Journey: Journal of English Language and Pedagogy
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.
Articles
27 Documents
Search results for
, issue
"Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy"
:
27 Documents
clear
<![CDATA[APPROACHES AND METHODS TO TEACHING GRAMMAR IN TEXTBOOKS FOR STUDENTS AT ABA BALIKPAPAN ]]>
<![CDATA[Rochman, Muhammad]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.613
<![CDATA[This study aims to describe, compare, and contrast approaches and methods to teaching grammar in textbooks used in First Semester of English Department Students at ABA Balikpapan. It chooses, as samples for analysis, textbooks of one particular class to focus on the approaches to teaching grammar in these textbooks. These textbooks are taught for first intermediate class and belong to two different series titled First Semester of English Department Students at ABA Balikpapan opportunities and English for First Semester of English Department Students at ABA Balikpapan. Each of these textbooks follows essentially different approaches to teaching grammar. This study aims to highlight the similarities and differences between the books and reveals the weaknesses and strengths of the approaches in these books. The purpose of the study is changing these textbooks and to reveal the similarities and differences between the old and new textbooks. The data collection method of this research is the collation texts for analysis. The information is breaking down subjectively and quantitatively. The study considerably contributes to the field of language teaching in First Semester of English Department Students at ABA Balikpapan especially grammar teaching through drawing attention of language lecturers, textbook writers, as well as learners to a certain degree, to the weaknesses and strengths of the PPP method (Presentation Practice Production) in the First Semester of English Department Students at ABA Balikpapan opportunities textbook and task-based approach in the English for First Semester of English Department Students at ABA Balikpapan textbook.]]>
<![CDATA[TEACHING STRATEGIES TO CONTROL UNCONDUCIVE CLASS IN THE RON CLARK STORY: A FILM BY RANDA HEINES ]]>
<![CDATA[Hakim, Muhammad Isranul]]>;
<![CDATA[Ahmadi, Nur]]>;
<![CDATA[Lail, Husnul]]>;
<![CDATA[Nuriadi]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.614
<![CDATA[Although there are many teaching strategies that teachers can use, the majority of teachers employ the same strategies regardless of the students' varying needs and abilities in the classroom. Analyzing teaching strategies can be done in a variety of settings, including a real-life situation like a classroom or institution, as well as through literary works. One of the literary works is a movie for instance, the motivational movie titled The Ron Clark Story. The researcher selected descriptive qualitative research as the research design to support this study. The purpose of the study is to describe the teaching strategies used by Ron Clark to control the unconducive class and analyze the disruptive behavior dealt with by Ron Clark. The research showed that, according to Korpershoek et al.'s theory of teaching strategies, Ron Clark's method of teaching in the movie was made up of two teaching strategies. Both preventive and reactive strategies are available. Additionally, Ron Clark preferred the reactive strategy, which appeared 10 times, to the preventive strategy, which appeared 9 times. Then, in accordance with Cangelosi’s theory, Ron Carlk also addressed both violent and nonviolent disruption. non-violent disruption accounted for 7 scenes of the most disruptive conduct, whereas violent disruption accounted for 6.]]>
<![CDATA[STUDENTS’ MOTIVATION IN COMPLETING ENGLISH ASSIGNMENTS IN ONLINE LEARNING DURING COVID-19 PANDEMIC ]]>
<![CDATA[Nurhidayah, Adelia]]>;
<![CDATA[Susilawati, Endang]]>;
<![CDATA[Surmiyati]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.617
<![CDATA[This research aimed to identify students’ levels and the types of motivation that they apply the most to completing their English assignments in online learning at class X in SMAN 1 Sajingan Besar in the academic year 2020-2021. The researcher conducted descriptive research and collected the data using a questionnaire given to 68 students. The first result revealed that students’ motivation for completing their English assignments in online learning was in the middle category at 70.23%. Meanwhile, the second result showed that the type of motivation students applied the most was extrinsic motivation, with 73,68%. The majority of the conditions contributing to students' extrinsic motivation were related to feeling guilty, being aware of the need to improve their English skills, and feeling proud when completing it on time. Then, the students were influenced intrinsically by their feelings of satisfaction and enjoyment. However, amotivation also occurred because of a lack of awareness and a lack of vocabulary mastery. These findings suggest that, even though extrinsic motivation was quite high, students had to have intrinsic motivation and complete their assignments with interest, enjoyment, and satisfaction. The teacher and the parents must support students harder to help them complete assignments in online learning.]]>
