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ELP (Journal of English Language Pedagogy)
Published by Universitas Mahaputra Muhammad Yamin
ISSN : 26566451     EISSN : 25022792     DOI : https://doi.org/10.36665/elp.v8i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 77 Documents
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STUDENTS’ PERCEPTION ON THE USE OF E-LEARNING IN THE ENGLISH SUBJECT Munalia Munalia; Kurnia Saputri; Finza Larasati; Gunawan Ismail
ELP (Journal of English Language Pedagogy) Vol 7 No 1 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i1.585

Abstract

The objectives of this study were to find out students’ perception about E-learning in English Subject to the Tenth Grade Students’ Madrasah Aliyah Darun Najah Bangun Jaya and to find out strengths and weaknesses in using E-learning faced by the Tenth Grade Students’ Madrasah Aliyah Darun Najah Bangun Jaya. This study used a mix method by using questionnaires and open-ended questionnaires. The researchers used total sampling and the sample was 69 students. The data were collected through an online questionnaire distributed through Google Form and WhatsApp application. For analyzing the data, the researchers used a percentage analysis formula. Based on the result of the questionnaire, 36 students or 52.2% had negative perception of E-learning in English subjects, 31 students or 44.9% had positive perception and 2 students or 2.8% had neutral perception. It could be concluded that the Tenth Grade Student of Madrasah Aliyah Darun Najah Bangun Jaya has negative perception on E-learning in English subject. The result of the open-end questionnaire found that the strength in using the WhatsApp application is that it is easier to submit the assignment. E-learning can eliminate hesitation / unconfidence to practice English, and interaction and communication between teacher and students better. The weakness in using E-learning was students are difficult to understand the material given. They faced limited internet access and the time was not flexible, so that learning activities became ineffective.
STUDENTS' PERCEPTION IN USING DEBATE TECHNIQUE TO DEVELOP STUDENTS' SPEAKING SKILLS Putri Meldia; Melyann Melani
ELP (Journal of English Language Pedagogy) Vol 7 No 2 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i2.625

Abstract

This study aimed to understand how students thought about using classroom debate to improve students speaking skill. This study used descriptive quantitative approach by distributing a questionnaire with thirty statements and a 5-point Likert scale to collect some of the data. The informations were collected using a detailed questionnaire that was distributed to thirty respondents. Some problems were found in conducting debate; first, debate burdened the students, second, they felt loaded when a debate is running because they must respond to the motion given for three minutes without sufficient preparation, third, the lack of ideas and vocabulary related to the motion had also been identified as what made it difficult.. The result of the research reveals that a larger percentage of the students had a positive perception of the three aspects of the debate technique namely the benefits of debate, the part of debate, and the procedure of debate. In addition, most students selected the affirmative response.
THE USE OF VISUAL MEDIA IN TEACHING VOCABULARY Newin Mardianti; Eliza Eliza
ELP (Journal of English Language Pedagogy) Vol 7 No 2 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i2.626

Abstract

The purpose of this study was to determine the efficacy of employing visual media in teaching vocabulary mastery in the seventh grade at UPT SMPN 3 Lunang. Several issues with students' vocabularies were discovered in the field. They were students' lack of motivation in expanding their English vocabulary, restricted vocabulary, and losing previously taught vocabulary. During the learning process, the researcher used visual media such as photos and actual objects to help students with vocabulary mastering. This study used descriptive quantitative research.The participants in this study were all UPT SMPN 3 Lunang students in the seventh grade. To collect the data, researcher used a test vocabulary from students. Based on calculated the data, the result of mean score vocabulary mastery students was 75 included at level effective. Therefore, it can be concluded using visual media effective for students vocabulary at seventh grade of UPT SMPN 3 Lunang.
THE ANALYSIS OF STRATEGIES USED BY THE ENGLISH TEACHERS IN TEACHING READING COMPREHENSION Resti Diana; Zulfariati .; Marsika Sepyanda
ELP (Journal of English Language Pedagogy) Vol 7 No 2 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i2.634

