cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Munawwir Hadiwijaya
Contact Email
mr.awinwijaya@gmail.com
Phone
+6281333027167
Journal Mail Official
Journey@uibu.ac.id
Editorial Address
Jl. Cutandui 46 Malang, Jawa Timur
Location
Kota malang,
Jawa timur
INDONESIA
Journey: Journal of English Language and Pedagogy
Published by Universitas Insan Budi Utomo
ISSN : 26230356     EISSN : 26545586     DOI : 10.33503/journey
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journey is a peer-reviewed open access scientific journal which publishes all results of scientific research relating to the fields of language teaching, linguistics, and literature. This journal is publishing triannually, on March, July, and November. Contributors for this journal are academics, practitioners, and researchers in Indonesia and worldwide.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2020): Journey: Journal of English Language and Pedagogy" : 5 Documents clear
THE TEACHING AND LEARNING PRACTICE PERFORMED BY PRE-SCHOOL TEACHERS DURING COVID 19 OUTBREAK Hartatik, Sri Fatmaning; Bia’yuni, Anis Na’il Fulka
Journey: Journal of English Language and Pedagogy Vol. 3 No. 2 (2020): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v3i2.569

Abstract

Covid 19 outbreak have made all sectors to switch their performance from face to face interaction to virtual ones; from massive gathering and meetings to social distancing. This is also applied in education sector. This study was intended to describe how teaching and learning process took place during the Covid 19 outbreak. This study focused on the teaching and learning process in pre-school level as the researchers wondered how teachers facilitated learning for young learners. From the interview, the researchers noticed that all teachers used WhatsApp to get themselves connected to their students. In addition, they also send the student work book to their students’ houses. Next, two teachers needed to teach some students in the classroom as learning from home did not work for few students, the numbers of the students and the meetings of course were limited. The findings of this studies were expected to give insights to stake holders, policy makers, education experts, and scientist to help teachers and learners at pre-school level so that they still can achieve the teaching and learning objectives during the Covid 19 outbreak
THE EFFECTIVENESS OF ROLE-PLAY TOWARDS VOCATIONAL SCHOOL STUDENTS’ SPEAKING SKILL Wicaksana, Bimantara; Fitriani, Enis; Hadiwijaya, Munawwir
Journey: Journal of English Language and Pedagogy Vol. 3 No. 2 (2020): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v3i2.575

Abstract

This study aimed at investigating the effectiveness of using role play toward speaking skill in learning English at the Class X students of SMKS Muhammadiyah Pangkalan Bun. Quasi experimental research was administered in this study, using two groups of experimental and control. Multimedia 1 class as the experimental group and Multimedia 2 class as the control group. There were six meetings for each group with four meetings for treatment, and other two meetings for pre-test and post-test. The data were in form of speaking scores emphasizing on fluency, structure, and bravery. From the t-test for independent samples, the result showed that the value of t-test was 0.034 less than 0.05. It means that the result of posttest scores in experimental and control groups are significantly different. Then, from the comparison of the means between pretest and posttest of experimental and control groups, the experimental group’s mean outperformed the control group in 2.20. It means that role play is effective in speaking skill in learning English. Furthermore, this study also showed that role play could create a communicative atmosphere in the classroom.
IMPROVING STUDENTS’ VOCABULARY MASTERY USING SPELLING BEE GAME AT FIFTH GRADE IN SDIT YA BUNAYYA PUJON Ningrum , Martha Prasetya; Pusparini , Indrawati
Journey: Journal of English Language and Pedagogy Vol. 3 No. 2 (2020): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v3i2.604

Abstract

This research caused by lacking of students’ vocabulary mastery in English Subject. One of the methods to improve vocabulary is Spelling Bee game.  This action research aims to measure the use of spelling bee game to improve student’s mastery in English vocabulary and to determine student’s responses motivated towards the application of spelling bee game. The research uses classroom action research (CAR) caused by Arikunto Suharsimi at students’ fifth grade in SDIT Ya Bunayya Pujon. The research is done in two cycle. In every cycle consist of three meeting with the activity: planning, action, observation and reflection. Pre-test and post-test are given in the form of vocabulary tests. Data obtained from the pre-test and post-test were analysis in a classical completeness with a minimum quality standard of 75. The results of the analysis show that in cycle 1 was an average score of 70.26 with a classical completeness of 47, 05%. Furthermore, the results of the study in cycle 2 getting a significant improvement in which the score obtained was an average of 82.91 with a classical completeness reaching 88.24%. An increase from cycle 1 to cycle 2 in the classical completeness obtained reaching 41.19%. While, the implementation of the method makes students pay more attention, more active, and motivated in learning English.  From these results it means that the application of the game Spelling Bee has an influence on improving students' mastery of English vocabulary. Finally, from this study, we can conclude that this application is recommended to teachers to create a pleasant atmosphere for students, especially young learner in learning English vocabulary.
THE EFFORTS TO INCREASE TEXT RECOUNT WRITING BY USING FLOW SENTENCE TECHNIQUES SEMESTER III OF ABA BALIKPAPAN Rochman, Muhammad
Journey: Journal of English Language and Pedagogy Vol. 3 No. 2 (2020): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i2.684

