar]]>
<![CDATA[ Jurnal Pedagogy Vol 2 No 2 (2014): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (365.592 KB)
<![CDATA[To make sense of the writing, the writer needs to understand the use of cohesion devices and coherence. It is important that writing be coherent as well as cohesive. A text is cohesive if its elements are linked together, and a text is coherent if it makes sense. This paper titled “Understnding the use of Cohesion Devices and Coherence in Writing”. This study is aimed to know and understand the using of cohsion devices and coherence in students‟ writing. To make sense of the writing, the writer needs to understand the use of cohesion devices and coherence. It is important that writing be coherent as well as cohesive. This article discuss the concept of writing, cohesion devices, and coherence. The last, this article describe the importance of understanding the use of cohesion device and coherence in writing.]]>
