JOURNEY : Journal of English Language and Pedagogy
Journey is a journal developed by English Education Department of IKIP Budi Utomo focusing on receiving the creative and intelectual products of lecturers, researchers, and practitioners on the field of English Language Teaching, Linguistics, and Literature. It is epected that this journal will be able to facilitate everyone concerning on publishing their research on the development of Those fields. This journal is published every February and September.
Articles
163 Documents
<![CDATA[IMPLEMENTING COLLABORATIVE STRATEGY TO IMROVE READING COMPREHENSION THE ELEVENTH GRADERS OF SMK KERTHA WISATA MALANG ]]>
<![CDATA[Chindy Hanggara Rosa]]>;
<![CDATA[Yahmun Yahmun]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 2 No 1 (2019): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.253
<![CDATA[ABSTRACT In this classroom action research, the researcher used the model of classroom action research developed by Kemmis and Mc Taggart (1999). There are four steps of teaching. Before doing those four steps, the researcher did reconnaissance step by observing the class situation and interviewing the class teacher and the students to know the problems. After knowing the problems, the researcher started to do the four steps of teaching they were planning, implementing, observing, and reflecting. The findings of this result showed that teaching reading comprehension using collaborative strategic reading improved the students` reading comprehension skill. In the first cycle the result was not satisfactory. The students were still passive in class because they did not understand about the method and many of them still found difficulty in understanding the texts. Their mean score of the first cycle was under the MMC. The criterion of success is when students give good response to this method, and also get the mean score that reach the MMC. After implementing the second cycle, the researcher found that the students were more enthusiastic because they knew about the topics of the texts and enjoyed comprehending the texts using CSR. They felt that the method was not boring. Besides that, the students` mean score was 72.85. The second cycle succeeded and proved that the students` mean score improved. It was above the MMC.]]>
<![CDATA[IMPROVING ENGLISH WRITING SKILL OF ELEMENTARY STUDENTS BY USING WHAT’S MISSING METHODS ]]>
<![CDATA[Dayu Retno]]>;
<![CDATA[Ade Christianti]]>;
<![CDATA[Ahmad Arif Fadillah]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 2 No 1 (2019): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.286
<![CDATA[This study aims to determine the effect of students' writing skills on English subjects using the 'What Missing' method. This study used a quasi-experimental research method with the research design of Nonequivalent Control Group Design. The population subjects in this study were 6 th grade students of Kampung Melayu 1 Elementary School 1 Tangerang Regency. Data collection techniques using question instruments test essay writing skills To test the pretest hypothesis in this study used the t test, from the results of the t test obtained obtained t count = -0.3 <t table = 2.00. Whereas for testing the posttest hypothesis from the results of the t test it is obtained thitung = 6.06> t table = 2.00, it can be concluded that there is a significant effect between the posttest value of the control class and the experimental class. This can be interpreted that the use of the What’s Missing method is very influential on students' English writing skills.]]>
<![CDATA[INFORMATION GAP: SPEAK FLUENTLY IS BETTER IN EFL CONTEXT ]]>
<![CDATA[Mushoffan Prasetianto]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 2 No 1 (2019): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.287
<![CDATA[This paper aimed to review small talk technique proposed by Hunter (2012) and to propose information gap. Small talk is another way of corrective feedback. The teacher gives feedback after the activity is done by giving them written feedback/worksheet. The feedback is given to develop the students’ accuracy and speaking complexity ability. However, the question on how accurate the students should be will emerge. Whether students are expected to be native-like or not. In EFL context, it is hard to make the students to be native-like since English is foreign language for them. The naturalness of environment does not give language input for them. Thus, students can speak fluently is better than speak accurately in EFL context. As long as, the students can deliver the message is enough because communication is to deliver the missing information between speakers. The information gap technique is the way to develop the students’ fluency. This technique provides the real communication which is delivering the missing information. In conclusion, students should speak fluently in EFL context.]]>
<![CDATA[BUILDING EFL STUDENTS’ SELF-CONFIDENCE, MOTIVATION, AND ABILITY IN LISTENING ENGLISH 2.0 ]]>
<![CDATA[Hastowohadi Hastowohadi]]>;
<![CDATA[Ruston Kumaini]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 2 No 1 (2019): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.288
