https://jurnal.ustjogja.ac.id/index.php/ELP/issue/feed Journal of English Language and Pedagogy 2024-03-11T00:00:00+07:00 Didik Rinan Sumekto didikrinan@ustjogja.ac.id Open Journal Systems <table cellpadding="2"> <tbody align="top"> <tr> <td width="135px">Journal Title</td> <td><strong><a href="https://jurnal.ustjogja.ac.id/index.php/ELP" target="_blank" rel="noopener">Journal of English Language and Pedagogy</a></strong></td> </tr> <tr> <td>ISSN</td> <td><strong><a title="issn" href="http://u.lipi.go.id/1461218763" target="_blank" rel="noopener">2527-3655</a> (print) | <a title="issn" href="http://u.lipi.go.id/1490770996" target="_blank" rel="noopener">2579-8782</a> (online)</strong></td> </tr> <tr> <td>DOI Prefix</td> <td><strong>Prefix 10.36597 </strong>by <strong>Crossref</strong></td> </tr> <tr> <td>Editor in Chief</td> <td><a href="http://sinta.kemdikbud.go.id/authors/detail?id=6116888&amp;view=overview" target="_blank" rel="noopener"><strong>Hanandyo Dardjito, Ph.D.</strong></a></td> </tr> <tr> <td>Publisher</td> <td><strong><a href="http://mpd.ustjogja.ac.id/index.html" target="_blank" rel="noopener">Direktorat Pascasarjana Pendidikan, Universitas Sarjanawiyata Tamansiswa</a></strong></td> </tr> <tr> <td>Frequency</td> <td><strong><a href="https://jurnal.ustjogja.ac.id/index.php/ELP/issue/archive" target="_blank" rel="noopener">Two issues per year (June and December)</a></strong></td> </tr> <tr> <td valign="top">Citation Analysis</td> <td><strong><a href="https://sinta.kemdikbud.go.id/journals/profile/5970" target="_blank" rel="noopener">Sinta</a> | <a href="https://scholar.google.co.id/citations?hl=id&amp;user=fBKlwq4AAAAJ">Google Scholar</a> | <a href="http://garuda.kemdikbud.go.id/journal/view/16778" target="_blank" rel="noopener">Garuda</a> | <a href="https://app.dimensions.ai/discover/publication?or_facet_source_title=jour.1378432" target="_blank" rel="noopener">Dimension</a></strong></td> </tr> </tbody> </table> <p align="justify"><strong>Journal of English Language and Pedagogy</strong> is an official scientific journal of the Direktorat Pascasarjana Pendidikan, Universitas Sarjanawiyata Tamansiswa, Indonesia. <strong>Journal of English Language and Pedagogy </strong>is a refereed publication devoted to research articles and reports concerned with the teaching and learning of English, language in education, language planning, language testing, curriculum design and material development, multilingualism, and multilingual education, discourse analysis, and translation. The Journal is published twice a year (June and December).</p> <table cellpadding="2"> <tbody align="top"> <tr> <td width="100px"><img src="https://jurnal.ustjogja.ac.id/public/site/images/syahrimantab/sinta_harmoni_s4.png" alt="" /></td> <td>This journal has been<strong> ACCREDITED by the National Journal Accreditation (ARJUNA), </strong>Managed by<strong> the Ministry of Research, Technology, and Higher Education, Republic Indonesia, </strong>with <strong> <a href="http://sinta.ristekbrin.go.id/journals/detail?id=5970" target="_blank" rel="noopener">Third Grade (Peringkat 3, Sinta 3)</a>.</strong><strong> </strong></td> </tr> </tbody> </table> <p>Accepted and published papers will be freely accessed on this website and the following abstracting &amp; indexing databases:</p> <ul> <li><a href="http://sinta.ristekbrin.go.id/journals/detail?id=5970" target="_blank" rel="noopener"><strong>Science and Technology Index (Sinta)<br /></strong></a></li> <li><a href="http://garuda.ristekbrin.go.id/journal/view/16778" target="_blank" rel="noopener"><strong>Garba Rujukan Digital (Garuda)</strong></a></li> <li><a href="http://garuda.ristekbrin.go.id/journal/view/16778" target="_blank" rel="noopener"><strong>Google Scholar</strong></a></li> <li><strong>Crossref Search</strong></li> <li><strong>Public Knowledge Project (PKP) Index</strong></li> </ul> <p><strong>The journal has been listed in</strong></p> <ul> <li><a href="https://portal.issn.org/?q=api/search&amp;search[]=MUST=allissnbis=%222579-8782%22&amp;role[]=11&amp;search_id=16054040"><strong>ROAD ISSN</strong></a></li> </ul> <p><strong>OAI Address</strong></p> <p><strong>Journal of English Language and Pedagogy</strong> has an OAI address: <a href="https://jurnal.ustjogja.ac.id/index.php/ELP/oai">http://jurnal.ustjogja.ac.id/index.php/ELP/oai</a></p> <p align="justify">Please read this guideline carefully. Every manuscript sent to the editorial office of the journal ought to follow the writing guidelines. If the manuscript does not meet the author's guidelines or any manuscript written in a different format, the article <strong>will BE REJECTED </strong>before further review. Only submitted manuscripts that meet the format of the journal will be processed further.