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All Journal Journey: Journal of English Language and Pedagogy
Indrawati Pusparini
Insan Budi Utomo University
Education Languange, Linguistic, Communication & Media

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Improving Students’ Vocabulary Mastery through Snake and Ladder Game at Seventh-Grade Students Vinsensia Noyanti Jelimun; Mukarom Mukarom; Indrawati Pusparini
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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This classroom action research aimed to improve seventh-grade students’ vocabulary mastery by implementing the Snake and Ladder game as an interactive learning medium. The study was conducted in two cycles following Kemmis and McTaggart’s model consisting of planning, action, observation, and reflection. Participants included 32 seventh-grade students from a junior high school in Indonesia. Data were gathered through vocabulary tests, observation checklists, field notes, and student interviews. Findings indicate that using the Snake and Ladder game enhanced students’ motivation, participation, and vocabulary achievement. Students’ scores improved from a pre-test average of 58.7 to 69.5 in Cycle 1 and later reached 81.3 in Cycle 2, surpassing the minimum mastery criterion. Qualitative findings further showed that the game encouraged collaboration, reduced anxiety, fostered a supportive learning climate, and created a joyful classroom atmosphere. These results suggest that the Snake and Ladder game is an effective instructional strategy for strengthening vocabulary mastery among seventh-grade students. Teachers are recommended to incorporate structured game-based learning activities into English lessons to improve student engagement and learning outcomes.
Integrating Hot Potatoes as a Digital Media to Develop Students’ Reading Skill Fadilla Zafa Armandini; Indrawati Pusparini
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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The present study aims to analyze the integrating Hot Potatoes as a digital learning media in improving students’ reading skills in senior high school. The research was initiated due to students’ low interest and achievement in reading, coupled with the limited variations of instructional media commonly used by teachers. Hot Potatoes, a software for creating interactive exercises, provides various task types such as multiple-choice, matching, gap-filling, and crossword puzzles, which can potentially enhance students’ engagement. This study employed a Classroom Action Research (CAR) design conducted in two cycles, consisting of planning, action, observation, and reflection. The participants were 32 tenth-grade students from a senior high school in Malang. Research instruments included a reading test, observation checklist, and student response questionnaire. The findings revealed that integrating Hot Potatoes significantly improved students’ reading scores, as indicated by the increase in the average score from the pre-cycle to the second cycle. Students also demonstrated higher enthusiasm and motivation toward digital-based reading activities. Thus, Hot Potatoes proved to be an effective and engaging digital media for developing students’ reading skills. The study recommends that teachers incorporate interactive digital tools in reading instruction to enhance learning outcomes and student participation
Optimizing YouTube Videos to Enhance English Listening Skills: Students’ Perceptions and Learning Strategies Ananda Sabda Prayudha; Indrawati Pusparini
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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This study examines university students’ perceptions of using YouTube as a learning medium to improve English listening skills and explores how learners apply language learning strategies while engaging with YouTube content. Drawing on O’Malley and Chamot’s (1990) framework—metacognitive, cognitive, affective, and social strategies—this qualitative research involved ten English Department students from Sam Ratulangi University. Data were collected through semi-structured interviews and analyzed thematically. Findings reveal that students perceive YouTube as an effective, accessible, and motivating resource for developing listening skills due to its multimodal input, authentic language exposure, rich educational content, and convenience. Students reported improvements in comprehension, vocabulary, pronunciation, and awareness of accents. They also employed a range of learning strategies while using YouTube for language learning. The study concludes that YouTube functions as a powerful tool supporting autonomous listening development. Implications for teaching, learner autonomy, and future research are discussed
Co-Authors Ananda Sabda Prayudha Fadilla Zafa Armandini Mukarom Mukarom Vinsensia Noyanti Jelimun