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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 30 Documents
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Investigating English Teachers' Understanding of English Language Assessment Muhammad Syahid Usman; Magdahalena Tjalla; Abdul Haris Sunubi
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7106

Abstract

A teacher is responsible for assessing students' work and should possess a clear understanding of assessment, testing, examination, and evaluation. However, in reality, there are instances where teachers encounter confusion when distinguishing between these terms, mistakenly perceiving them as synonymous. Moreover, the teachers' understanding of these terms also plays a critical role in facilitating meaningful learning experiences for students. Based on the reasons above, this research aimed to describe the English teachers’ understanding of English language assessment and how the teachers assess the students’ work. The research conducted on UPT SMA Negeri 1 Parepare. There were five English teachers as research subjects. The research method used was qualitative design. The data collected through interview. Analysis data with data collection, data reduction, data display, and the last is data conclusion and verification. The result of the research showed that the teachers’ understanding has difference and similarity as from five teachers. The difference was from four teachers, only one teacher that related to Assessment understanding and the similarity was four other teachers beside Assessment understanding which is the most dominant, their teachers’ understanding was also related to Instructional understanding, Subject matter understanding and Pedagogical understanding. The teachers’ assessment of the students prioritize learning by using a range of assessment methods such as daily tests, semester exams, and attitude assessments. Group activities and projects are also utilized to enhance confidence and encourage active learning.
Test of speaking in the school-based assessment in an upper secondary school Andang Saehu
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7773

Abstract

Speaking is one of language skills taught but not tested in the national examination. It is fully to be prepared and administered by the schools in the school examination. However, the government and public did not have any data-based information about how the test of speaking was developed and administered. The current study investigates the ways the English teachers developed and administered the speaking test in the school-based assessment (SBA) in one of the private upper secondary levels of education in Garut, West Java. The selection of the school was done purposively with considering that the school is accessible by the researcher and A recognition for national accreditation. The result shows that the English teachers had different ways of developing and administering the speaking test. This study suggests that the government needs to design the national-based test specification developed by the experts in order to be used to measure whether the students have attained the competence standards for graduation.
Implementing Collaborative Strategic Reading (CSR) to Enhance Reading Comprehension Proficiency among Junior High School Students Devita Puspita Sari
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7789

Abstract

This classroom action research aimed to enhance the eighth-grade students’ reading comprehension achievement by using Collaborative Strategic Reading (CSR) and to know how CSR enhanced the students’ participation during learning process of reading comprehension. The research participants were the VIII A grade students of SMPN 1 Pakusari. The data were collected by using reading comprehension test and observation during the teaching and learning process of reading comprehension. After that, the data were analyzed using descriptive statistic to know the students’ reading comprehension achievement and their participation after being taught using CSR. The results showed that the use of CSR could enhance students’ reading comprehension achievement and participation in reading comprehension class. Hence, it is suggested for English teachers to use CSR in process of teaching and learning reading comprehension.
Exploring Instructional Technology Trend in during Covid-19 Pandemic: A Systematic Scoping Review Muhaimin Abdullah; Rigel Sampelolo
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7797

Abstract

This scoping review explores the trend of technology use in the teaching and learning of English during Covid-19 pandemic. The materials included in the systematic scoping review were Scopus-indexed research-based articles published in 2021 and 2022 exploring and/or examining technology utilized for the teaching and learning of English during Covid-19 pandemic. The criteria of inclusion applied were (1) Scopus-indexed articles; (2) Research-based publication; (3) published in 2021 and 2022; (4) free- and/or open-access artecle; and (5) focus on the utilization of technology in TEFL during Covid-19 pandemic. In addition, this scoping review also reveals the methodological trend applied by publications in the mentioned years of publication. The result shows that the most popularly utilized technology in TEFL during Covid-19 pandemic are respectively video-conferencing application, website and learning management system (LMS), instant messaging application, social media, and video-sharing platform. In terms of the focus of studies, affective aspect and cognitive aspect become the mostly researched topics. Furthermore, studies on the utilization of technology in TEFL during Covid-19 pandemic are dominated by respectively quantitative studies, qualitative studies, and mixed method. Worldwide practice of teaching English through technology during Covid-19 pandemic is expected to inspire educational practitioners, further researchers, and instructional learning designers and developers about the potential of technologies to be adopted, adapted, and developed for teaching and learning purposes in post-Covid-19 pandemic.
Innovative Approaches to ESP in Advertising: Technology, Visual Literacy, and Curriculum Evolution Lukytta Gusti Acfira
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7798

Abstract

This study delves into integrating technology, visual literacy, and curriculum development within English for Specific Purposes (ESP) in advertising education. By exploring innovative approaches to ESP instruction, the research aims to address the evolving needs of learners and the advertising industry. Through a comprehensive literature review and analysis of previous research, the study seeks to evaluate the effectiveness of integrating technology and visual literacy into ESP advertising curriculum. This study used a descriptive approach, which systematically identified and selected relevant literature from academic databases, scholarly journals, books, and other reputable sources. Keywords related to each area of focus were used to conduct comprehensive searches. Inclusion and exclusion criteria were established to ensure the selected literature aligns with the research objectives. Findings indicated that the integration of technology and visual literacy into ESP advertising curriculum enhances learner engagement, creativity, and proficiency in creating advertising materials. Additionally, curriculum development strategies such as needs analysis, stakeholder collaboration, and continuous evaluation contribute to the relevance and effectiveness of ESP instruction. The findings of this study have significant implications for ESP educators, curriculum developers, and advertising professionals. By integrating technology, visual literacy, and curriculum development strategies into ESP advertising education, educators can better prepare learners for success in the dynamic and competitive advertising industry. Furthermore, the study underscores the importance of ongoing collaboration between academia and industry to ensure the continued relevance and effectiveness of ESP instruction in meeting the evolving needs of learners and the advertising industry.
The Use of Technology in English Language Learning: A Case Study of E-Learning Application Implementation Zainuddin; Beny Hamdani
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7812

