Pioneer: Journal of Language and Literature
Pioneer is a journal of language and literature which provides academics and practitioners with the opportunities to put out their ideas, theoretical applications, data analyses, discourses, and literary criticisms. This journal is managed by Faculty of Letters, University of Abdurachman Saleh Situbondo, and published periodically in June and December.
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<![CDATA[Using Google Classroom as Media for Learning English during Pandemic ]]>
<![CDATA[Fahriany Fahriany]]>;
<![CDATA[Qurrotu Aini]]>;
<![CDATA[Nida Husna]]>;
<![CDATA[Didin Nuruddin Hidayat]]>;
<![CDATA[Waliyadin Waliyadin]]>;
<![CDATA[Agus Sufyan]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1683
<![CDATA[Google Classroom is one of the platforms that can be utilized to help learn and is one of the platforms that can be used to assist in e-learning. This study aims to investigate the students’ views regarding the use of Google Classroom as a medium for English learning. This study employed a quantitative descriptive method in the form of an online survey by recruiting 90 students from five classes to voluntarily fill in an online survey using Google Forms. With the highest mean score of 4.06, the students admitted that Google Classroom makes it easy to sign, send, and receive the assignment. This finding indicated that students were satisfied with the aspects of Google Classroom, including accessibility, perceived utility, communication and interaction, and satisfaction with the learning activities offered by Google Classroom.]]>
<![CDATA[Illocutionary Acts and Contextual Utterances in the Movie Raya and the Last Dragon ]]>
<![CDATA[Ayu Ratri]]>;
<![CDATA[Barli Bram]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1523
<![CDATA[Understanding illocutionary acts in English can be challenging for EFL students. To understand illocutionary acts, EFL students can see how native speakers express utterances in their speech and understand the context that constructs the basis for using the illocutionary act. This study explored the types and contexts of utterances in the movie Raya and the Last Dragon. Data, consisting of 31 utterances, were collected from the movie transcript and analyzed using content analysis to classify illocutionary act types and contextual utterances. Results showed the movie characters usall five illocutionary acts, and the most dominant illocutionary act was the assertive type, which occurred 13 times. The context underlined the characters expressing illocutionary acts was the place, the interlocutor, the purpose of the conversation, the use of words, and the tone. This film type of verbal communication without text was direct speech or dialogue. This study offers relevant knowledge and benefits to EFL learners and teachers in the learning-teaching processes, such as creating familiarity with complex meanings in English to avoid misinterpretation, developing their consciousness of English utterances, and growing their capability to execute the speech act flawlessly.]]>
<![CDATA[Students’ Learning Motivation toward the Implementation of Blended Learning during Post-Pandemic EFL Classroom ]]>
<![CDATA[Jibriil Ahmad Abdillah]]>;
<![CDATA[Sueb Sueb]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1706
<![CDATA[As the situation of the Covid-19 pandemic in Indonesia is gradually recovering, schools may reopen for limited face-to-face learning under particular measures during this transition period to the post-pandemic. This study aims to describe the implementation of blended learning and student motivation in secondary schools in limited face-to-face classes. This qualitative study collected the data through observation and questionnaires, involving two classes of junior high school students (N=70) of one urban public school in Sidoarjo, East Java, where blended learning was mandatory during the transition period. The results show a clear difference between the two modes; students who participated during the in-person learning session are more enthusiastic, engaged, and active during teaching and learning activities, while students who studied at home seemed quieter and less motivated to learn during the blended learning session. Students further considered blended learning as a way to increase their learning motivation. They were more interested in the subject and had an easier way to find material online. Furthermore, various types of activities such as group and pair work, collaborative learning, and individual learning can be used to increase students’ engagement and interests during communicative language practice. The extrinsic and intrinsic factors of students as learning drivers should be considered by the teacher before applying certain learning methods and learning approaches, especially for English learning after the pandemic.]]>
<![CDATA[The Chronicles of Satiation as Reflected on Ryunosuke Akutagawa’s Imogayu ]]>
<![CDATA[Listyaningsih Listyaningsih]]>;
<![CDATA[Rommel Utungga Pasopati]]>;
<![CDATA[Mohammad Mirza]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1668
