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All Journal JOEY : Journal of English Ibrahimy
Mislawiyadi Mislawiyadi
UNIVERSITAS IBRAHIMY
Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences

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Unveiling the Dynamics: A Comprehensive Exploration of Formal Learning in Second Language Acquisition Theory: English Mislawiyadi Mislawiyadi
JOEY: Journal of English Ibrahimy Vol. 3 No. 1 (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.v3i1.59-70

Abstract

Unveiling the Dynamics: A comprehensive exploration of formal learning in second language acquisition theory was a multidisciplinary research endeavor to unravel the intricate processes and dynamics underlying the acquisition of a second language within formal educational settings. That was grounded in cognitive, socio-cultural, and pedagogical perspectives. This research adopted an integrative approach to provide a holistic understanding of the complex journey of language learning. The cognitive dimension of the study investigated mental processes involved in second language acquisition, drawing on cognitive theories, psycholinguistics, and neuro-educational insights. The socio-cultural exploration delved into the influences of cultural contexts, social interactions, and educational environments on linguistic development, recognizing language learning as a socially embedded phenomenon. This research evaluated pedagogical approaches, synthesizing educational theories and empirical studies to discern effective instructional strategies within formal language education and captured the empirical diverse experiences of teaching and language learning. The comprehensive exploration presented in this research contributes valuable insights to the field of second language acquisition theory, offering a foundation for further research and the development of effective language learning pedagogies. The integration of diverse perspectives and the recognition of the intricate dynamics involved in formal learning highlight the complexity of the language acquisition process and provide a basis for informed educational practices in second language acquisition instructions.
The Effect of Students’ Vocabulary Mastery through Dictation Games : English Mislawiyadi Mislawiyadi; M. Faidlul Anwar Karim
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.v3i2.65-74

Abstract

Game was an activity or form of entertainment that involved players in specific rules with the aim of creating a fun or challenging experience. Many students experienced difficulty in mastering English vocabulary, and for this reason, The purpose of this study was to use the dictation games method for assisting students in learning vocabulary in English. The research design employed was a quasi-experimental method, conducted at SMPN 1 Asembagus. The sample method employed was basic random sampling, and there were a total of 74 respondents divided into 37 respondents for the control group and 37 respondents for the experimental group. Subsequently, data processing and data analysis were conducted using a quantitative method. This research employed a questionnaire as the instrument for the pre- and post-tests. According to the study's findings, student's understanding of English vocabulary can be significantly impacted by the dictation games approach. The average score from the pre- and post-tests shows this. Pre-test mean score is 68.11; post-test mean score is 92.70. The result of the hypothesis test with the paired sample t-test is a t-score (+) 21.170 since the t-score > 1.729. The fact that the alternative hypothesis, or H1, is accepted and the null hypothesis, or H0, is rejected, it can be said that dictation game gives a positive effect on students’ vocabulary mastery.
The Effect of Roundtable Methods on Narrative Reading: English Mislawiyadi Mislawiyadi; Sofwil Widad Fuadi
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.v4i1.10-23

Abstract

Analyzing the impact of the roundtable technique on students' reading abilities was the aim of the study. Quasi-experimental methodology was employed. This study was carried out at MTs Nurul Qarnain Sukowono Jember in the eighth grade. The researchers separated the 64 students into two classes—32 for the experimental class and 36 for the control class—because the population included at least 128 pupils. Roundtable instruction was used in the experimental class, but it was not used in the control classroom. According to the study's findings, students' reading skills improved better when the roundtable technique was used. Its foundation lies in the statistical hypothesis that the p-value, also known as sig (2-tailed) = 0.000, was less than the sig α 0.05. In summary, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Thus, it was demonstrated that the roundtable technique had a considerable and positive impact on eighth-grade MT students' reading abilities. Jember Nurul Qarnain Sukowono
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

Abstract

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.
The Influence of Reading Text Activities on Students’ English Speaking Ability at SMA Islam Al Fanisa Raas: English Mislawiyadi Mislawiyadi; Ukhtul Iffah; Sirrul Bari
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): 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.2026.v5i1.57-66

Abstract

This Research investigated the influence of reading text activities on students’ English speaking ability at SMA Islam Al Fanisa Raas. A quantitative approach with a pre-experimental one-group pre-test and post-test design was employed. The participants consisted of 22 senior high school students. Data were collected through speaking tests administered before and after the implementation of reading text activities. The collected data were analyzed using descriptive statistics and a paired sample t-test. The results revealed a significant improvement in students’ speaking performance after the treatment. The mean pre-test score was 61.36, while the mean post-test score increased to 74.18, indicating a mean gain of 12.82 points. Individual gain scores ranged from 13 to 15 points, demonstrating consistent improvement across all participants. The paired sample t-test confirmed that the difference between pre-test and post-test scores was statistically significant at the 0.05 level, indicating that the observed improvement was attributable to the implementation of reading text activities. These findings suggest that reading text activities provide effective linguistic input and support students in developing speaking ability by enhancing vocabulary use, idea organization, and oral confidence. Therefore, integrating reading-based activities into speaking instruction is recommended as an effective strategy for improving students’ English speaking ability in EFL senior high school contexts.
Co-Authors M. Faidlul Anwar Karim Sirrul Bari Sofwil Widad Fuadi Ukhtul Iffah