Abstract

A case study of the implementation of an e-learning application is the focus of this research project, Utilizing Technology in English Language Learning. In this study, a systematic literature review was the strategy employed. Strategies for collecting data accompanied by documentation from Google Scholar. Data analysis combined with a critical evaluation. It is very possible to improve the efficiency and accessibility of education by implementing e-learning apps in English language instruction. This case study incorporates interactive and flexible technology as a technique for integrating English language learning materials. Students are thus more involved and engaged in the learning process because they have access to learning resources at all times and locations. More effectively tracking and evaluating student progress is also made possible by e-learning systems. However, the success of this implementation relies heavily on good design, user training, and adequate technical support to maximize the potential of learning English through this technology.
The Students' Perception on Utilizing Spotify Podcast for Improving EFL Speaking Skill: - Dwi Retno Suryanti Yulia Sapharianti; Hanna Sundari; Widya
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7825

Abstract

The purpose of this research was to figure out what students thought about using podcasts to improve their speaking skills. To investigate students' perceptions, the researcher utilized a qualitative technique using a basic interpretative design. This research included two students. They are from various high school students in the academic year 2022/2023. The information was acquired through a semi-structured interview. The researcher used thematic analysis to get the data. According to the findings of this research, researchers classified two aspects: speaking skills and podcast benefits. The findings should indicate that students had a favorable opinion of the use of podcasts in learning to speak. Students considered podcasts to be engaging media since they have a variety of materials or themes to which they may listen and practice their speaking whenever they want. The researcher also hopes that students will agree that podcasts are useful for speaking achievement, such as increasing vocabulary and word pronunciation.
Writing errors of EFL undergraduate students in the online writing course Parussaya Kiatkheeree
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7841

Abstract

Writing is considered the most difficult skill for learners especially for those who learn English as a foreign language. This study aims to explore the sources of errors occurred in the writing of EFL undergraduate students in the online environment. The data were collected from 10 essays for final examination composed by 10 Thai students studying in English major in one Thai university. The essays were coded and classified into different categories and themes. The findings revealed that errors made by Thai students came from their less effectiveness in the use of language. Their errors included not only word choice, verb tense, preposition, pronoun, but also their lack understanding of writing process. In addition, their writing skills and accuracy of language forms did not meet the criteria as expected. This study provides implications for EFL teaching staff at the university level in which they should promote more writing practice and pay more attention to writing errors of students in any online courses.
Using KWL (Know, Want, and Learned) Strategy to Improve Students’ Reading Comprehension Lailatul Masruroh
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7872

Abstract

The Study is using KWL (know, want, and learned) straregy to improve students’ reading comprehension at SMA Ma’arif NU Assa'adah Bungah. The objective of this study is to describe the effectiveness of using KWL straregy to improve students’ reading comprehension. In this study, the design was classroom action Research (CAR). This study used some instruments such as observation sheets to observe the implementation of using KWL straregy, and field notes to write everything that happened during the act of conducting study. It consisted of two cycles; each cycles consisted of two meetings. This study used test, observation sheets, questionnaire and field notes to collect the data. In the first cycle, 95% of students gained the perfect score and passing the criteria of success. Meanwhile, the mean score of the first cycle is 88. But, according to teacher observered comment in the fieldnote. The students could get good score because the evaluation test was easy for them. The analysis result on the students’ ability in comprehending text in the second cycle informed that the mean score of their final assignment 100% or all of the students reached 90. So it passed of (MMC). It was also higher than previous score in the first cycle. Therefore, the students attained the criteria of the success after the implementation of the action on the second cycle which showed that KWL (know, want, and learned) straregy test is applicable in improving reading comprehension at SMA Ma’arif NU Assa'adah..
Enhancing Junior High School Students' Reading Comprehension: The Effectiveness of Directed Reading Thinking Activity Technique Gia
International Journal of English Language and Pedagogy Vol. 2 No. 1 (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.v2i1.7875

Abstract

This study explores the efficacy of the Directed Reading Thinking Activity (DRTA) technique in enhancing reading comprehension among Junior High School students. Addressing a gap in traditional reading strategies, the research aimed to assess whether DRTA could improve comprehension of narrative texts for eighth graders at MTSN 2 Bandar Lampung. Employing a mixed-methods approach, the study utilized pre-tests, post-tests, and student questionnaires to gather both quantitative and qualitative data. The experimental group, which received DRTA instruction, showed significant improvements in post-test scores compared to their pre-test results, indicating enhanced comprehension skills. Qualitative feedback further revealed increased student engagement and motivation. The findings confirm that DRTA not only aids in comprehension but also promotes critical thinking and a deeper understanding of texts. Consequently, the study recommends the integration of DRTA into reading curriculums to meet contemporary educational demands and improve student learning outcomes effectively. This technique promises to bridge the gap between current educational practices and the evolving needs of students in the digital era

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