International Journal of English Language and Pedagogy
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
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<![CDATA[LEXICAL METAPHOR IN SURA' AL WAQI'AH ]]>
<![CDATA[Ahmad Khoirul Akhir Tanjung]]>;
<![CDATA[Zidni Ma'ruf]]>;
<![CDATA[M. Arief Rahman]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijelp.v1i1.5057
<![CDATA[This study deals with lexical metaphor in Sura’ Al Waqi’ah by applying Systemic Functional Linguistics (SFL). The objectives of the study are to describe the types of lexical metaphor used in Sura’ Al Waqi’ah, how are the metaphors used in Sura’ Al Waqi’ah, and the reason for the use of lexical metaphor in Sura’ Al Waqi’ah. This study was conducted by using descriptive research. The sources of data were Sura’ Al Waqi’ah. The findings indicated that firstly, there are three concepts of lexical metaphor in Sura’ Al Waqi’ah such as 13 verses (23.21%) for noun–noun concept, 23 verses (41.07%) for noun-verb concept or verb-noun concept and 20 verses (35.71%) for noun- adjective concept or adjective-noun concept. Secondly, linguistics realization of Lexical Metaphor in Sura’ Al Waqi’ah are through comparing noun–noun, noun-verb or verb-noun and noun–adjective or adjective-noun. Finally, the reasons of lexical metaphors used in Sura’ Al Waqi’ah are explaining the idea which is out of human life experience, explaining an abstract thing concretely and explaining something unknown yet with something familiar. Sura’ Al Waqi’ah tells us about the resurrection day. This Sura’ explains about what will happen before and after resurrection day. Resurrection day is an abstract thing. No one in this world has experience about the resurrection day. So, this Sura’ mostly discusses about it. That’s why, the most dominant reason of using lexical metaphor in Sura’ Al Waqi’ah is explaining an abstract thing concretely.]]>
<![CDATA[The DEVELOPING THE SPEAKING SKILLS OF THE STUDENTS THROUGH DRAMA TECHNIQUE ]]>
<![CDATA[Suriani Djafar]]>;
<![CDATA[Syukri]]>;
<![CDATA[Muhammad Yunus]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijelp.v1i1.5068
<![CDATA[One of the techniques that can be used to improve students’ ability in speaking is by performing a drama in English class. Therefore, drama provides more chances for the students to speak and in English fluently and accurately. Moreover, the students are motivated to speak and express their feeling. The objective of the research was to examine whether or not the use of drama technique can improve the speaking skills of the eleventh-grade students of SMA Negeri 6 Gowa. The research used a pre-experimental method with 35 eleventh-grade students as respondents. Data of the research was collected by using the speaking test. The result showed that using drama technique can develop students speaking skills. It is seen from the significant level; 0,005<0.05. students’ scores. The mean score of the pre-test is 48,32, and the post-test is 68,18. It means that the use of drama techniques can improve the students’ speaking skills significantly. The showed concluded that using drama technique in teaching speaking skills can develop the students’ speaking skills. Keywords: Teaching Speaking, drama, developing students’ speaking]]>
<![CDATA[Students literal reading comprehension in term of main idea using manga comic ]]>
<![CDATA[Andi Asri Jumiaty]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijelp.v1i1.5070
<![CDATA[The aim of this research was to find out How Effective the use Manga comics in Students' Reading comprehension in literal tem of undersnading main idea. This research conducted by used Quantitative method with a Pre-Experimental design with one group of pre-test and post-test. This research population consisted of second semester students at English Education Department, Faculty of Teaching Training and Education of Universitas Muahhamdiyah Makassar, with the total 40 Students, selected by random sampling technique. The data from this study was gathered through the distribution of pre-test and post-test materials to be used as a comparison to determine how the improvement of students' reading comprehension in terms literal of understanding main idea before and after the use of manga comics as a teaching/learning media. The results showed that before treatment, students' average literal value was 51.00; after treatment, students' scores increased to 91.75, with a 79.90 increase in literal understanding. The improvement in students is classified as an increase in good criteria. Based on these findings, it is possible to conclude that there is a significant difference in students' reading comprehension before and after they use Manga Comics of teaching and learning process.]]>
<![CDATA[Unpacking the Factors that Contribute to Plagiarism Activity among EFL University Students ]]>
<![CDATA[Ferawaty Syam]]>;
<![CDATA[Herman Resyadi]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijelp.v1i1.5071
<![CDATA[The research aimed to unpack plagiarism activity among EFL university students. Using a survey method, the data were collected from 60 EFL university students from different institution. The survey focused on students’ understanding on plagiarism, their attitude, and also their experience on plagiarism activity. The research found that majority of students reporting having committed plagiarism on their academic activity. There are factors contributing to plagiarism include a lack of understanding of the material, time limits, and a desire for higher grades. However, the majority of respondents believe that educating students about plagiarism is the most effective strategy in preventing plagiarism, followed by the use of plagiarism prevention tools. Keywords: Plagiarism, EFL students, Survey, Students’ understanding]]>
<![CDATA[DEVELOPING TEACHERS SKILL IN CREATING PROBLEM-BASED LEARNING TOOLS: LESSON STUDY-BASED RESEARCH ]]>
<![CDATA[Mursidah Rahmah]]>;
<![CDATA[Fitri Siti Sundari]]>;
<![CDATA[Yanti Suryanti]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijelp.v1i1.5145
<![CDATA[The purpose of this study is to describe the teachers’ skill development of creating problem-based learning tools. The subject of this study were 32 students of the PPG study program that has reached the phase of developing teaching and learning tools. The research instruments were an observation sheet, interview, and documentation taken from the lesson plan developed by the students-teacher. The results show a good improvement from cycle one to cycle two. Learning tools consisting of lesson plans, teaching materials, media, LKPD and assessment instruments produced by participants demonstrate the application of collaborative learning models (PBL and PjBL), contextual teaching materials and up-date internet-based learning media (application Word Wall, Quizizz), interesting worksheets and assessment instruments that are in accordance with KD and GPA that have been set at the beginning.]]>
