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Albadri Albadri
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JOEY : Journal of English Ibrahimy
Published by Universitas Ibrahimy
ISSN : 28282388     EISSN : 28282078     DOI : https://doi.org/10.35316/joey
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences
JOEY: Journal of English Ibrahimy is a Journal of English language and learning education published by Study Program of English Department and managed by the Faculty of Social Sciences and Humanities, University of Ibrahimy. In this journal, more emphasis is placed on aspects of teaching, learning, and the development of information and communication technology (ICT) which often find problems in the learning process in terms of methods, strategies, techniques, media and technology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 73 Documents
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The Implementation of Game-Based Learning to Enhance Students’ Speaking Skills in Indonesian EFL Classrooms: English Iwan Dudy Gunawan
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.v4i2.15-27

Abstract

This study examined the application of non-digital Game-Based Learning (GBL) to improve speaking skills in an Indonesian EFL vocational classroom. The study utilized three interactive games—role play cards, board game speaking, and picture description—to provide an enjoyable and accessible alternative to conventional instruction, thereby enhancing students' oral communication skills. It employed a Classroom Action Research (CAR) framework across three cycles with 26 tenth-grade students. Data were gathered through speaking performance assessments, classroom observations, and student surveys. The results demonstrated continuous improvement in five speaking components: fluency, vocabulary, grammar, pronunciation, and confidence. The most significant gains were noted in vocabulary and confidence, indicating that frequent engagement in communicative, low-anxiety activities promoted student involvement and risk-taking. Observational data corroborated this trend, revealing heightened participation and interaction as students became more accustomed to the game formats. Furthermore, students' feedback reflected favorable attitudes toward GBL, highlighting its role in increasing the enjoyment and motivation of speaking practice. These findings indicated that non-digital game-based learning was a practical and pragmatic approach for enhancing speaking skills, particularly in resource-constrained educational settings. The study advocated for the integration of GBL into English as a Foreign Language (EFL) speaking instruction to enhance student engagement, communication, and confidence, and suggested further research into combining digital and traditional games for broader pedagogical impact.
A Case Study Research of Fun Teaching Media for English Young Learners at Pakuniran Children Forum: English Raudhatul Islam
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.v4i2.43-50

Abstract

Teaching English for Young Learner was the target of the single unit in this reserach which focus on Pakuniran Children Forum. The objectives of this research were to analyse the strategy of using fun teaching media for English young learners and investigate the enthusiasm of the participants in the implementation at the Pakuniran Village Children Forum. A qualitative approach is required in this research to explore the specific type of phenomena, utilizing a case study design. The research was conducted in Pakuniran village, located in the Pakuniran district of East Java Province, Indonesia. Pakuniran was selected as the study area because, despite being one of the more remote regions in the district, there was a high level of enthusiasm among children for learning English. Data collection in this study was carried out using observation, semi-structured interviews, and document analysis. The result found that the interest of young learner when using fun teaching media at the Pakuniran Children Forum, as well as the strategies used in the implementation of fun teaching media. Therefore, the researcher would be able to understand foreign language learning in rural areas and optimize their role as an educator in that environment.
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.
Exploring an Exemplary English Lecturer's Participation in TPD and its Implementation in the Teaching and Learning Process: English Karim, Sayit Abdul; Ayu Ramadhani, Herlina; Nari Laksita, Radita; Matas, Gordan; Riana Dewi, Septi
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.v4i2.61-74