<![CDATA[THE CHALLENGES IN THE TEACHING OF ENGLISH LITERATURE: A SYSTEMATIC REVIEW ]]>
<![CDATA[Nawi, Nur Syafiqa Mohd]]>;
<![CDATA[Nor, Nurul Asma’ Amani Muhmad Nor]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.619
<![CDATA[Learning English is already a challenging task, and when it comes to studying literature in English, the difficulty level increases even further. This Systematic Literature Review (SLR) is conducted to identify important challenges in the teaching and learning of English literature. The whole process of conducting this SLR followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. PRISMA is a graphical representation of the complete process of doing a systematic review and meta-analysis, including the search for relevant articles, the filtering of them based on certain criteria, and the assessment of their quality. The results show that the factors can be categorized into three: student-related challenges, teacher-related challenges, and external-related challenges. This paper reports the key gap and limitations in current study that focuses on the challenges in the teaching and learning of English literature.]]>
<![CDATA[APPROACHES TO FOSTER LEARNER AUTONOMY IN EFL LEARNING: A LITERATURE REVIEW ]]>
<![CDATA[Daflizar]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.621
<![CDATA[Learner autonomy has been a major topic of research in foreign language education for a long time. Despite the prevalent consensus that learner autonomy is concerned with a learner’s capacity to take control or take charge of his/her own learning (Benson, 2013), this does not mean that the teacher’s role is unnecessary. In recent years, many approaches to promoting learner autonomy have been suggested and many empirical studies have been carried out to examine the effectiveness of the approaches. This paper aimed at reviewing approaches to promoting learner autonomy. First, the definitions of learner autonomy are presented, followed by a discussion of the teacher’s roles in promoting learner autonomy. Next, six approaches to fostering learner autonomy as proposed by Benson (2001) are reviewed with references to both theories and results of empirical research. Based on the review, it can be concluded that teachers play an important role in the development of learner autonomy, and although the six approaches have different emphases, they seem to have more similarities than differences, particularly in encouraging learners to plan and follow their language learning paths to attain their goals. Implications for future research are put forward.]]>
<![CDATA[THE USE OF YOUTUBE ENGLISH EDUCATIONAL VIDEOS IN IMPROVING LISTENING COMPREHENSION ]]>
<![CDATA[Sembiring, Hanna Theresia Rehulina]]>;
<![CDATA[Katemba, Caroline Victorine]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.622
<![CDATA[This research aims to find out how students can use YouTube's educational English videos to enhance their listening skills. A Google Form online survey was used as the survey methodology for this quantitative research. The target population for this research is senior high school students taking English classes. Due to the application's beneficial effects on the student's hearing, the data analysis showed that the student can enhance their listening comprehension with YouTube's educational English videos. The results of this research suggest that watching English instruction videos on YouTube can improve students' listening comprehension. The results were supported by every student, who agreed that using YouTube to improve their listening comprehension could be helpful. This research is far from perfect and still has many flaws. The researcher therefore expects that another researcher will continue their study into how to use YouTube's application for English educational videos more effectively, especially in listening comprehension across a range of academic levels. The study's benefits and potential to help other researchers who want to look into a connected topic are also anticipated by the researcher.]]>
<![CDATA[EFFECTIVENESS OF THE APPLICATION OF ECOLA METHOD IN CRITICAL READING COURSES FOR STUDENTS OF PBSI 2019A IKIP BUDI UTOMO MALANG ]]>
<![CDATA[Setyowati, Endang]]>;
<![CDATA[Susilawati, Lis]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.624