<![CDATA[The study investigates the relationship among self-confidence, motivation, and the ability of listening skill by using using 2.0. It occured when some students getting difficulty to respond listening record, they did not get any motivation while listening section is was tested to them, and practically they got less confidence to share their answer. I used mobile phone as a tool to transfer listening material, process to maintain listening class more attractive to the students. It could build up students’ self confidence, motivation, and ability in listening class. Based on the implementation of listening English 2.0, the major findings were; the students felt motivated, confidence, and built up their ability where they are correlated. They feel confidence to answer questions regarding to listening material. The students felt self confidence. These findings provide a valuable framework for lecturer/instructor in English as a Foreign Language to build up those aspects by using technology 2.0.]]>
<![CDATA[THE EFFECTS OF READING METHOD ON THE COMPREHENSION PERFORMANCE OF THIRD SEMESTER STUDENTS OF BALIKPAPAN FOREIGN LANGUAGE ACADEMY ]]>
<![CDATA[Muhammad Rochman]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 2 No 1 (2019): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.295
<![CDATA[In this study the researcher investigated the relative effects of different reading methods on the comprehension performance of Balikpapan Foreign Language Academy EFL Third Semester students. The scores of participants who read three comparable passages in three ways (oral, silent and subvocalizing) were compared. Results revealed a significant difference between oral reading and subvocalization, and between oral reading and silent reading. Oral reading had the greatest effect on comprehension performance among the three reading methods examined. All groups reported that oral reading was the most preferred reading method with the majority of respondents feeling the style best supported comprehension. Feedback suggested that oral reading was preferred specifically because it helps in memorizing words and texts, concentration, and practicing and pronouncing words for real world encounters. It is recommended that second language lecturers and students use all available reading methods in order to identify which method best serves their study objectives.]]>
<![CDATA[ENGLISH PRONUNCIATION ERRORS BY SUNDANESE SPEAKERS ]]>
<![CDATA[Dwi Warry Octaviana]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 2 No 1 (2019): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.297
<![CDATA[The students’ first language (Sundanese) often interferes with English pronunciation. For example, the students get difficulties to distinguish in pronouncing certain sounds of vowels such as between /e/ in ‘beg’ and /æ/ in ‘bag’, /ei/ in ‘wait’ and /e/ in ‘wet’. Sometimes, the students will be able to identify specific problem sounds and sometimes they will not. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the students’ native language does not contain. Therefore, the study was aimed at finding out the main factors that cause the students’ English pronunciation errors and identifying the types of the students’ English pronunciation errors. In acquiring the data, the research used descriptive method. The data needed are gained through a sample consisting 10 of 32 students. The sample was randomly selected. The students were given ten items of questionnaire asking for their responses in line with the causes of their English pronunciation errors. Then, the students’ English pronunciation errors were found from the analysis of the reading material that had been read by the students. In relation to the data gained, the data findings showed that the main factors that caused the students’ English pronunciation errors were coming from internal factors (lack of practice, lack of self-confidence, and lack of exposure) and from the external factors (the differences in pronunciation between the students’ first language (Sundanese) and their target language (English) and the differences between what the correct pronunciation that should be pronounced and its writing actually). After the investigation, the types of English pronunciation errors made by the students in vowels sound were: long and short vowels, diphthongs, and triphthongs. It was caused by the inability to hear certain English sounds that the students’ native language does not contain.]]>
<![CDATA[STUDENTS’ MOTIVATIONAL FACTORS IN WRITING ESSAY ]]>
<![CDATA[Hernina Dewi Lestari]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 2 No 1 (2019): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.321
