ELP (Journal of English Language Pedagogy)
ELP (Journal of English Language Pedagogy) focuses on teaching English as a Foreign Language and is not limited to the areas of Education and Linguistics in general. This journal encompasses original research articles, review articles, and literature, including: English language teaching and Learning Language teaching method Education policy and development Foreign language acquisition Linguistics and applied linguistics
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<![CDATA[STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION DURING ONLINE CLASS ]]>
<![CDATA[Efrida Irawanty Sihombing]]>;
<![CDATA[Fitri Handayani]]>;
<![CDATA[Riyen Permata]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.681
<![CDATA[This research was conducted to describe students’ achievements at the third semester of English Department students of UMMY Solok at 2021/2022 academic year in reading comprehension during online classes. The researcher found several problems in the process of learning reading comprehension through online classes, namely, some students still found it difficult and were confused to determine language features, generic structures, main ideas, and lack of concentration because sometimes the internet connection has problems. The research method used in this research was ex post facto. The population of this research was all third semester of English Department students of UMMY Solok. The sample of this research was 16 students. Samples were taken using the saturation sample technique. Then the instruments used in collecting data were students’ scores and interviews with students. The results showed that more than half of the students got final exam scores above 70. It means that almost all students got good achievements in reading comprehension during online classes, and two factors affect their achievement, namely internal and external factors. So, online classes were not as bad as students think. Even though the teaching-learning process system has changed to online classes, students can still get good achievements. It was recommended that further researchers discuss other skills to conduct similar research so that students can develop their knowledge well.]]>
<![CDATA[DEVELOPING ENGLISH INTERACTIVE LEARNING MEDIA BASED ON ANDROID BY USING ARTICULATE STORYLINE 3 APPS ]]>
<![CDATA[Almira Humaira Uzmi]]>;
<![CDATA[Veni Roza]]>;
<![CDATA[Reflinda Reflinda]]>;
<![CDATA[Syahrul Syahrul]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.746
<![CDATA[This study was conducted in response to the challenges encountered by students in learning English within an academic context. The identified issues included a lack of interactive learning resources, difficulties in comprehending English materials, limited opportunities for practice, and time constraints within the classroom. Consequently, the aim of this research was to develop an Android-based English interactive learning app using the Articulate Storyline 3 application, specifically tailored to support students in an academic setting.The research employed the Research and Development (R&D) methodology, utilizing the 4-D (four-D) version and following the Luther-Sutopo model for system development. The target population consisted of seventh-grade students at SMPIT Al-Fityah Pekanbaru, with a sample size of thirty students. Data were collected through questionnaires and a pretest-posttest procedure. Statistical analysis involved the utilization of Aiken's V formula, the Moment Kappa formula, and the t-test formula. The study yielded three key results. Firstly, the validity test demonstrated a high validity score of 0.88, indicating the reliability and appropriateness of the developed learning app for its intended academic purposes. Secondly, the practicality test produced a score of 0.98, indicating that the learning app was practical and feasible to be used within the academic teaching and learning process. Lastly, the effectiveness test revealed a significant improvement, with a two-tailed significance score of 0.00, which was smaller than the significance level of 0.005. This indicates that the learning app was highly effective in facilitating the academic teaching and learning process. Based on the results of the three tests, it can be concluded that the developed app provides a valuable tool for both teachers and students in the academic English learning process.]]>
<![CDATA[THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND MOTIVATION IN EFL SPEAKING CLASS ]]>
<![CDATA[Desi Surlitasari Dewi]]>;
<![CDATA[Eka Wilany]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.758
<![CDATA[Despite continuous effort to establish an engaging learning environment, there is a lack of motivation among EFL learners in speaking class. Understanding the relationship between autonomy and motivation might provide insights into effective methods of instruction in EFL speaking classes when learners need to strengthen their speaking skills. This study aimed to investigate the relationship between learner autonomy and motivation in higher education, particularly in EFL speaking classes. The research method employed in this correlational study was a questionnaire to assess learner autonomy and motivation. The data were analyzed quantitatively using Pearson product moment and linear regression. The findings indicate a positive correlation between learner autonomy and motivation in EFL speaking classes (r-value = .835; Sig. (2-tailed) .000 < .05). Specifically, learners’ control of cognitive process, independent use of learning resources, learner's control of affective process, and autonomous use of learning skill were significantly correlated with motivation in EFL speaking (r = .731, Sig .001; r = .841, Sig .000; r = .855, Sig .000; r = .753, Sig .000, n=17; Sig .05). Although independent use of technology was not significantly correlated, it had a positive and low correlation towards motivation in EFL speaking (r = .358, Sig .158, n = 17, Sig .05). The five aspects of learner autonomy simultaneously had a strong significant effect on motivation (R2 = .798, p < .001). The findings suggest that educators can design instruction that promote learner autonomy and increase motivation in EFL speaking classes.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ CRITICAL THINKING SKILL AND THEIR SPEAKING ABILITY AT STKIP ABDI PENDIDIKAN PAYAKUMBUH ]]>