<![CDATA[The use of the ECOLA method in this study was to detect the effectiveness of critical reading skills in PBSI 2019A IKIP Budi Utomo Malang students. This type of research is PTK research with the Kemmis and Mc models. Taggart. This study used PBSI class 2019A student subjects as many as 30 students. Data collection techniques using qualitative and quantitative techniques. Qualitative data were obtained by conducting interviews and observations, while for quantitative data obtained from student pretests which were then calculated using the average formula. From the results obtained after implementing the Ecola method in learning critical reading it is very effective. Improvements can be seen from the ongoing learning process and also the results of the reading skill itself. Students also enjoy and are more active in participating in class learning, as well as the material provided by lecturers, students can understand it well. The results of improving critical reading skills using the ECOLA method can be seen from the significant increase in student scores. The average pre-test score was 76.5 for the first cycle, which was 78.6, and for the second cycle, it was 80.2. In addition, the number of students who achieved success indicators in the pre-action was 10 students, at the end of the first cycle there were 19 students, and at the end of the second cycle there were 27 students out of 30 students.]]>
<![CDATA[AN ANALYSIS OF STUDENT READING INTEREST IN SCIENTIFIC ARTICLE ]]>
<![CDATA[Jannah, Faikatul]]>;
<![CDATA[Ni’mah, Mamluatun]]>;
<![CDATA[Hasanah, Shofiatul]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.626
<![CDATA[The purpose of this study was to find alternative strategies to increase student interest in reading, especially tadris English students at Zainul hasan Islamic University with several aspects, the role of teachers in teaching reading skills, activities to increase reading interest, media interest in reading and efforts to increase reading interest. This research uses qualitative descriptive method. Consisting of this research are lecturers and students. Data were obtained through observation and documentation interviews. The result of this research is that lecturers know their role as an effort to increase reading interest. Lecturers also use sheet-shaped article media to support the learning process. Based on this research. based on the results of the study concluded that efforts to increase interest in reading at the University of Islam Zainul Hasan has increased.]]>
<![CDATA[THE APPLICATION OF JIGSAW TASKS BY USING SCRAMBLED SENTENCES IN TEACHING READING DESCRIPTIVE TEXT ]]>
<![CDATA[Rahmasari, Brigitta Septarini]]>;
<![CDATA[Aini, Andi Nurul]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.627
<![CDATA[This study aims to know the implementation of Jigsaw Tasks by using Scrambled Sentences in teaching reading descriptive text and its strengths and weaknesses. This is qualitative research. The data are collected using observation and interviews. Meanwhile, the data analysis uses three steps: reduction data, display data, and data verification. The results show that in the implementation of jigsaw tasks by using scrambled sentences, the students pay attention and listen to the explanation of the teacher during the teaching-learning process. They rearrange the jumble sentences card based on the pictures by adhering to the flannel board. The advantages are it could increase the student’s vocabulary mastery, and the jigsaw task technique with scramble sentences could motivate the students to understand the descriptive text and make the students focus on the material given. Besides, the students are active, enthusiastic, and enjoy learning to read descriptive text by using jigsaw tasks with scrambled sentences The disadvantages are the students make noise. Hence, his method is recommended for all teachers to use for teaching reading descriptive text and for future research to conduct the same research but in different fields.]]>
<![CDATA[EFL STUDENTS' PERCEPTIONS TOWARD VOCABULARY LEARNING BY LISTENING TO ENGLISH SONGS ON SPOTIFY ]]>
<![CDATA[Butar, Epril L. Butar]]>;
<![CDATA[Katemba, Caroline V.]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33503/journey.v6i1.628
<![CDATA[This research aimed to discover the differences in attitudes, personal feelings, and perceptions of English as a Foreign Language (EFL) students from secondary and tertiary levels toward vocabulary learning by listening to English songs on Spotify. The researcher conducted the study using a descriptive quantitative research design and distributed a questionnaire to 97 EFL students via Google Forms to collect data. Those EFL students were 45.4% tertiary students (44 people) and 54.6% secondary students (53 people) from various schools and colleges who were listening to an English song on Spotify and taking English classes. According to the research, EFL students largely agreed and expressed positive attitudes, personal feelings, and perspectives toward vocabulary learning by listening to English songs on Spotify. They also believed that doing so helped them learn vocabulary because of the Spotify’s advantages, which include being a great resource for learning vocabulary from sources like English song lyrics. The researcher also hopes that this study will aid students in learning vocabulary and that other researchers working on related topics will find it useful as a resource. Teachers may use Spotify as a teaching tool when teaching vocabulary.]]>