Abstract

The background of this research is based on the fact that learning outcomes of the the written recount text is still not as expected. Therefore there needs to be an effort from the lecturer to improve the learning outcomes. This research generally aims to improve students' recount text writing skills. Specifically, this research aims for: 1) Obtaining information about whether or not the flow sentence technique can improve recount text writing skills, 2) Obtain information about the ability of sentence techniques flow increases student participation in learning to write recount texts. Procedure This Classroom Action Research includes stages: (1) action planning (2) implementation actions, (3) observation and interpretation, and (4) analysis and reflection. This research was designed in two cycles using flow sentence techniques. The research instrument uses test and observation techniques. Data analysis techniques use Descriptive analysis, i.e. student learning outcomes were analyzed by describing inter-test scores cycle with performance indicators. Observation results were analyzed descriptively based on results observation and reflection. The results of this Classroom Action Research are: initial conditions 15 students or 46% are incomplete, 17 students or 54% complete. In cycle I 8 students or 25% are incomplete, 24 students or 75% complete. In Cycle II 4 students or 12.5% ​​did not complete, 28 students or 87.5% complete. The results of the study concluded that the use of the technique flowing sentences can improve students' recount text writing skills third semester academic year 2019/2020 of ABA Balikpapan. Flowing sentence techniques can also increase student participation in learning to write recount texts. With a classical completeness level of 87.5% in the second cycle show that the learning improvement effort has been successful. The sentence technique is effective used to improve recount text writing skills.
THE VOCABULARY MASTERY OF THE EIGHTH YEAR STUDENTS OF SMP BHAKTI MALANG USING ANAGRAM GAMES Setyowati, Endang; Maknuun, Lu’lu’il
Journey: Journal of English Language and Pedagogy Vol. 3 No. 2 (2020): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v3i2.729

Abstract

The aim of the research is to know the English vocabulary mastery of the students of SMP Bhakti Malang taught by using anagram games, therefore this research used classroom action research (CAR). This research uses individual CAR that focuses only in one classroom. In addition, the researcher acts as the practitioner that conducts the teaching and learning activity by using Anagram game and as an observer that monitored the teacher’s teaching and also the process of teaching. The subjects of the study are eighth grades of SMP Bhakti Malang in second semester at academic year 2019-2020 class 8A is chosen because their English achievement has not provided satisfactory result. The result shows that there was an improvement of the students’ mean score from preliminary test 56.66 (under the minimum passing grade) increase to 74.25 (pass the minimum passing grade) in test 1 and up to 84.44 in test 2. The standard deviation which decreased from 12.50 in test 1 to 8.34 in test 2 indicates that the students’ score close around the mean score which have passed the minimum passing grade.The success of the Anagram strategy in improving the students’ vocabulary is also supported by the creativity of the teacher in designing appropriate media and material, designing the lesson plan, varying classroom activities and building the cooperation among the students.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy Vol. 6 No. 2 (2023): Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy Vol. 5 No. 2 (2022): Journey: Journal of English Language and Pedagogy Vol. 5 No. 1 (2022): Journey: Journal of English Language and Pedagogy Vol. 4 No. 2 (2021): Journey: Journal of English Language and Pedagogy Vol. 3 No. 2 (2020): Journey: Journal of English Language and Pedagogy Vol. 3 No. 1 (2020): Journey: Journal of English Language and Pedagogy Vol. 2 No. 2 (2019): Journey: Journal of English Language and Pedagogy Vol. 2 No. 1 (2019): Journey: Journal of English Language and Pedagogy Vol. 1 No. 1 (2018): Journey: Journal of English Language and Pedagogy More Issue