<![CDATA[Hervina Hervina]]>;
<![CDATA[Ridianto Ridianto]]>;
<![CDATA[Faisal Fajar]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.768
<![CDATA[The success of speaking ability is influenced by various factors, and one of them is students' critical thinking. The application and improvement of students' critical thinking skills in learning English are considered important. This study aims to examine the correlation between students' critical thinking skills and their speaking ability. The researcher employed a quantitative approach using the correlation method. The sample consisted of students from STKIP Abdi Pendidikan Payakumbuh enrolled in the academic years 2017, 2018, and 2019. Questionnaires were distributed to 25 students to assess their critical thinking skills, while a speaking test was used to evaluate their speaking ability. The collected data were subjected to a normality test, revealing that the critical thinking skills data were normally distributed, whereas the speaking ability data were not. Data analysis was conducted using the Spearman-rho test in SPSS 2016. The obtained results showed that the significance value was 0.536 (> 0.05), and the coefficient score was 0.133 (< 0.2). Therefore, this study found no significant correlation between students' critical thinking skills and their speaking ability. Consequently, the alternative hypothesis (Ha) is rejected, while the null hypothesis (Ho) is accepted. Based on the result, it was not relation for English students departtment of STKIP Abdi Pendidikan to enhance their speaking abilty with critical thinking, but the students realize that one of factors of speaking is critical thinking.]]>
<![CDATA[TRANSLATION IDEOLOGY ON MUALLAF NOVEL: VIEWED FROM PROCEDURE APPLIED ]]>
<![CDATA[Yuli Kuswardani]]>;
<![CDATA[Nuri Ati Ningsih]]>;
<![CDATA[Rosita Ambarwati]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.774
<![CDATA[Muallaf novel contains many cultural terms and concepts that translator was faced with translation ideology, whether translator will maintain cultural concept of source text or adapt it to cultural concept of target text. This choice has implication for the application of translation procedures. This research was focused on two objectives, namely translation procedure used by translator and translation ideology chosen by translator. Researchers used qualitative research as the approach and descriptive qualitative as type of research. Primary data was Muallaf novel by John Michaelson and secondary data were some appropriate journals and related books. Data collecting technique used was documentation. Sample was gained from four subparts of novel. Data analysing technique used was data reduction, data display, and conclusion drawing and verification. First research result indicated that there were 11 procedures used in translating the novel that categorized into foreignization (SL-oriented) including literal, borrowing and calque and other procedures that categorized into domestication (TL-oriented) including free, adaptation, transposition, description, modulation, reduction, amplification and word for word. The finding about procedures was then used to generate second research result which showed that translator applied foreignization and domestication to be carried out in translating novel. The results of this research can provide input and new insights for translators to combine two ideologies rather than to adopt one of two ideologies in order to produce translation that can still reflect cultural aspects of SL while on the other hand readers do not feel if what he is reading is a work of translation. Due to previous researches that use this novel as an object of study this research can add findings from different point of view. This research also become input for next researchers to study translation ideology to improve translation quality.]]>
<![CDATA[THE EFFECT OF USING ENGLISH SONG TOWARDS STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Anggi Yuli Astuti]]>;
<![CDATA[Widya Syafitri]]>;
<![CDATA[Merry Prima Dewi]]>;
<![CDATA[Loli Safitri]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.775
<![CDATA[The aim of this study was to investigate the impact of incorporating English songs in teaching on the vocabulary proficiency of fourth-grade students at SD IT Cahaya Madani. The motivation for the study was due to the challenges that students faced in mastering English vocabulary, including disinterest and lack of motivation, limited vocabulary, and perceived difficulty in understanding the language. To address these challenges, the researcher used a quantitative approach with a quasi-experimental research design that involved two classes, the fourth Abu Ubaidah class (control) and the fourth Umar class (experimental), both comprising 27 students. Each class did the pre-test and post-test. The vocabulary test was the main research instrument, and the data was analyzed using the independent sample T-test in SPSS 26. The findings revealed a significant difference in the vocabulary proficiency of students who were taught with English songs compared to those who were not. The t-table was 2.059, which was smaller than the t-obtained (16.694). It means using English song enables students improve their vocabulary mastery, make fun learning and avoid stressful. Suggesting that the use of English songs had a significant impact on the students' vocabulary mastery.]]>
<![CDATA[THE EFFECT OF INTRODUCING SUPRASEGMENTAL FEATURES TOWARDS STUDENTS’ LISTENING ABILITY ]]>
<![CDATA[Suci Fadilla]]>;
<![CDATA[Loli Safitri]]>;
<![CDATA[Genta Sakti]]>;
<![CDATA[Syahrul Syahrul]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.776