<![CDATA[Literature examines differences among classes especially the powerful-the non-powerful and the rich-the poor through literary conditions. Imogayu is Ryunosuke Akutagawa’s short story that tells Goi, a poor samurai. He is astonished with imogayu (yam gruel) and wishes more of it, but his fellows and master laugh at him for wishing so. The master asks Goi to follow him eat more imogayu and he agrees. In a village, his master tells his servants to cook imogayu then tells Goi to eat. Seeing many people cooked it then looking at plentiful imogayu, he loses appetite as he is fed up. Thus, the research question is, how is satiation reflected on Ryunosuke Akutagawa’s Imogayu? Through qualitative method on economic, socio-political, and psychological points, this study underlines changing condition of Goi from wanting imogayu to becoming satiated. Through psychology of satiation by Jeff Galak, behavior could change when consumption face hedonistic enjoyment. Class difference is seen in how Goi’s wish does come true but its abundant amount makes him sick of seeing wasted material used. In conclusion, Goi’s satiation comes from how his simple wish faces lavish reality. His satisfaction changes into satiation after seeing luxury that he never senses at all.]]>
<![CDATA[Problems Encountered by Indonesian EFL Learners in Mastering Speaking Skills ]]>
<![CDATA[Franscy Franscy]]>;
<![CDATA[Ramli Ramli]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1176
<![CDATA[The aims of this research are to analyze and find the linguistic and non-linguistic faced by Indonesian EFL learners in mastering speaking skill. This research uses a qualitative approach with descriptive analysis method. The researchers involved as observers and informants who directly engaged in this research. The research data were obtained by involving as the subjects of study. This research focuses on the problems experienced by students in mastering English speaking skill as the object of research. The data collection technique of this research was conducted by observation, interview, and documentation with main informants and additional informants. The researchers used the main data source from the informants’ interview to find out the problems faced by Indonesian EFL learners in mastering speaking skill. Result of the data indicated that Indonesian EFL learners experienced the problems both in linguistic and non-linguistic aspects. The linguistic aspects comprise of: (1) comprehension, (2) pronunciation, (3) vocabulary, (4) grammar and (5) fluency. Whereas the aspects of non-linguistic included; (1) nervous to speak, (2) no motivation, (3) afraid of making errors, and (4) low participation in class. The result of this research showed that the highest percentage that caused students' speaking mastery problems was the linguistic aspect, which reached 77% while the non-linguistic aspect only reached 23%.]]>
<![CDATA[Application of the 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese Semantic) Digital Module in Semantic Courses of Mandarin Education Program of State University of Malang ]]>
<![CDATA[Karina Fefi Laksana Sakti]]>;
<![CDATA[Amira Eza Febrian Putri]]>;
<![CDATA[Octi Rjeky Mardasari]]>;
<![CDATA[Sunarti Sunarti]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1744
<![CDATA[The aims of this study are: (1) to describe the application of the 汉语的语义学[Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module in the semantic course of the Mandarin Language Education Study Program, State University of Malang, and (2) to describe student responses to the 汉语的语义学Chinese semantics digital module. This study used descriptive qualitative method. The data sources used in this study were students of class 2020 B of the Mandarin Language Education Study Program, State University of Malang. The data from this study were obtained from the results of observations and the results of student response questionnaires. The results of observations from this study indicate that learning activities by applying the 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module run smoothly. Students of 2020 B enthusiastically participated in all learning activities in semantic courses from beginning to end. In addition, students can also understand Chinese semantic material easily, as evidenced by students being able to complete the practice questions in the module well. Based on the results of the student response questionnaire, it can be seen that the 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module makes students easier to learn Chinese semantic material anywhere and anytime. Students can understand Chinese semantic material quickly, because the material in this 汉语的语义学 [Hànyǔ de Yǔyì Xué] (Chinese semantic) digital module is written in Indonesian. It can be concluded that the 汉语的语义学Chinese semantic digital module is effective to be applied to the semantic course of the Mandarin Language Education Study Program, State University of Malang.]]>
<![CDATA[Psychology Analysis of Main Character in the Novel Gitanjali by Febrialdi R ]]>
<![CDATA[Zilfa A. Bagtayan]]>;
<![CDATA[Jafar Lantowa]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1694
