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.
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<![CDATA[The Effect of Using Cake Application on Students’ Vocabulary Mastery of Junior High School ]]>
<![CDATA[Gaol , Desi Sastria Lumban]]>;
<![CDATA[Safna , Nur Anjelina]]>;
<![CDATA[Zebua , Vilmin Artinia]]>;
<![CDATA[Sipayung , Kammer Tuahman]]>;
<![CDATA[Wafa, Ali]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[UIBU ]]>
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DOI: 10.33503/journey.v7i2.828
<![CDATA[Cake application is an excellent English-learning tool for mastering English. The study aims to determine whether the Cake app affects students' vocabulary mastery. The present study used a quantitative method of experimental design. The data were collected from forty second-grade students at Junior High School (SMP) HKBP Sidorame Medan, Indonesia. The sample was divided into twenty students in the experimental group and twenty students in the control group, in which pre-and post-tests were given separately to each group and a vocabulary test was taken. The results demonstrate that the average pre-test score for the experimental group in this study was 42.8 points, while the average post-test score was 72. The average pre-test score for the control group was 42.65 points, while the average post-test score was 6.8. It was also found that Ha was accepted. However, Ho was rejected due to the fact that T-count > T-table = 4.41 > 1,686, indicating that this program is highly effective and helpful for learning English vocabulary. These findings suggest that traditional or existing methods may be less effective, highlighting the necessity for innovative approaches to vocabulary learning. Educational policymakers can use these findings to support decisions regarding the integration of successful programs into the curriculum, potentially leading to enhanced English language education standards. Furthermore, the results indicate a need for additional research to identify the specific elements of the program that most significantly impact its effectiveness. This further investigation could facilitate the refinement and optimization of the program to achieve even better outcomes.]]>
<![CDATA[Utilizing Question-and-Answer Technique to Boost Students’ English-Speaking Skills ]]>
<![CDATA[Muzammil, Lasim]]>;
<![CDATA[Andy, Andy]]>;
<![CDATA[Tursini, Umi]]>;
<![CDATA[Bebeto, Lesi]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
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DOI: 10.33503/journey.v7i2.829
<![CDATA[A question-and-answer technique is one of the strategies to learn English-speaking skills. It invites the class to ask the concerned student questions and avoids a monologue where all the focus is on one person, which helps the teacher reduce tension. The purpose of this study was to confirm the impact of question-and-answer sessions on the speaking proficiency of first-grade senior high school students in Malang, Indonesia. A Quasi-experimental research design was employed since the present study utilized two intact groups. To find out the result, the researchers conducted a pre-test to measure the homogeneity of the group and a post-test to verify the technique's effectiveness. Based on the pre-test result, the groups were claimed to be homogenous before treatment was done since the significant value (.53) was greater than 0.05 (.53> 0.05). However, the post-test result after the treatment indicated that the two groups differed significantly at 0.05 levels as the sig. of the test results was less than 0.05 (.001<0.05). Furthermore, the descriptive statistics revealed better performance in the experimental than in the control group (76.56 > 66.22). It is summarized that the students who were taught using question-and-answer techniques had better speaking ability than those who were not. Therefore, the researchers recommended teachers apply this technique to their students to develop their speaking ability.]]>
<![CDATA[Student’s Willingness to Communicate in English in EFL Digital Context: A Narrative Inquiry ]]>
<![CDATA[Jannah, Lutfi Ro’ihatul]]>;
<![CDATA[Sholihah, Fitri Awaliyatush]]>;
<![CDATA[Ni’mah, Dzurriyyatun]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
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DOI: 10.33503/journey.v7i2.830
<![CDATA[This study investigates the impact of social media on students' Willingness to Communicate (WTC) in digital contexts in English as a Foreign Language (EFL). WTC is defined as an individual's readiness to communicate verbally or remain silent when given the freedom to choose. This research utilizes a Narrative Inquiry approach to explore the experiences of an Indonesian EFL learner at the University of Islam Malang. Data was collected through in-depth narrative interviews, focusing on the participant's use of social media platforms such as Facebook, YouTube, Instagram, Twitter, TikTok, and Telegram for English communication. Findings reveal that digital interactions significantly enhance the participant's motivation, confidence, and language proficiency. Social media platforms facilitate real-time communication, expose learners to diverse linguistic contexts, and provide opportunities for immersive language practice. This study underscores the importance of integrating digital tools into traditional language education to support self-directed learning and improve students' WTC in English. These insights contribute to the growing research on Informal Digital Learning of English (IDLE) and its role in language acquisition and communication readiness.]]>
<![CDATA[An Analysis of Differentiated Learning Strategies in the Implementation of Kurikulum Merdeka Belajar in Teaching English Writing Skills ]]>