</p> https://jurnal.ustjogja.ac.id/index.php/ELP/article/view/15363 The simple past tense learnability in reading for eight-graders 2023-06-29T19:38:37+07:00 Sitaresmi Imaniyati Wisnuwardhani sitaresmiwisnuwardhani52@guru.smp.belajar.id RR.Hasti Robiasih hasty_ust@yahoo.com Silvester Goridus Sukur silvestergsukur@ustjogja.ac.id <p>The study aims to determine the simple past tense learnability in reading for eighth-grade students. This study uses qualitative research methods. Data were collected through observation, interviews, document studies, and questionnaires. The analysis used is the analysis of the Miles and Huberman models. Observations were made to see how students produce simple past tense sentences directly without the reading text. The reading comprehension test is used to see how students produce the simple past tense with reference to the reading. Student errors during observation and when doing tests are used to see the learnability. Interviews and questionnaires were used as supporting data from the reading comprehension test results and observation. Based on the results of data analysis, it can be concluded that simple past tense learnability in reading for eighth graders is low. This can be seen from the errors made by students. Based on the observation, students make overgeneralized, global, and local errors. Most students make global errors and misinformation through the reading comprehension test. Reading only helps a little in understanding the sentence structure of the simple past tense. Students tend to imitate the sentences in the reading. However, when students produce sentences independently, they need help correctly using the simple past tense sentence structure.</p> 2023-12-30T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Pedagogy https://jurnal.ustjogja.ac.id/index.php/ELP/article/view/12826 Unveiling English textbook tasks: Littlejohn's second-level analysis evaluation 2023-05-17T14:12:04+07:00 Adim Abdulali adamabdulali@yahoo.com RR. Hasti Robiasih hasty_ust@yahoo.com Makan Sacko sacko.m@gmail.com <p>This research was conducted to reveal the book evaluation based on level 2 analysis by Littlejohn criteria. This research aims to (1) analyze to what extent tasks in the textbook “The 21<sup>st</sup> Century English for Libya Preparatory 2” meet one of the criteria of a good textbook suggested by Littlejohn and (2) discover the strengths and the weaknesses of the textbook used by eight graders of Junior High School in Libya. This study is qualitative research data that was collected by analyzing the textbook using Littlejohn criteria. The level 2 analysis by Littlejohn was used to analyze the textbook by doing a checklist. One unit was analyzed as the evaluation sample, and it was named Unit 1. Two major findings emerged from the research using this level of analysis. Firstly, the tasks in “The 21st Century English for Libya Preparatory 2” are categorized as a good element to support the book as a good book. Secondly, the research found both strengths in the textbook. The strengths were discovered in the book. Based on level 2 of analyses from Littlejohn, the research found both strengths to the textbook. Every unit has tasks stated by Littlejohn, except songs. They can encourage students to speak and share their ideas and experiences with their classes. However, in terms of weaknesses, most of the tasks are not balanced – still dominated by receptive skills, reading, and listening. In addition, the activities outside class are also still rare served by the textbook. Based on the results above, it can be inferred that this evaluation is truly important to be done to know the quality of the textbook as an important element in the teaching and learning process.