<![CDATA[This study aims to describe the psychology of main characters in the novel Gitanjali by Febrialdi R. In detail, the purpose of this study is to describe the psyche of the main character when facing various kinds of problems in his life. This research uses the library method. The subject of this research is a novel entitled Gitanjali by Febrialdi R which was published by mediakita publisher in 2018. This study focuses on problems related to the psychological conflict experienced by the main character. The results showed that: First, the main character of the novel Gitanjali received injustice. An accident that happened when he worked at a restaurant made him dismissed from the restaurant because of his disability. Second, the main character experiences despair in his life and love relationship. He feels hopeless about his love relationship which is not going well due to the demanding parents of his partner. It made him insecure, moreover his partner was a lecturer while he was just an ordinary man. Third, the main character lives alone because since childhood he never knew his biological parents and only lived in an orphanage. Fourth, the main character is depressed due to the problems that come his way.]]>
<![CDATA[Using Word Wall Technique and Vocabulary Mastery on Students’ Writing Skill ]]>
<![CDATA[Suryadi Suryadi]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1644
<![CDATA[The study's purpose was to determine the effect of the word wall approach and vocabulary acquisition on students' writing skills. For this quasi-experimental study, students in MA Negeri 1 Serang's class XI IPA 1 are randomly assigned to one of four different factorial designs, each with a 2x2 nonequivalent control group. Data on learning outcomes were gathered via pre- and post-test activities. The samples consisted of 60 students picked at random and matched to the study's circumstances and objectives. The findings indicate a substantial difference between the experimental and control groups on the posttest. The Fo was 5.225, and the Sig. was 0.025<0.05. Thus, although the null hypothesis was rejected, the research hypothesis was supported. Additionally, it suggests that the impact of combining the word wall approach with vocabulary knowledge on pupils' writing ability varies.]]>
<![CDATA[The Lexical Cohesion Found in the Educational Article of Jakarta Post ]]>
<![CDATA[Nenni Triana Sinaga]]>;
<![CDATA[Hotmian Sagala]]>;
<![CDATA[Uli Evianna Hutabarat]]>;
<![CDATA[Joel Apriadi Sinaga]]>;
<![CDATA[Johannes Nababan]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1689
<![CDATA[The article writing found in the Jakarta post is essential to understand, especially in learning English and to know the quality of the article. This study aimed to determine what type of lexical cohesion is most prevalent in Jakarta Post educational articles and why that type of lexical cohesion is prevalent in the first place. The researcher used Halliday and Hassan's theories about lexical cohesion, which is lexical cohesion divided into two kinds, namely reiteration and collocation. There are five types of reiteration: repetition, synonymy, antonym, meronym, and hyponym. This study was conducted using the qualitative method. Data analysis used Miles and Huberman's model (reduction, display, and verification). The outcomes were discovered. Repetition occurred in nine items, synonymy in five items, hyponymy in an item, antonym in an item, meronym in an item, and collocation in five items. The most dominant kind that was found is repetition, with nine items. It is more dominantly found in educational articles because the article shows the quantity of affirmation of ideas or intensity and beauty in clarifying the contents of the text.]]>
<![CDATA[The Use of Pictionary Game in Teaching Vocabulary to Second Grade Students of SMPN 1 Raya ]]>
<![CDATA[Uni Wanni Purba]]>;
<![CDATA[Kammer Sipayung]]>;
<![CDATA[Febrika Lumbantoruan]]>;
<![CDATA[Renata Vonbora Simanjuntak]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 14 No 1 (2022) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v14i1.1672
<![CDATA[Pictionary game is a fun and enjoyable guessing word game that can motivate students to learn English. This research deals with improving students’ vocabulary by using the Pictionary game for the second-grade students in SMP N 1 Raya. This research aims to determine whether the Pictionary game can increase students’ vocabulary. This study applied Classroom Action Research (CAR). The sample of the research was the second-grade students of SMP N 1 Raya in academic 2021/2022. The writer used two cycles that occur of two meetings. The finding of this study was that the Pictionary game can improve students’ vocabulary. It can be proved from the calculation of the test in both cycles. In the pre-test, the mean of the students’ score was 62,18. In post-test cycle I, the mean of vocabulary score was 72,84 and the mean score in post-test cycle II was 77,09. Based on the data, it could be concluded that there was a significant improvement in students’ vocabulary by using the Pictionary game. Based on the research, it is suggested that English teachers should use the Pictionary game as a technique in teaching vocabulary.]]>