Abstract

Identifying the strategy of teaching used by the teachers in their teaching activities is essential in junior high school classes to achieve the better competencies in English. The main purpose of this study was to discover what strategies were used by English teachers at grade eight of Junior High School 2 Kubung Solok in teaching reading comprehension in one semester of the 2019/2020 academic year. This research was designed by the combination of qualitative and quantitative descriptive research. The primary data were obtained by using questionnaires and interviews distributed to the English teachers. The secondary data were taken from students' daily English exam results by review the document on the scores stored by the teachers. Questionnaire was used in order to know what strategies were used by English teachers in teaching reading comprehension at each meeting of the week. Interviews were used to find out what, how, and how often the teachers use/implement the certain strategies in teaching reading comprehension. The third instrument, document review was used to get the data on students' daily exam results at each the time a certain strategy was used by the teachers. Based on the results of the data analysis, it is found that there were eight strategies that have been used by the teachers during one semester in teaching reading comprehension. Among the eight strategies used by the teachers, there are four strategies that were used dominantly; they were Scaffolding, Contextual Teaching, Summarizing, and Discussion strategies. The four strategies showed the highest students’ daily test results.
pengaruh penggunaan membaca berulang-ulang terhadap pemahaman membaca siswa Muhammad Nasir; Widya Syafitri; Loli Safitri
ELP (Journal of English Language Pedagogy) Vol 7 No 2 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i2.636

Abstract

This study was intended to find out the effectiveness of repeated reading strategy toward students’ reading comprehension. This quantitative research done due to some problems found during reading class. First, the teacher used the conventional strategy since the teacher acted as the center of the class. Then, the students showed a little comprehension in reading, such as finding the main idea, reference, or inference of the text. Last but not least, the teacher admitted that the students often doubt about finding out the moral value of the text, because it was not written on the text. After doing treatment by implementing repeated reading strategy, researcher found that students’ reading comprehension was improved. It was showed that t-obtained was higher than t-table (6,872>2,064). Hence, there is a significant effect of repeated reading strategy toward student reading comprehension.
BLOOM TAXONOMY USED BY TEACHER IN LESSON PLAN Roza Susanti; Dwi Settya Mahaputri
ELP (Journal of English Language Pedagogy) Vol 7 No 2 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i2.637

Abstract

Taxonomies used in education are referred to as following Bloom's Taxonomy. This study examines the use of Bloom's Taxonomy in the English teacher's lesson plans at the senior high school in East Payakumbuh. Descriptive research is what this study fell under. East Payakumbuh Senior High School served as the research setting. Th participants included English teachers from grades X and XI. As a source of information, the researcher studied official documents. Peer debriefing was employed by the researcher to verify the reliability of the data. The researcher followed the steps Gay suggested for data analysis. There were a few procedures involved in analyzing the descriptive data, including data data managing, reading or memoing, description, classifying, and writing report (2003:239). According to the findings, the English teacher used the cognitive domain the most in lesson plans, specifically C1 (Knowledge) 110 times; the affective domains were A2 (Responding) 6 times; and the psychomotor domains were P3 (Precision) 37 times.
THE INFLUENCE AND DIFFERENCE OF GENDER AND PERSONALITY TRAITS ON UNIVERSITY STUDENTS’ ENGLISH LEARNING ACHIEVEMENT IN HYBRID LEARNING Liya Astarilla Dede Warman; Susi Erlinda
ELP (Journal of English Language Pedagogy) Vol 8 No 1 (2023): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v8i1.690