Abstract

Professional development for educators was crucial to ensure quality teaching and improved student learning outcomes. This study aimed to explore how an English lecturer at Universitas Teknologi Yogyakarta (UTY) participated in the Teacher Professional Program (TPD) program and implemented the knowledge gained into her teaching practice. This study used a qualitative case study approach, which involved one English lecturer who was selected based on criteria such as teaching experience and active participation in TPD activities. The questions were sent to the respondent through a digital messaging platform and analysed using descriptive qualitative analysis and Miles & Huberman's (1994) interactive model. The findings revealed that the lecturer is actively involved in both internal and external TPD programs. Furthermore, the internal programs focused on general pedagogical skills, while external programs were more targeted at English Language Teaching (ELT). The lecturer implemented various strategies from the PD sessions, such as process-based writing instruction, structured peer feedback, and the use of digital tools. However, challenges include the generality of the training materials and the lack of structured follow-up support. The study concluded that quality TPD implementation requires individual motivation and institutional support. PD programs should not only provide relevant content, but also offer ongoing support. The study highlights the need for more targeted, reflective, and practical PD to ensure meaningful impact in the classroom
Reinterpreting Problem-Based Learning in EFL Speaking Classrooms: Indonesian University Teachers’ Pedagogical Perspectives: English Purmayanti, Devi; Kholidi, Muh. Azhar; Nasution, Riandry Fadilah
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.v5i1.20-36

Abstract

Problem-Based Learning (PBL) has gained prominence as a pedagogical approach for promoting learner autonomy, critical thinking, and communicative competence. However, little is known about how PBL is interpreted, adapted, and enacted by teachers in English as a Foreign Language (EFL) speaking classrooms, particularly in Indonesian higher education. This qualitative study examined Indonesian university EFL teachers’ perceptions and enactment of PBL in speaking instruction. Semi-structured interviews were conducted with five instructors from diverse institutional contexts and analyzed using thematic analysis. The findings show that teachers did not implement PBL as a fixed instructional model but reinterpreted it as a context-sensitive, fluency-oriented pedagogy shaped by learner readiness, classroom culture, and institutional constraints. While PBL was perceived to enhance student engagement, speaking confidence, and willingness to communicate, it was primarily adapted as discussion- and task-based activities rather than sustained inquiry cycles. These adaptations reveal how teacher cognition and local educational conditions mediate global pedagogical models. By foregrounding teachers situated enactment of PBL, this study extends existing PBL theory in EFL contexts and challenges assumptions that learner-centered pedagogies transfer seamlessly across settings. The study proposes a more context-responsive understanding of PBL for EFL speaking instruction and offers implications for teacher education, curriculum design, and institutional support in similarly constrained contexts.
Teachers' Perceptions and Challenges: Evaluating TOEFL Training in an Islamic Boarding School: English Nurisma, Radina Anggun; Agata, Dias; Kusumawati, Eny; Sumarsono, Irwan; Agusalim, Imam Dui; Rizki, Aris Bahari
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.v5i1.1-19

Abstract

In response to the growing importance of English language proficiency in professional contexts, teacher training for widely used standardized proficiency test such as Test of English as a Foreign Language (TOEFL) has become increasingly essential. Despite the growing number of training, there remains limited understanding of how teachers perceive these programs and what challenges they face in applying the training outcomes to their daily practices. This study aimed to examine teachers’ perceptions of a TOEFL preparation training program and the challenges they encountered in applying its outcomes. An explanatory mixed-methods design was employed, involving 40 teachers from elementary, junior high, and high school levels at an Islamic boarding school in Indonesia. Quantitative data on teachers’ perceptions of the training program and qualitative data on the challenges they experienced were collected through a questionnaire combining closed- and open-ended items. The quantitative data were analyzed descriptively to illustrate the levels of teachers’ knowledge and perceptions, while the qualitative data were analyzed using a thematic approach. The findings revealed that teachers generally held positive perceptions toward the TOEFL preparation training program. However, several challenges emerged in applying the training outcomes, including institutional and environmental challenges, teacher-related challenges, and issues of professional development and sustainability.
The Vocabulary Profile in Maritime English Textbooks: A Comprehensive Content Analysis: English Darwin, Muhammad; Saehu, Andang; Sundari, Hanna
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.v5i1.37-47