<![CDATA[Fikni, Zahratul]]>;
<![CDATA[Surayya , Siti Ayu]]>;
<![CDATA[Sholihah, Putri Hariza]]>;
<![CDATA[Husnu, Muhammad]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
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DOI: 10.33503/journey.v7i2.831
<![CDATA[The present study aimed to disclose the state of English writing proficiency among students and analyze how differentiated learning strategies in Kurikulum Merdeka Belajar approaches address the needs of different student populations when teaching writing English. This study used descriptive qualitative methods which employed observation, questionnaire and interview to collect the data. The participants of this study were one English subject teacher and 35 grade XK of students of MA. Muallimat NWDI Pancor in the academic year 2023-2024. The study's findings demonstrated that, while students' writing is currently in fairly good condition, it is far from perfect, as shown by the percentage data presented. The occasionally answer had the highest percentage data presentation, totaling 42.86%. There were 24 students who thought that they had difficulty to found an interesting idea to write about. Differentiated learning strategies can meet the needs of divers students in teaching writing English throuhg deviding students based on learning styles, namely visual, auditory and kinesthetic. It supports the quality of students' English writing learning, especially in finding interesting topics to write about because this learning provides suitability of materials, processes and tasks or projects according to the needs, abilities and creativity of students in the learning process.]]>
<![CDATA[Unlocking Oral Proficiency Through the Shadowing Technique Combined with VOA: The Experimental Impact on Undergraduate Speaking Abilities ]]>
<![CDATA[Surayya, Siti Ayu]]>;
<![CDATA[Prasetyaningrum, Ari]]>;
<![CDATA[Usuludin, Usuludin]]>;
<![CDATA[Khatami, Ahmad]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
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DOI: 10.33503/journey.v7i2.832
<![CDATA[Speaking is a skill that presents substantial challenges for students and incorporates a variety of different aspects. This study examined the influence of the Shadowing technique, which employed Voice of America (VOA) special English as a modern media in teaching and learning process. A comparison was conducted between two groups of undergraduate students in their fourth semester: an experimental group that received instruction using the Shadowing technique through VOA media and a control group that received no training. The research was considered to be quasi-experimental. Twenty students majoring in English were included in the study's sample. An analysis of the results of the pre-test and post-test scores was performed using a non-parametric test, namely the Man-Whitney U form. The results of this analysis revealed that the experimental group had significantly improved their speaking abilities. The implementation of the Shadowing technique can be a highly supportive method for improving students' pronunciation skills when used with VOA Learning English as a modern media, providing educators with valuable material to enhance language proficiency. Consequently, adopting this approach could lead to significant advancements in the teaching and learning of speaking skills. However, doing further study in diverse settings and over prolonged durations is necessary to have a more profound understanding of the efficacy and durability of the approach.]]>
<![CDATA[Implicit Meanings of Jentaka Lyrics Song and Video Clip: A Semiotic Analysis ]]>
<![CDATA[Nurchaerani, Meiyanti]]>;
<![CDATA[Alfian, Alfian]]>;
<![CDATA[Hartadhi, Syahiid Hidayatullah R.]]>;
<![CDATA[Christianto, Christianto]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
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DOI: 10.33503/journey.v7i2.833
<![CDATA[This study analyzed the lyrics and music video of "Jentaka" by For Revenge using the semiotic approaches of Charles Sanders Peirce and Ferdinand de Saussure. This research used a qualitative approach with semiotic analysis methods. This approach was chosen because the research aimed to explore the meanings contained in the lyrics and music video of “Jentaka” by the band For Revenge. Through a qualitative approach, the researcher could understand and interpret the symbols and signs used in these media. The song depicted themes such as emotional suffering, identity duality, and self-introspection. The lyrics reflected the conflict between the external appearance of being an entertainer and the inner feelings of pain and sadness. Additionally, the inclusion of a Quranic verse from Surah Al-Ankabut, verse 64. The results of the study indicated that semiotic analysis could reveal complex layers of meaning in artistic works, offering a deeper understanding of the messages and themes conveyed by the artist. This research contributed to further comprehension of the use of signs and symbols in music and music videos as a medium of artistic communication.]]>
<![CDATA[The Impact of Nonverbal Communication on Effective Public Speaking in English ]]>
<![CDATA[Jasuli, Jasuli]]>;
<![CDATA[Hartatik, Sri Fatmaning]]>;
<![CDATA[Astuti, Endang Setiyo]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
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DOI: 10.33503/journey.v7i2.834