<![CDATA[This study aims at discovering the possible motivational factors affecting English Department students in writing essay. Employing descriptive qualitative mode of research, the researcher tried to figure out the concerning factors especially the motivational areas which possibly became the major support and/or hindrance for the students to write essay. To meticulously note down the result, the researcher made use of unstructured interview as the method of collecting the data. The result found teacher’s overall performance, peers’ performance, parent’s involvement, and classroom ambience as the dominant motivational factors affecting students’ performance in writing essay. Future researchers are suggested to study the more specific areas of motivational factors affecting students in writing essay to get better and deeper understanding.]]>
<![CDATA[A SEMANTIC ANALYSIS ON THE ENGLISH TRANSLATION OF SURAH LUQMAN ]]>
<![CDATA[Munawwir Hadiwijaya]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 2 No 1 (2019): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.404
<![CDATA[Quran in Islam has role as the highest source which is used in formulating laws, and other regulations concerning the relation between the creature and his creator and creature with other creature. One of surah in Quran is surah Luqman, which consists of many advices of a man whose name is Luqman. It is so special because there are educational aspects which can be learned from this surah. Luqman in delivering his advices is not by the way of saying in a harsh manner, but by the way of full of affection, which is shown in his hearty calling to his son by the word bunayya (my son). In educating be desirable that must be based on or surrounded by the affection feeling to the students. This research tends to be descriptive qualitative research since it does not deal with number at all, which describes about semantics aspects and the message involvement used in the English translation of surah Luqman done by Taqqi-ud-Din and Muhsin Khan. The result shows that there are three categories of meaning can be found in this discussion, they are lexical meaning, sentential meaning, and discourse meaning, they almost can be found in every part of surah Luqman. Moreover, there are several messages involved in surah Luqman such as, they are Quran guarantee the success of people who believe in God, the advisees of Luqman to his son, and the authority of God upon this universe is absolute and the impact of denial of it.]]>
<![CDATA[ENHANCING THE FIRST SEMESTER STUDENTS’ SPEAKING ABILITY USING INSTRUCTIONAL VIDEO ]]>
<![CDATA[Sri Fatmaning Hartatik]]>;
<![CDATA[Ike Dian Puspita]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 1 No 1 (2018): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i1.220
<![CDATA[This one-cycle Clasroom Action Research (CAR) was intended to improve students’ speaking abilty in describing someone. This was done because the researchers’ observation during preliminary study showed that students found difficulties in delivering their thought in speaking. It was indicated by their hesitation to present their thoughts. Besides, from some students’ performance during preliminary study, the researchers found that students still found difficuties to pronounce English words. To this, instructional video implementation was selected to eliminate this problem. After the plannings were implemented, the results of video implementation was reflected by reflecting the revealed scores with the criteria of success. Finally, it was found that using instructional video in teaching speaking did not only improve students’ speaking ability but also motivate students to participate actively in the teaching and learning process.]]>
<![CDATA[USING CHAIN CARD GAME TO IMPROVE THE WRITING SKILL OF THE SIXTH GRADE SD KARTIKA IV-1 MALANG ]]>
<![CDATA[Iflinda Virgina Sutalistya]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 1 No 1 (2018): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i1.222
<![CDATA[Based on the implementation of Class Action Research (CAR) by using strategy of chain card game, there are detailed description for each cycle. In cycle I the students who has mastered the learning progress achieve 60% with the score average is 73,3. For the learning activities there is 2 complete descriptors with the percentage of 85% and 3 incomplete descriptors with the percentage of 47,8%. For creativity there are 2 complete descriptors with the percentage of 85% and 2 incomplete descriptors with the percentage of 55%. For the Students’ pleasant all off the descriptors are complete with the percentage of 93,3%. The interactivity of the students show that all the descriptors are complete with the percentage of 85,5%. There is an increasing of score that achieved by students who has mastered the learning. That is 80% with the average is 81,0. For the learning activities all of the descriptors are complete with the percentage of 94%. There is an increasing of 9,0%. For the interactivity all of the descriptors are complete with percentage of 89,1%. There is an increasing of 4,1%. For the students’ pleasant 100% are the descriptors are complete. There is an increasing of 6,7%. For Interactivity, all of the descriptors also complete with the percentage of 96,7%. There is an increasing of 11,2%. Considering the data above, the implementation of chain card game can improve the students writing skill of sixth grade at SD Kartika IV-1 Malang]]>