Abstract

This study was intended to investigate: (1) the difference of English learning achievement between male and female students, (2) the difference of personality traits level between male and female students, and (3) the influence of gender and personality traits on students’ English learning achievement in hybrid learning. This study employed ex-post facto research design. There were 240 participants from three universities in Pekanbaru, Riau, Indonesia that chosen through purposive sampling technique enrolled in this study. The data were collected through questionnaire and English score. Pearson Product Moment was applied in analyzing the data namely t-test for independent samples, correlation, and multiple regression. The findings of this study showed that (1) there was no significant difference between the male and the female students’ English achievement, (2) there were significant difference between the male and the female students’ in extraversion and conscientiousness while there were no significant differences between the male and the female students’ personality traits namely in neuroticism, agreeableness, and openness (3) gender and personality traits namely extraversion, agreeableness, conscientiousness and openness significantly influenced the students’ English learning achievement in hybrid learning. The present study could provide new insights in accordance with students’ personality and gender on students’ English achievement in hybrid learning context.
INTEGRATING POWTOON VIDEO INTO WHATSAPP GROUP CLASS IN TEACHING READING Nuri Ati Ningsih; Yuli Kuswardani; Rosita Ambarwati
ELP (Journal of English Language Pedagogy) Vol 8 No 1 (2023): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v8i1.693

Abstract

This research integrates Powtoon videos and WhatsApp group classes to teach reading in Intensive reading subjects. It describes the implementation of Powtoon Video and Whatsapp Group Classes in Intensive Reading classes for English Teaching Department students of Universitas PGRI Madiun during the pandemic era. Descriptive qualitative was chosen as a research method. The subject of this research is the first-semester students of the English Teaching Department consisting of 16 students. The research data were collected through observation and interviews. The collected data was then analyzed through data reduction, data display, and conclusion. The result of this research shows that, in general, the process of online teaching by using Whatsapp Group Class and Powtoon video is conducted into two sections. The first is preparation and the second is implementation. In preparation, the lecturers have to prepare some teaching devices, such as lesson plans, Powtoon video material, YouTube channel, and some rules for conducting the class. The class implementation consists of pre, main /breaking time, and closing activities. The different things in this research are found in the main activities or it’s called breaking time. It’s different from real classroom activities. The class was conducted with extraordinary treatments and in boundless time caused of the low access to internet signal and most of the students live in rural areas. This type of combination makes the students feel comfortable because they can access the material at every time and everywhere. By this situation, it will create a meaningful teaching-learning process, the student’s motivation will appear automatically, and they become a more active and self-individual learner.
Menyelidiki Kesulitan dan Strategi Pelajar EFL dalam Keterampilan Menulis Akademik: Studi Kualitatif Ikrar Genidal Riadil; Adzkiya Noor Ifadha Rahman; Pitchaya Chonpracha
ELP (Journal of English Language Pedagogy) Vol 8 No 1 (2023): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v8i1.691

Abstract

Writing is an important aspect of language development and should be of primary interest and concern to teachers, students, and academics. The researchers found a research gap by observing that in the field of research, there are a lot of students who have difficulties in writing and still do not know the strategy to solve their problems. This study aims to identify the writing difficulties that students face, as well as strategies for overcoming those difficulties. A descriptive qualitative research method was used in this study. The researchers used a questionnaire to collect the data. The participants were twenty-five 5th semester students from the English department, Universitas Tidar in the academic year 2021/2022. The result of the study showed that nine students encountered difficulties in grammar, eight students had problems with an academic style, and three students encountered difficulties in the organization of writing and vocabulary. Furthermore, independent writing is one of the most common strategies employed by students. Understanding the difficulties of students and strategies for writing skills will have a good impact on the outcome of the learning process.
THE QUALITY PERFORMANCE OF INTENSIVE ENGLISH COURSE LECTURER Widya Syafitri
ELP (Journal of English Language Pedagogy) Vol 8 No 1 (2023): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v8i1.715

Abstract

Intensive English Course (IC) has been considered an essential program to prepare qualified English Department students in higher education in the first semester. The lecturers teach this program for the four skills and two components; listening, reading, speaking, writing, vocabulary and grammar in an integrated manner for one semester. This course will be a success if the lecturers have the capability in content and pedagogy to teach the IC program. Furthermore, this study aimed at describing lecturers’ quality performance in teaching IC at UIN Sjech M. Djamil Djambek (SMDD) Bukittinggi. The data was collected by distributing a questionnaire to 95 first-semester English department students in the 2022/2023 academic year. The findings showed the lecturers’ average was 58,83. It means that the lecturers were qualified in teaching Intensive English Courses in all indicators; tangible, reliability, responsiveness, assurance, and empathy.

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