Journal of English Language and Pedagogy <table cellpadding="2"> <tbody align="top"> <tr> <td width="135px">Journal Title</td> <td><strong><a href="" target="_blank" rel="noopener">Journal of English Language and Pedagogy</a></strong></td> </tr> <tr> <td>ISSN</td> <td><strong><a title="issn" href="" target="_blank" rel="noopener">2527-3655</a> (print) | <a title="issn" href="" 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=";view=overview" target="_blank" rel="noopener"><strong>Hanandyo Dardjito, Ph.D.</strong></a></td> </tr> <tr> <td>Publisher</td> <td><strong><a href="" target="_blank" rel="noopener">Direktorat Pascasarjana Pendidikan, Universitas Sarjanawiyata Tamansiswa</a></strong></td> </tr> <tr> <td>Frequency</td> <td><strong><a href="" 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="" target="_blank" rel="noopener">Sinta</a> | <a href=";user=fBKlwq4AAAAJ">Google Scholar</a> | <a href="" target="_blank" rel="noopener">Garuda</a> | <a href="" 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="" 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="" 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="" target="_blank" rel="noopener"><strong>Science and Technology Index (Sinta)<br /></strong></a></li> <li><a href="" target="_blank" rel="noopener"><strong>Garba Rujukan Digital (Garuda)</strong></a></li> <li><a href="" 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=";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=""></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> Universitas Sarjanawiyata Tamansiswa en-US Journal of English Language and Pedagogy 2527-3655 Discrimination index, difficulty index, and distractor efficiency in MCQs English for academic purposes midterm test <p>Test item analysis in language learning plays a crucial role in ensuring that the test can be an effective assessment tool in the learning process. It is a quantitative study that aimed to analyze Multiple Choice Questions of reading sections in English for Academic Purposes (EAP) subject for non-English majors to find out the Discrimination Index (DI), Difficulty Index (DIF), and Distractor Efficiency (DE). The participants of this study were first-year students majoring in the civil engineering program at Universitas Muhammadiyah Surakarta. Researchers collected the primary data from the answer sheets of the reading section. The data analysis was conducted by using Microsoft Excel and uploaded to Anates. It quickly gave the result of all the calculations of DI, DIF, and DE. The findings revealed the DI and DIF of this test were not good because most of the results were poor DI and too easy DIF, which meant that most test items needed modifications and distractors. Most distractors used in this test were not functional and must be removed, changed, or modified.</p> Sri Rejeki Angela Bayu Pertama Sari Sutanto Sutanto Dwi Iswahyuni Devita Widyaningtyas Yogyanti Helta Anggia Copyright (c) 2023 Journal of English Language and Pedagogy 2023-07-02 2023-07-02 6 1 1 11 10.36597/jelp.v6i1.14738 Developing collaborative learning approach-based essay writing materials in an Indonesian university <p>This research aims to: (1) develop the collaborative learning approach-based essay writing materials and (2) reveal the effectiveness of the developed collaborative learning approach-based essay writing materials in improving students’ English writing skills/competence. This research was Research and Development (R &amp; D). The research instruments were close-ended questionnaires and tests. The subjects of the study were 20 third-semester students of the English education department students at Universitas Muhammadiyah Purworejo. The researcher developed the collaborative learning approach-based essay writing materials based on the needs analysis results. The researcher explained the needs analysis results, developed the course grid as the guidelines to develop the essay writing materials, made the first draft, asked some expert judgments to evaluate the developed essay writing materials, and revised the developed essay writing materials based on expert judgments’ results. The researcher improved the layout appearance to enhance the quality of the developed essay writing materials. Then, the researcher assessed the effectiveness of the developed essay writing materials using paired sample t-test. The results showed that the significance value is 0.00 (0.00 &lt; 0.05). It means that H<sub>0</sub> is rejected and H<sub>a</sub> is accepted. Thus, it can be concluded that the developed collaborative learning approach-based essay writing materials is effective in improving students’ writing skills.</p> Tri Jampi Setiyorini Setiyorini Hasti Robiasih Silvester Goridus Sukur Somchai Watcharapunyawong Copyright (c) 2023 Journal of English Language and Pedagogy 2023-08-01 2023-08-01 6 1 12 26 10.36597/jelp.v6i1.13679 The effect of using podcast audio-assisted listening to improve listening comprehension <p>This research was conducted in the third semester of English Education students at university. Understanding listening is crucial for communicating in a foreign language since it is the most fundamental of the four primary developing language skills. Nevertheless, this skill seems to be the most difficult to master. This research aimed to obtain evidence supporting the effect of applying podcast audio-assisted listening. A quasi-experimental design specially used in experimental and control classes consists of 60 students through online meetings. The pre-test and post-test were used with a listening test. The experimental class mean score increased from 72.07 to 85.53, and the 2-tailed P significance was less significant (0.006 &lt; 0.05) than the alpha. As a result, Ha is accepted, and Ho is rejected. The results showed an effect size of 0.75 had a moderate effect, and the percentage of N-gain was 56.45%, meaning it has been effective enough to use podcast audio-assisted listening. Additionally, students' listening comprehension can be improved by using podcast audio-assisted listening. During the treatment, students also improved with new vocabulary and knew&nbsp;various accents. However, researchers are encouraged to apply the podcast media in person rather than through an online meeting. Moreover, the sample can choose a podcast they are interested in from a selection of podcast audio related to the researchers' study. It is recommended to use podcasts so that students can engage with the listening content.</p> Adella Raihani Siti Ikrima Fahriany Fahriany Desi Nahartini Copyright (c) 2023 Journal of English Language and Pedagogy 2023-06-09 2023-06-09 6 1 27 38 10.36597/jelp.v6i1.15562