<![CDATA[Nonverbal communication (NVC) plays a crucial role in effective public speaking, particularly for English language learners (ELLs) who may face unique challenges in navigating both linguistic and cultural aspects of communication. This study is carried out through a literature review method, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, to examine the impact of NVC on public speaking among ELLs in higher education settings, and synthesize findings from diverse studies. The review reveals that effective use of NVC significantly enhances perceived credibility, audience engagement, and message clarity for ELLs. Specific nonverbal behaviors, such as maintaining eye contact, using open gestures, and adopting a confident posture, are associated with increased speaker effectiveness. Additionally, the literature highlights the importance of cultural sensitivity in NVC instruction, as nonverbal cues can carry different meanings across cultures. The findings underscore the need for explicit instruction in NVC strategies within English language curricula, emphasizing cultural responsiveness and creating inclusive learning environments that empower ELLs to become confident and effective communicators. This review contributes to the growing body of research on NVC in educational contexts and offers practical implications for English language educators seeking to enhance their students' public speaking skills.]]>
<![CDATA[Tiktok Usage's Linguistic Effect on a Preschooler's Language Development: A Qualitative Case Study ]]>
<![CDATA[Elchaira, Nadya]]>;
<![CDATA[Perangin-angin, Alemina Br.]]>;
<![CDATA[Rosa, Rusdi Noor]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
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DOI: 10.33503/journey.v7i2.835
<![CDATA[Tik Tok is incredibly popular across all age groups, including young children. Its attractiveness, use, and accessibility have a big influence on how children perceive linguistic exceptions when using the app. The focus on this study is to investigate the impact of TikTok on the linguistic development of a five-year-old child. This study utilizes a case study methodology and a qualitative research strategy. In this study, interviews and observations are the methods used to collect data. Feiza Elhayatein, a five-year-old child who watches Tik Tok videos at times, is the study's subject. The study's findings indicated that Feiza had a greater capacity for language use, but parents should exercise greater caution in this regard. Feiza's parents do need to set limits and restrictions for her Tiktok video consumption, even though this application may help her learn the language.]]>
<![CDATA[Critical Discourse Analysis of Benyamin Netanyahu ICC Open Hearing Session and Radar JawaPos Statement on Israel-Palestine Conflict ]]>
<![CDATA[Arifiyah, Nur Laily]]>;
<![CDATA[Maella, Nurranafi Syam]]>;
<![CDATA[Zulaikha, Zulaikha]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
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DOI: 10.33503/journey.v7i2.836
<![CDATA[This study aimed to analyze the speech by Israeli Prime Minister Benjamin Netanyahu in response to the ICC arrest warrant against Israeli leaders.. This study took a qualitative method with critical discourse analysis based on Norman Fairclough's theory. The subject of the research was the speech by Israeli PM Benjamin Netanyahu taken from the YouTube channel Forbes Breaking News, posted on May 21, 2024, titled "Israeli PM Benjamin Netanyahu Responds to Arrest Warrant." This research aimed to provide a deep understanding of the discursive strategies used by Israeli PM Benjamin Netanyahu in his speech. The analysis revealed that Netanyahu's speech constructed a strong moral opposition and employed discursive strategies to legitimize Israel's actions and discredit the Israeli Criminal Court (ICC) and Hamas. Netanyahu’s speech used complex discursive strategies to influence public and international perception. Through the use of emotional language, historical analogies, and criticism of the ICC, Netanyahu effectively built a narrative supporting Israel’s position in the conflict with Hamas. This analysis demonstrated how political discourse could be used to shape power and legitimacy in the context of international politics.]]>
<![CDATA[Exploring Academic Integrity in Online Assessment: Perspectives from EFL Teachers ]]>
<![CDATA[Savitri, Yola]]>;
<![CDATA[Purnawarman, Pupung]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy ]]>
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DOI: 10.33503/journey.v7i2.837
<![CDATA[Four years have passed since the pandemic situation forced us to adapt in order to continue our education. This adaptation extends to the way we administer learning evaluations through the online assessment. Certain schools and universities continue to utilize these adaptations in education to this day. Furthermore, the online assessment raises several issues, one of which is the academic integrity. Thus, this paper explores the issue of academic integrity in online assessment from the perspective of EFL teachers. This study explores the teachers' views of academic integrity in online assessments, their experiences with academic integrity violations, and approaches to administering academic integrity. This study employed a survey method, using an online questionnaire distributed to EFL teachers across Indonesia and involving forty-two participants. The data collected from the questionnaire was analyzed using descriptive statistics to interpret the findings and draw conclusions. The results show that most teachers acknowledge the principle and significance of academic integrity, but they admit to having difficulties administering and monitoring academic integrity in their class. Furthermore, not all teachers are able to effectively manage their experiences with academic integrity violations. Therefore, further study considering this issue is suggested.]]>
