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="" /><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">Fourth Grade (Peringkat 4, Sinta 4)</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 The effectiveness of using paper stick puppets to teach speaking <p class="Default" style="text-align: justify;"><span lang="EN-US" style="font-size: 10.5pt;">This research was conducted at SMP N 2 Plandaan. There were several problems that have been found. Therefore, the researcher limits the problem only to the student’s speaking ability which has three indicators: fluency, pronunciation, and vocab or content. There were three objectives, namely to determine students' speaking skills before being taught using paper stick puppets as media to teach speaking skills, students' speaking skills after being taught using paper stick puppets as media to teach speaking skills, and whether there is a significant effect of using paper stick puppets on the speaking skills at VII D class in SMP N 2 Plandaan or not. This research used a pre-experimental design. Especially used a one-group pre-test and post-test design. The researcher used a purposive sampling technique, where class VII D became the sample consisting of 26 students. The data collection techniques used were speaking tests. After collecting the data, the researcher got pre-test and post-test scores which the mean pre-test being 56.73 and the mean score post-test being 67.46. Next, the researcher found that obtained was 6.559, then the table was 2.060 at the 5% level and 2.787 at the 1% level and can be written as 2.060&lt;6.559&gt;2.787. So, it means that Ha was accepted and Ho was rejected. In the end, the researcher summarized that using paper stick puppets has significant effectiveness for teaching speaking skills at class VII D of SMP N 2 Plandaan Jombang.</span></p> Yulia Jannata Elita Mukminatus Zuhriyah Copyright (c) 2022 Journal of English Language and Pedagogy 2022-12-08 2022-12-08 5 2 65 71 10.36597/jelp.v5i2.13415 Improving speaking skills in early childhood through the song “I am a Muslim”: An experimental study <p>Early childhood education is crucial for both religion and English learning. Previous studies have shown that social media is helping today's youth learn more about religion and English. This study aimed to analyze the effectiveness of teaching religion and English with song media in early childhood through an experimental study of the song I am I a Muslim by Yusuf Islam. This study's theoretical contribution can help develop the theory of religion and English education for early childhood and be practically valuable for teachers or parents. This study was an experimental study. A sample of 32 children (4-12 years) was qualitatively analyzed. The results revealed that the respondents' habit of listening to the song I Am A Muslim grew over time. The aspects not confirmed by this study's findings included the mood factor of the children so the facilitators, the environment in which children study, and the type of children's learning style, despite the fact that the hypotheses postulated in this study had not been proved 100%. This study has demonstrated that most respondents experience an improvement in English language abilities and Islamic knowledge via song since there are still some limitations to this study. The future study can include using control elements that impact learning success and doing research in the same areas.</p> Rifqi Aulia Erlangga Abdul Syukur Copyright (c) 2022 Journal of English Language and Pedagogy 2022-12-08 2022-12-08 5 2 72 80 10.36597/jelp.v5i2.13786 Designing a scratch media to increase tenth-graders’ collaborative and communicative English learning and teacher’s teaching <p>As a learning media, scratch conditionally becomes a suitable learning animation for student of six to sixteen years old. This study aims to examine the role of media to enhance the tenth-graders’ understanding of the material that is being delivered by the English teacher, while presenting communication and collaboration between teacher - students and students - students are engaged in. Data collection used interview and scratch practices with an analysis, design, development, implementation, and evaluation (ADDIE) model to employ this study. The findings showed that scratch media was fun, enthusiastic, interactive, and effective for learning English. Scratch model enrolled modification in making quizzes with the learning materials, in which the learning activities connected with the content, characters, background, and grammar. Scratch modification had shown the suitability of images, expressions, gestures, and characters that could change and move, as well as the suitability of the material and background. Besides that, the teacher added various sounds or back sounds the tenth-graders made students more enthusiastic and interesting with the quizzes. The use of scratch modified the animation, the background, the back sound, and all the features, in which it has a positive influence on tenth-graders’ learning effectiveness, materials absorption, and interest.</p> Rohmi Juharoh Didik Rinan Sumekto Silvester Goridus Sukur Dita Surwanti Khayri Amir Alkashtawi Copyright (c) 2022 Journal of English Language and Pedagogy 2022-12-08 2022-12-08 5 2 81 93 10.36597/jelp.v5i2.13686 The effect of problem-based learning on students’ critical thinking and speaking competence <p>This study is generally attempted to find the effect of Problem-Based Learning towards students’ critical thinking and speaking competence at SMA Muhammadiyah Mataram. This research applied experimental research using MANOVA. The population of this research was the students of SMA Muhammadiyah Mataram. The sample of the study was 29 students consisting of two classes. The results of the study show that there is a significant effect of Problem-Based Learning towards students‟ critical thinking and speaking. Research data found that the mean score of critical thinking was 74,50 and class control was 54,00; 0,05. While the mean for the speaking of the experimental class was 75.83 and control class was 60,45; 0,05. It can be concluded that the use of Problem Based Learning has a positive effect on students‟ critical thinking and speaking competence and has correlation both of them at the SMA Muhammadiyah Mataram.