Abstract

This study investigated the vocabulary profile of the Maritime English (ME) textbook Effective Communication at Sea: Mastering SMCP for Maritime Safety and Efficiency (Batu, 2024). Employing a mixed-methods corpus content analysis, a 35,000-token corpus was processed through AntConc to determine lexical frequency across K1, K2, and K3 (off-list/technical) levels, alongside a qualitative semantic audit of polysemic terms and SMCP alignment. Results reveal a distinctive lexical distribution of 72.5% K1, 8.0% K2, and 19.5% K3 tokens, indicating a high technical density optimized for vocational training. Grammatical analysis shows a heavy dominance of nouns (60%) and verbs (30%), reflecting the action-oriented nature of maritime commands. The study confirmed the presence of critical polysemic shifts in high-frequency words (e.g., bridge, draft, head), where meanings deviate drastically from general English. Finally, qualitative evaluation confirms that the textbook achieves high functional integration of IMO-mandated Standard Marine Communication Phrases (SMCP) across both internal and external communication categories. These findings establish a data-driven "70-10-20" vocabulary profile model for the design and audit of vocational maritime instructional materials
Politeness As a Discursive Practice in The Film Dear John a Critical Discourse Analysis: English Sembiring, Elita Modesta; Jumino Suhadi; Devi Pratiwy
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.v5i1.48-56

Abstract

Politeness is not merely a pragmatic strategy in interpersonal communication but also a discursive practice shaped by power relations, ideology, and social context. This study examines politeness as a discursive practice in the film “Dear John” (2010) using a Critical Discourse Analysis (CDA) framework. The goal of the study is to reveal how politeness strategies are constructed, negotiated, and contested through language in intimate relationships portrayed in the film. Employing a qualitative descriptive method, the data consist of selected dialogues between the main characters, John and Savannah, which contain politeness-related expressions. The analysis integrates Brown and Levinson’s politeness theory with Fairclough’s three-dimensional model of CDA: textual analysis, discursive practice, and social practice. The findings show that politeness strategies in “Dear John” function not only to maintain interpersonal harmony but also to reflect unequal emotional power, moral positioning, and ideological assumptions about love, sacrifice, and gender roles. Positive politeness dominates the interactions, while negative politeness and off-record strategies emerge in moments of conflict and emotional distance. The novelty of this study lies in its integration of politeness theory and CDA to demonstrate how politeness operates as an ideological and discursive resource within romantic narratives. This study contributes to discourse studies, pragmatics, and literary discourse analysis.
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.
Communicative Language Teaching in a Non-Urban Madrasah Aliyah: A Qualitative Case Study of Students’ Speaking Development at Madrasah Aliyah Ittihadul Bayan Telaga Lebur Sekotong: English Hilmi, Muhammad
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.v5i1.81-93

Abstract

Speaking ability in English is an essential communicative skill in responding to the demands of globalization; however, it remains a challenge for students in Indonesia, particularly at the Madrasah Aliyah level in rural areas. Low student participation in speaking English and the dominance of conventional teaching methods indicate the need for a more communicative and contextual learning approach. Therefore, this study aims to explore and describe the implementation of Communicative Language Teaching (CLT) in improving students’ speaking ability at Madrasah Aliyah Ittihadul Bayan Telaga Lebur Sekotong. This research employed a qualitative approach with a case study design. The data were collected through classroom observations, in-depth interviews with teachers and students, and documentation, and were analyzed thematically. The findings reveal that the implementation of CLT through communicative activities such as pair work, group discussions, and role play was able to enhance students’ courage, activeness, and self-confidence in speaking English. In addition, CLT created a more collaborative classroom atmosphere and encouraged students to perceive speaking as a process of communication rather than mere memorization. This study concludes that CLT is effectively implemented in the Madrasah Aliyah context and provides important implications for the development of more communicative English language teaching. Future research is recommended to examine the implementation of CLT in a broader madrasah context and to combine qualitative and quantitative approaches in order to obtain a more comprehensive understanding.

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