<![CDATA[This research aimed to address the difficulties faced by students in listening comprehension, particularly in understanding spoken vocabulary and grasping the overall meaning of audio materials. The study focused on investigating the effect of introducing suprasegmental features on students' listening ability. The significance of this research lies in its potential to enhance students' comprehension of auditory content. The research followed a pre-experimental design, specifically utilizing a pre-test and post-test approach. The participants consisted of 16 students from XII IPA at SMA N 2 Bukik Barisan. Data collection involved assessing the students' performance through pre-test and post-test scores. The intervention involved providing materials on suprasegmental features supported by audio and video. Data analysis was conducted using the t-test formula, with the obtained t-value compared to the critical t-value at a 5% significance level (α=0.05) and 15 degrees of freedom. The results revealed a significant effect of introducing suprasegmental features on students' listening ability, as the obtained t-value (2.827) exceeded the critical t-value (1.753). Moreover, the post-test scores (68.75) exhibited improvement compared to the pre-test scores (55.31). In conclusion, the findings demonstrate that the introduction of suprasegmental features positively impacted students' listening ability. The results imply that integrating suprasegmental features in teaching practices can assist students in enhancing their listening comprehension skills. Therefore, educators are encouraged to incorporate suprasegmental features to foster improved listening abilities among students.]]>
<![CDATA[DESIGNING SPBU (SPEAKING BUSINESS) BASED ON ANDROID APPLICATION FOR SHARIA ECONOMIC STUDENTS ]]>
<![CDATA[Denoena Hanifah]]>;
<![CDATA[Hanifah Hanifah]]>;
<![CDATA[Rohmat Hidayat]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.789
<![CDATA[The aim of this research was to develop a learning media based on an Android application, which is believed to enable students to learn independently and enhance their communication skills for Sharia Economic students. The researcher employed the Research and Development (R&D) methodology to create the product. To complete the development of this product, the researcher adopted steps introduced by Maribe Branch known as the ADDIE model, which includes analysis, design, development, implementation, and evaluation.The target population for this research comprised third-semester students majoring in Sharia Economics at Universitas KH. A. Wahab Hasbullah Jombang, with a total of 12 students. Data collection for this research involved interviews and questionnaires. The results showed that the media expert data indicated 89%, demonstrating that the application was suitable to be used as an interesting and interactive English learning tool. The data from the material expert indicated 96%, confirming that the application was suitable for use in the learning process. During the implementation process, a score of 75% was achieved, indicating that the application helped students become more active and interested in class, enabling them to speak English more fluently during their learning process. In the final evaluation, it was found that this media was proven to be suitable for improving students' speaking skills in the specific subject of English for Sharia Economics.]]>
<![CDATA[EXPLORING STUDENTS’ PERCEPTION AND MOTIVATION TOWARD ENGLISH E-LEARNING DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Novela Fernanda]]>;
<![CDATA[Zulfariati Zulfariati]]>;
<![CDATA[Fitri Handayani]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.790
<![CDATA[The purpose of this study was to investigate students' perceptions and motivations toward English e-learning during the Covid-19 pandemic in the school year 2021/2022. The research was conducted using a descriptive quantitative method and involved a sample of nineteen students from grade VIII of SMPN 7 Gunung Talang. The data was collected using a questionnaire designed by the researcher. The questionnaire provided students with a response column to indicate their choices. In the study, 56 perception statements with three aspects and 26 motivation statements with two aspects were used. The results of the study showed that the perception of English e-learning was positive and received a perception score of 49%, and the motivation towards e-learning was rated at 41%. Both perception and motivation were rated as good. The study concluded that English e-learning was effective and appropriate during the COVID-19 pandemic. The study recommends that English teachers adopt creative approaches to effectively educate students and increase motivation for e-learning in possible future situations similar to the COVID-19 pandemic.]]>
<![CDATA[INVESTIGATING STUDENTS' ANXIETY IN ARGUMENTATIVE WRITING ]]>
<![CDATA[Andika Guruh Saputra]]>;
<![CDATA[Elfi Elfi]]>
<![CDATA[ ELP (Journal of English Language Pedagogy) Vol 8 No 2 (2023): ELP (Journal of English Language Pedagogy) ]]>
Publisher : <![CDATA[Universitas Mahaputra Muhammad Yamin ]]>
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DOI: 10.36665/elp.v8i2.793
<![CDATA[This study investigated the anxiety-related challenges faced by students in argumentative writing and their impact on writing performance. The research utilized questionnaires to collect quantitative data from fourth-semester students enrolled in the Argumentative Writing Subject. The study explored psychological, emotional, and cognitive obstacles that impede students' writing abilities and contribute to anxiety. Results indicated that 31.8 percent of students reported psychological symptoms such as excessive sweating and trembling hands when engaging in argumentative writing tasks. These manifestations highlighted the negative influence of anxiety on learning outcomes, emphasizing the need for support and interventions. By addressing psychological, emotional, and cognitive difficulties, promoting engagement in the writing process, and encouraging initiative in group discussions, educators can create an inclusive learning environment that fosters student’s ability to overcome anxiety barriers and excel in argumentative writing. However, it is important to acknowledge limitations in this research, including potential response bias due to self-report measures and the limited sample size from a specific educational institution, which may affect the generalizability of the findings. Future research should employ diverse assessment methods, and larger and more representative samples, and further explore the intricate connections between psychological, emotional, and cognitive symptoms of anxiety and their specific impacts on writing performance to enhance our understanding of this topic.]]>