</p> 2024-03-11T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Pedagogy https://jurnal.ustjogja.ac.id/index.php/ELP/article/view/11084 Developing local-based content supplementary reading material for senior high school in Lubuklinggau 2021-09-18T19:22:16+07:00 Indriani Indriani indrianiahmad071195@gmail.com Sastika Seli indrianiahmad071195@gmail.com Dewi Syafitri indrianiahmad071195@gmail.com <p>The aim of this research was to find out the validity, practicality, and effectiveness of a developed book entitled Developing Local Based Content Supplementary Reading Material for Senior High School in Lubuklinggau. In conducting the research, Research, and Development, written by Branch (2009), consisting of analysis, design, development, implementation, and evaluation (ADDIE) was used as steps in developing the product; meanwhile, Formative Evaluation written by Tessmer (1993) was used to evaluate the data. To determine the validity of the book, three experts were included to review the product, namely a content expert, an instructional design expert, and a layout quality expert. To determine the practicality and effectiveness of the product, three students were involved in a one-to-one trial, six students were involved in a small group trial, and ten students were involved in a field test. The practicality and effectiveness values were obtained from tenth-grade students in Senior High School number 1 Lubuklinggau in the academic year 2021-2022 which were taken as subjects of the research. To collect the data, a questionnaire, interviews, and a test were used. The collected data were analyzed qualitatively for the interview and quantitatively by using average scores for the questionnaire and the test. After all, the data had been analyzed, it could be concluded that the product as a book was categorized as highly valid with an average score of 3.76, categorized as very highly practical with an average score of 4.67 at the one-to-one trial and 4.32 at small group trial, and categorized very highly effective with average score 90.</p> 2024-03-12T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Pedagogy https://jurnal.ustjogja.ac.id/index.php/ELP/article/view/11691 Revolutionizing critical thinking: Unveiling an innovative syllabus for english debate at Universitas Tidar Magelang 2021-12-30T08:55:53+07:00 Tiara Charisma Jelita hollaitstiara11@gmail.com Hasti Robiasih hasty_ust@yahoo.com <p>This research aims to (1) what students need for the English Debate and Critical Thinking Skill course of the English Department Universitas Tidar Magelang and (2) describe the development of the English Debate and Critical Thinking course of the English Department Universitas Tidar Magelang based on the students' needs, (3) reveal the efficacy of the developed syllabus in enhancing students' critical thinking skills. The researcher used the Research and Development (R&amp;D) method proposed by Borg and Gall (1983) in this research. The researcher collected data from questionnaires, interviews, syllabus documents, and debate observations. The collected data is then analyzed qualitatively and supported with quantitative data. The researcher also used triangulation data by Miles and Huberman to create a more in-depth picture of research problems. From the entire process, the writer found that the students needed a change from the former syllabus. This research focuses on developing a syllabus for English Debate and Critical Thinking Skills. The debate pre-test score of 56 is still categorized as fair, leading to the need for more crucial topics to train the students' critical thinking skills. In developing the syllabus, the writer attached six topics that align with the course's learning outcomes. From the large group try-out toward the syllabus implementation, it has been proven that the syllabus effectively enhances the students' critical thinking skills. It can be seen from the debate post-test score that it is 80 and is categorized as good. Students expressed that the topic from the developed syllabus helped them to expand their understanding of the crucial concepts and knowledge. Also, by using the various teaching methodologies from the syllabus, the students are expected to get more engaged in every learning rather than being passive receivers. To sum up, there are many ways for the teacher to improve the student's critical thinking, including academic debate practice in the classroom. Debate helps raise the students' awareness of critical issues around them. This method can also help the students be more confident in delivering their ideas in front of people.</p> 2024-03-12T00:00:00+07:00 Copyright (c) 2024 Journal of English Language and Pedagogy