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Using An Effective Online Learning Media on Student's Outcome Sirrul Bari; Faidi Noer
JOEY: Journal of English Ibrahimy Vol. 1 No. 1 (2022): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

This study determines the effect of using online media on student outcomes. This research was conducted at the state Khamas Vocational High School 2020-2021. The research method used was a survey and pre-experiment design with one group pre-test post-test. A number of sample 19 students, were divided into two groups. The instrument used questionnaire and score of pre-test post-test in experimental design. Data analysis techniques using analysis of t-test, and R-square tests. From a value of t-test, it was a significant influence between online method on student learning outcomes obtained at-count value of 9,481 > 1,793 There is an influence of online learning media (X) on learning outcomes (Y), And continued for the know-how of value significant online learning method on student learning outcomes can see from the coefficient of determination test (R2) which means that there is an effect of using online learning media (X) on student learning outcomes of 83,2% while 16,2% of student learning outcomes are influenced by other variables not examined.

The Effectiveness of Mind Mapping Phonetic Symbol Media to Eliminate The Confusion of Pronunciation: The Effectiveness of Mind Mapping Phonetic Symbol Media to Eliminate The Confusion of Pronunciation M. Hilmy Hidayatullah; Annisa Kurniaasri; Ismil Asiffin; Sirrul Bari
JOEY: Journal of English Ibrahimy Vol. 1 No. 2 (2022): JOEY: Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Pronunciation was one of difficult skill, it made many people confused. This research aimed to determine a solution by using mind mapping phonetic symbol media to eliminate the confusion of pronunciation. The content of mind mapping showed the part of phonetic symbol to study the sound of words. It has helped the understanding of some difference sounds. This research used quantitative true-experimental method by pre-posttest control group design. The tests carried out are validity, reliability, descriptive analysis, and t-test. Subject of this research is 30, it was divided 15 students for experiment group and 15 control group. The sample was taken by using random sampling and applied Slovin formula. While, the data was obtained by using reading test. The value of descriptive analysis there was a raising value which can be seen from mean post-test experiment group 72 it was higher than control group 36.6. And also, the quarrel of normal gain between experiment group and control group showed 75%>28.57%, 3 students from experiment group than a student of control group. Furthermore, the value of t-test was there was an influence to eliminate the confusion of pronunciation by using mind mapping phonetic symbol, it can be seen from the trials that have been tested in SPSS obtaining a t-count value of 8,290 > 1,7, it can be said that H0 is rejected and Ha accepted which it means that There is an influence of mind mapping phonetic symbol media (X) to eliminate the confusion of pronunciation (Y).

Increasing Motivation to Learn English Through The Total Physical Response (TPR) Method: English Mislawi Yadi; Sirrul Bari; Ach. Fathurrosyid
JOEY: Journal of English Ibrahimy Vol. 2 No. 1 (2023): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2023.v2i1.19-26

The importance of English in this modern era does not guarantee that students have the motivation to learn English. Most students have low motivation to learn English. It also happened in SMP Ibrahimy 1 Sukorejo. According to the results of the study, the teachers used the lecture method in the learning process. Many students feel bored when learning because the method is less effective. So that many students do not have the motivation to learn English, the researcher used a classroom action research (CAR) approach. CAR consists of three cycles, each cycle consisting of planning, implementation, observation, and reflection. The method used is the Total Physical Response method. The data collection technique used was the Observation Method, Interview Method, Documentation Method, and filling out questionnaires conducted by students. The data analysis technique used was the analysis of increasing motivation through the test again. Based on the learning trials conducted using the total physical response (TPR) method, it was obtained that students' motivation and learning achievement had increased. The increase in motivation to learn English through TPR method was quite large, wherein the Pre-cycle average grade of the class was only 60. In the first cycle 71, the second cycle 81, and the third cycle 92. Seen the results of the N-Gain test recapitulation between pre-cycle and Cycle I, it can be explained that there was an increase in the average N-Gain of 0.27 with low criteria. Furthermore, between cycle, I and cycle II the average increase in N-Gain were 0.31 with moderate criteria, and the last one was the recapitulation of N-Gain test results between cycle II and cycle III of 0.54 with moderate criteria

Role Play Methods Strategies to Improve Students' Speaking Ability: English M. Hilmy Hidayatullah; Sirrul Bari; Annisa Kurnia Asri; Nur lailiyatul Janna
JOEY: Journal of English Ibrahimy Vol. 2 No. 2 (2023): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2023.v2i2.38-47

This study aimed to determine the implementation of role play to improve studentsâ€™ speaking skill in the grade VIII MTs Al-Ittihad Ketupat Raâ€™as Sumenep. This research used Classroom Action Research (CAR) which consisted of two cycles, each cycle included planning, implementing, observing, and reflecting. The cycle was stopped when the indicators of success had achieved the completeness of learning set by the school. Completeness of learning for grade VIII subjects is 75%. The results showed studentsâ€™ increase in the grade VIII MTs Al-Ittihad Ketupat Raâ€™as Sumenep learning outcomes in each cycle. The increase in learning outcomes was shown in the pre-test results with the percentage of completeness of learning 4,55% and there was an increase in the results of the post-test cycle 1 to 31,82%, and an increase again in the results of the post test cycle 2 to 81,82%. The increase in learning outcomes from the results of the pre-test, post-test cycle I to post-test cycle II was due to improvements in the application of role play after evaluating the learning process activities and learning outcomes. From the results of observations in the learning process of studentsâ€™ speaking skill in the grade VIII MTs Al-Ittihad Ketupat Raâ€™as Sumenep, the students showed a good response. It could be concluded that learning using role play strategy in the grade VIII MTs Al-Ittihad Ketupat Raâ€™as Sumenep could improve the studentâ€™s speaking skill.

