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All Journal Proceeding of International Conference on Teacher Training and Education JEES (Journal of English Educators Society) Acuity : Journal of English Language Pedagogy, Literature and Culture Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Journal of English Language and Education ENJEL: English Journal of Education and Literature National Multidisciplinary Sciences Pubmedia Jurnal Pendidikan Bahasa Inggris Journal Of Humanities Community Empowerment Journey: Journal of English Language and Pedagogy
Tanzil Huda, Tanzil
Universitas Muhammadiyah Jember
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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GRAMMATICAL ERRORS ANALYSIS ON EFL LEARNERS’ WRITING: : A case study at Junior High Islamic Boarding School in Jember Tanzil Huda; Wakhyu Wuda
Journey: Journal of English Language and Pedagogy Vol. 2 No. 2 (2019): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v2i2.767

Abstract

Writing is supposed to be a complicated language skill. There exists a lot of sub-skills should be learnt by EFL/ESL learners in order to write well such as vocabulary acquisition and grammatical mastery. In the process of writing, the learners should put ideas into phrases, clauses, and sentences by keeping the well-formedness of the structure. The learners should also be aware of that linguistic aspects when they are constructed a composition. Due to the complexity of writing skill, the learners potentially make error/s. The errors were potentially occured in Junior High Islamic Boarding School in Jember. The recent study was intended to investigate the dominant error/s made by the EFL learners at Junior High Islamic Boarding School in Jember. The study also tried to explore the factors cause those learners made the error/s. The study was a case one which employed the qualitative approach. This study revealed that the dominant error made by the students was misformation errors which were occured because of the interference of the learners’ mother tongue i.e., the learners still got confused to change the verb into past participle, as what it was called as intralanguage error in which it was taken place because inadequate knowledge how to use or to change verb. In addition, it was occured by some other factors such as environment, the process of teaching and learning including of learning style and feedback, the availability of learning source, and low motivation. In conlclusion, the dominant errors made by EFL learnes at Junior High Islamic Boarding School in Jember were omission of to be, omission of plural, omission of article, omission of preposition, simple addition, misformation, and misordering. In addition, the factors contributed to the errors were inadequacy of grammar competence, environment, learning feedback, and low learning motivation
Enhancing Listening Comprehension In Grade XI-D at MAN 2 Jember through Note-Taking Techniques Avinia Prismantikasari; Tanzil Huda; Fitrotul Mufaridah
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1440

Abstract

Listening comprehension is a crucial skill in language learning,. But many students continue to struggle with understanding spoken information due to cognitive overload, difficulty identifying key points, and ineffective note-taking strategies. A preliminary observation in Class XI D at MAN 2 Jember revealed that students faced significant challenges in listening tasks, as shown by their low average pre-test score of 52.5. These difficulties highlighted the urgent need for targeted instructional strategies like Classroom Action Reserach to support their listening development. This classroom action research (CAR) was conducted to investigate the effectiveness of sentence and abbreviation note-taking techniques in improving students' listening comprehension. Implemented over two cycles involving planning, acting, observing, and reflecting stages, the study demonstrated a significant improvement in students’ performance, with the average score rising to 75.9 in Cycle 2, surpassing the success criterion of 70. The findings suggest that structured note-taking techniques enhance students’ ability to extract key information and reduce cognitive overload. By addressing challenges such as classroom arrangement, phonological interference, and divided attention, the study provides practical insights for teachers seeking to improve students' listening skills through effective note-taking strategies.
Code Switching and Code Mixing Uttered by Thai Students in Indonesia: Types and Contributing Factors Tanzil Huda; Yayah Ikhda Nevia; Nurhayatee Mushoma
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1490

Abstract

Bilingualism and multilingualism are closely related to these language phenomena i.e. code switching and code mixing. Recently, bilingualism and multilingualism are also linked to translingualism This study explores the use of code switching and code mixing among Thai students at Universitas Muhammadiyah Jember in Indonesia, examining their types and underlying causes.. The research, conducted from September 2024 to February 2025, utilized a qualitative descriptive method, gathering data through audio recordings, interviews, and observations. The findings revealed three types of code switching: tag-switching (50%), intra-sentential (40%), and inter-sentential (10%). Similarly, three types of code mixing were identified: alternation (52%), insertion (41.5%), and congruent lexicalization (6%). The study also found that factors such as language proficiency, academic year, social environment, communicative intent, and emotional factors influenced students' language practices. Older cohorts tended to use more Indonesian and English, while newer students relied more on Thai and Malay. The study concludes that code switching and code mixing serve as adaptive strategies for Thai students to navigate their multilingual environment, improve communication, and express their identity. These findings contribute to understanding multilingual practices among international students and support the integration of translanguaging pedagogies in multicultural educational settings.
Co-Authors Adhinata, Adrian Arfa agus milu susetyo Anggraini, Lydia Putri Aroeboesman, Fatwa Pujangga Avinia Prismantikasari Bagus Faizal Rizal Choirul Islamiyah Devanti, Yeni Mardiyana Fadilah Putri, Nike Fitrotul Mufaridah Ima, Dwi Sinta Mardiana Indah Rakhmawati Afrida Loan, Nguyen Thi Thuy M Iwan Wahyudi Mardiyana Devanti, Yeni Mariyae Chelong Nurhayatee Mushoma Oktarini, Widya Prismantikasari, Avinia Rachmanda, Refianisya Rasuki, Muhlisin Rica Wakhyu Wuda Sama , Kamariyah Syamsul Hadi Wakhyu Wuda Wijaya, Insan Yayah Ikhda Nevia Yuliantari, Shinta