</p> I Made Permadi Utama Imansyah Imansyah Copyright (c) 2022 Journal of English Language and Pedagogy 2022-12-08 2022-12-08 5 2 94 100 10.36597/jelp.v5i2.13667 The development of English learning animation video using Melayu Bangka language <p>This study aims to produce an animation video with the main goal of helping elementary school children to understand English learning material, especially in the Covid-19 pandemic situation, which requires online learning. The novelty in this research is the making of English-learning animation videos using Melayu Bangka as the language of instruction. This study uses the Research &amp; Development method with the Borg &amp; Gall research steps, namely Potential and Problems, Data Collection, Product Design, Product Revision, Product Trial, Design Revision, Design Validation, Trial Usage, Product Revision, and Implementation. This research produced a learning video with nine sequences. Sequence 1 contains the opening, sequence 2 contains an introduction from Dini and Philip, sequence 3 contains songs sung by Philip and imitated by Dini, sequence 4 contains 'Recitation,' sequence 5 is a practice question, sequence 6 Dini fills in the blank spaces that Philip has given her, sequence 7 contains 'Sentence Formation,' sequence eight contains closing, and sequence 9 contains credit titles. This learning video goes through the Effectiveness Test with the results; namely Paired Samples Test showed that Sig. (2-tailed) of 0,000 &lt; 0,05, which explained that there is an improvement between the results of learning English using video in the Pre-Test and Post-Test results. Independent Samples Test result showed Sig. (2 tailed) 0,011 &lt; 0,05, which explained that English learning animation video using the Melayu Bangka language as the instruction could increase students learning outcomes. Similar research can be further developed related to learning English using regional languages as the language of instruction.</p> Tri Arie Bowo Donal Fernado Lubis Copyright (c) 2022 Journal of English Language and Pedagogy 2022-12-08 2022-12-08 5 2 101 110 10.36597/jelp.v5i2.13755 English language acquisition at Islamic boarding school: A systematic review <p>Islamic boarding schools provide various platforms for students to develop their talents in English skills and provide teachers with opportunities to be more active and creative in developing English ideas, such as providing language methods and language programs in Islamic boarding schools. Islamic boarding schools are also a unit that cannot be separated from the reality of society to be able to answer the challenges of the times. How Islamic boarding schools have a significant role in developing student acquisition in second language countries and how the students’ attitudes in Islamic boarding schools affect English language acquisition. This paper aims to find out or compare language acquisition in modern and traditional Islamic boarding schools. Islamic boarding schools cannot be separated from their relationship with society in general. Because the purpose of Islamic boarding schools is to form students, they can enter the community. This study used the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) to conduct this systematic literature review. There are several external and internal factors in mastering foreign languages, especially English, in Islamic boarding schools, starting from the process, environment, participants, target of the language, Islamic values ​​and culture in Islamic boarding schools, and an evaluation of English language acquisition. This study only includes 21 articles regarding English language acquisition at modern Islamic boarding schools in Indonesia; it is hoped that further researchers will explore English language acquisition in several Islamic Boarding schools except Indonesia to review more articles and reach the international area.</p> Lu'luul Wafiroh Rohmani Nur Indah Copyright (c) 2023 Journal of English Language and Pedagogy 2022-12-29 2022-12-29 5 2 111 120 10.36597/jelp.v5i2.13592 English teachers’ problems in designing lesson plans at SMPN 2 Gudo: Teachers’ perception <p>One of the main tasks for a teacher is to make lesson plans before carrying out the teaching process in the class. The use of lesson plans is quite effective in improving the quality of learning. But nowadays, many teachers do not make lesson plans. They copy and paste from the internet or use templates from other teachers. The purposes of this research are to describe the perception of English teachers, the obstacles with the solutions, and the suitability of the English lesson plan components at SMPN 2 Gudo. The researcher used a descriptive qualitative method. The research subjects were 2 English teachers at SMPN 2 Gudo. The researcher used 2 data collection techniques, namely: interview and documentation. The results from this study show that the perception of English teachers was the care and awareness of the lesson plan, the English teacher faced difficulties not in designing the lesson plan but in implementing it in the class, and there are still discrepancies between the components that have been made by the teacher, in part of the operational verb and the writing of learning media. This research is expected to provide benefits for students of the faculty of education and teachers so that they can improve their ability to develop lesson plans better.</p> Dian Fatmaliana Mukminatus Zuhriyah Copyright (c) 2022 Journal of English Language and Pedagogy 2022-12-08 2022-12-08 5 2 121 131 10.36597/jelp.v5i2.13416 Designing a guidebook of the English vocabulary and grammar list for junior high school students <p>The study aims at designing the stakeholders on the Guide book of vocabulary and grammar of English list for junior high school students. The background relied on the fact of implementing the 2013 curriculum. The students empirically had difficulty in facing the English examination since a lot of vocabulary was not well-instructed and issued at the test items. The list of vocabulary was difficult to find, and the grammar points were not complete, which determined the reading difficulty. Utilizing a descriptive-quantitative research design, a survey with open-ended questions and a focused-group discussion was done in terms of stakeholders, particularly students, teachers, and assessment instrument involvement. The findings showed that the deliberation included adding and deleting a few parts for improvement purposes, in which they had approved the one designed and presented. The finished product focused on the most important aspects of the vocabulary class, such as the characteristics of the vocabulary glossary, instructions for the guidebook use, and grammar list for the seventh- and eighth-graders. This guidebook serves as a model for the empirical learning circumstance, although it cannot be generalizable.</p> Nanik Supriani Mark Gabriel Wagan Aguilar Banun Havifah Cahyo Khosiyono Mundilarno Mundilarno Wira Tunggul Segara Agus Jamiu Temitope Sulaimon Copyright (c) 2022 Journal of English Language and Pedagogy 2022-12-08 2022-12-08 5 2 132 138 10.36597/jelp.v5i2.13682