Improving Student’s Listening Skill through Watching English Movies: English Sirrul Bari; Muhammad Tazul
JOEY: Journal of English Ibrahimy Vol. 3 No. 2 (2024): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2024.v3i2.53-64

The purpose of this research was to analyze and describe the improvement of students’s listening skills through watching English movies at MA Salafiyah Syafi'iyah. This objective aims to assess whether the use of English movies as a teaching tool has a positive impact on students' listening proficiency. Research using action was the classification chosen for this research. There were two meetings every cycle, and it was run in two cycles. The main subjects of the research were twenty-five eleventh graders at MA Salafiyah Syafi'iyah. Data were collected in both qualitative and quantitative forms. The qualitative information was gathered through student and English teacher interviews as well as observations. Meanwhile, both before and after implementation, the listening assessments conducted in Cycle I and Cycle II provided the quantitative data. The research's test findings demonstrated an improvement between the pre- and post-tests. This was evident from the increase. Data were collected in both qualitative and quantitative forms. The qualitative information was gathered through student and English teacher interviews as well as observations. Meanwhile, both before and after implementation, the listening assessments conducted in Cycle I and Cycle II provided the quantitative data in the mean scores of the students. The pre-test average was 65.92, whereas the initial post-test average for the first cycle was 77.6. The second post-test resulted in an average score of 88.96.

The Correlation Between Pronunciation and Student’s Reading Aloud : English Sirrul Bari; Selfi Usmani Putri
JOEY: Journal of English Ibrahimy Vol. 4 No. 1 (2025): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2025.v4i1.31-39

The study aimed to find out the correlation between students’ reading aloud and pronunciation at the eleventh TJKT 2 grade of SMK Negeri Kalibaru. The researcher applied a correlation method. The study was carried out into one class. The population of this research is 480 from all of eleventh class. The sample of this study consisted of 35 students of the eleventh TJKT 2 grade of SMK Negeri Kalibaru, the sample used was cluster sampling. The data was collected by questionnare and oral test. The result of data used Pearson product moment SPSS 21. The finding of the reserch indicates that there were the significant and correlation between student’s reading aloud and pronunciation. According to the level of Pearson correlation, r count 0,738 > r table 0,325. There was high correlation between both of variables. There score sig was 0,000 < 0,005. Alternative hypothesis is accepted. It means reading aloud and pronunciation were positive significant, in English lesson as foreign languange at the eleventh grade of SMK Negeri Kalibaru BanyuwangiThe study aimed to find out the correlation between students’ reading aloud and pronunciation at the eleventh TJKT 2 grade of SMK Negeri Kalibaru. The researcher applied a correlation method. The study was carried out into one class. The population of this research is 480 from all of eleventh class. The sample of this study consisted of 35 students of the eleventh TJKT 2 grade of SMK Negeri Kalibaru, the sample used was cluster sampling. The data was collected by questionnare and oral test. The result of data used Pearson product moment SPSS 21. The finding of the reserch indicates that there were the significant and correlation between student’s reading aloud and pronunciation. According to the level of Pearson correlation, r count 0,738 > r table 0,325. There was high correlation between both of variables. There score sig was 0,000 < 0,005. Alternative hypothesis is accepted. It means reading aloud and pronunciation were positive significant, in English lesson as foreign languange at the eleventh grade of SMK Negeri Kalibaru Banyuwangi

The Integrating Technology in English Speaking Instruction : A Literature Review on Tools, Strategies, and Impact Mislawiyadi Mislawiyadi; Sirrul Bari
JOEY: Journal of English Ibrahimy Vol. 4 No. 2 (2025): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2025.v4i2.75-89

This literature review synthesizes empirical findings from national and international research on the integration of technology in English speaking instruction. The review identifies several categories of technological intervention, including mobile-assisted language learning (MALL), blended learning environments, AI-powered tools, gamification, and collaborative platforms. Studies show that these tools enhance speaking subskills—fluency, pronunciation, vocabulary, and grammar—while also increasing learner motivation, confidence, and engagement. For instance, 92–96% of learners reported improvements in vocabulary and fluency when using technology-enhanced instruction. Mobile-assisted learning showed measurable score gains in pronunciation (+10 points), fluency (+6), vocabulary (+6), and grammar (+4). A meta-analysis of 67 studies confirmed a statistically significant positive effect, with average learning gains exceeding 0.5 standard deviations (d = 0.51) over traditional methods. Additionally, learner engagement was found to account for 68.5% of the variance in speaking performance, demonstrating its central role in successful outcomes. While challenges remain—such as infrastructure limitations and unequal access—the evidence supports the pedagogical value of technology in making English speaking instruction more effective, interactive, and learner-centered.

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