<![CDATA[Research Test on Formative Assessment Product ]]>
<![CDATA[Agustina Syafriani]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijelp.v1i1.5162
<![CDATA[The development of a formative assessment instrument is supposed to be based on the components of Asesmen Kompetensi Minimum (AKM / Minimum Competency Assessment). The components consist of content, cognitive processes and context and the instrument including the content of informational texts and socio-cultural and scientific contexts. However, in the cognitive process component, the textbook used in Grade X SMA Negeri 1 Pangkalan Susu North Sumatera provides information only. It does not include interpretation and integration, evaluation, and reflection. Furthermore, in line with the rules of the AKM, it is necessary to analyse the competency components measured according to the learning level for class X. 1. This research using a Feasibility study investigated the formative assessment of historical recount text based on AKM in reading skills for class X. This product based on the item validation process can be used as a formative assessment. The product formative assessment of historical recount text based on AKM in reading skills becomes a reference for teachers to prepare formative assessments or other assessments based on AKM. This is to familiarize and prepare students for the National Assessment specific to AKM. This conclusion comes from a result of testing data from material experts, Indonesian language teacher assessments and student responses.]]>
<![CDATA[USING SHORT VIDEOS TO IMPROVE 7TH GRADE STUDENTS' VOCABULARY MASTERY ]]>
<![CDATA[Astuti Azis]]>;
<![CDATA[Daud Setianto]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijelp.v1i1.5173
<![CDATA[This research focuses on how to improve students’ English vocabulary mastery using short videos. The subject of the research was Class VII-A SMP Pangudi Luhur Santo Yusup Semarang with a total of 24 students. The research was conducted in semester 2 of the 2022/2023 academic year in two cycles. Data was collected using observation techniques and qualitative and quantitative data collection. In pre-cycle activities, less than 50% of students get satisfactory formative test results, and students tend to be passive during the learning process. In cycle 1, there was a change in student scores, more than 60% of students got satisfactory results, and student-teacher engagement also increased. During cycle 2, 80% of students got satisfactory learning outcomes through changes in formative test scores. It can be concluded that the use of video is beneficial to improve students’ mastery of English vocabulary]]>
<![CDATA[Google Classroom-based Online English Learning Material: The Practice and Perception ]]>
<![CDATA[Harlina Sudaryani]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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<![CDATA[The research aims to explore the Implementation of Google Classroom-based Online English Learning during Covid 19. It was descriptive qualitative research through a case study. The instruments used for collecting data were a questionnaire, interview, and observation. The researchers distributed questionnaires to a total 72 Accounting and Finance (AKL 1 and AKL 2) students of State Vocational High School 1 Purwodadi. However, only 12 participants were selected randomly to interview. This study found that Google Classroom-based Online English Learning is in line with existing learning steps where it offers numerous benefits for students. The English learning materials were helpful and interesting, the English learning materials given contained the latest materials, the English learning materials easily through Google Classroom, and English learning performance increased by learning English materials through Google Classroom]]>
<![CDATA[Increasing Eighth Grade Student’s Writing Skills Using Mind Mapping Technique ]]>
<![CDATA[Chrissy Andrea Putri]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijelp.v1i1.5310
<![CDATA[Writing accelerates students' use of the target language, making it an essential part of classroom preparation. Writing skills can be improved through the use of mind mapping. The following are the research's goals: (1) to determine whether teaching writing to eighth-graders using mind mapping technique is more effective than using peer review, (2) to determine whether eighth-graders with higher levels of creativity have better writing skills than those with lower levels of creativity, and (3) to determine whether teaching methods and students' creativity interact when teaching writing to eighth-graders. This is an experimental study with a 2x2 factorial design. This study was participated by 48 students as the subject of the study. Data of this study were collected through writing and creativity tests. ANOVA and the Tukey test were used to analyze the data. The findings of the study revealed that the mind mapping technique is more effective than the peer review technique for teaching eighth-grade writing. The students with high creativity have better writing skills than students with low creativity. There is an interaction between teaching techniques and students' creativity in teaching writing in the eighth grade.]]>
<![CDATA[Students' Self-Reflection on Project-Based Learning in Caption Text Writing ]]>
<![CDATA[Wida Widarni]]>
<![CDATA[ International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP) ]]>
Publisher : <![CDATA[Universitas Terbuka ]]>
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DOI: 10.33830/ijelp.v1i1.5314
<![CDATA[Project-based learning (PjBL) has been shown to increase a variety of abilities in students. This study presents students’ self-reflection on jPBL practices in writing caption text. To acquire data, a qualitative method was used through a questionnaire, interview, and classroom observation. Thirty-five students in the twelfth grade of science at SMA PGRI Cipanas participated in the study. Based on the questionnaire, the average of students’ self-reflection was 51.8% in pre-implementation, 47.7% during the implementation period and 42.3% in post-implementation of PjBL in learning caption text. The results of the interview showed that the students responded positively to caption text writing using project-based learning. The implementation of PjBL in caption text writing can improve students’ writing skills yet most students still made minor mistakes based on the scoring rubrics of simple present tense. They showed positive progress with an average score of 5 or excellent. It is recommended to consider the students' self-reflection in the teaching-learning process in order to determine their competence based on themselves, particularly in their writing skills, and there is a possibility for other researchers to conduct many studies about the students' self-reflection in other skills such as speaking, reading, listening, and other forms such as messages, videos, contents, and so on that can be found in social media.]]>
