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Munawwir Hadiwijaya
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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
Journal title : Journey: Journal of English Language and Pedagogy Initials and abbreviation : Journey Grade : Sinta 4 Prefix DOI : 10.33503/journey E-ISSN and P-ISSN : 2654-5586 and 2623-0356 Editor in chief : Munawwir Hadiwijaya Managing Editor : Hernina Dewi Lestari Publisher : Insan Budi Utomo University Cite Analysis : Google Scholar License : CC BY-SA Former Address : https://ejurnal.budiutomomalang.ac.id/index.php/journey Current Address : https://ejurnal.uibu.ac.id/index.php/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 : Ilmu Sosial - Linguistik dan Bahasa
Articles 241 Documents
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THE STUDENTS’ VIEWS ON THE USE OF COMIC IN TEACHING AND LEARNING ENGLISH Dicka Dwi Wicaksono; Sri Fatmaning Hartatik
Journey: Journal of English Language and Pedagogy Vol. 6 No. 2 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i2.695

Abstract

This qualitative research is intended to find out students' views about whether comic media can be used as a medium for learning English. This research was conducted at SMPN 2 Dau Satu Atap involving 22 students of grade 7. The researcher as a key instrument used interviews to obtain the required data. Students were asked whether students had ever read comics; students' feelings when reading comics; and students' views on the use of comics as a medium for learning English. The data were obtained through interviews, then transcribed, read through, and classified student answers. The final finding, which was interpreted in terms of comics, was that there were 16 students who liked reading comics and 6 students who did not like comics. There are more than 73% of students in grade 7 who like to read comics and students say they are interested in using comic media as a medium for learning English.
The Effect of Using Cake and ELSA Speak Application on Students’ Pronunciation Skills at the Eighth Grade of SMP Negeri 25 Medan Masda Saragih; Kammer Sipayung; Lastri W. Manurung
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.696

Abstract

The CAKE application is an English learning application that functions to increase student learning activities in the field of English. Meanwhile, ELSA Speak, an 'Education Tech' startup based in Silicon Valley, United States, uses speech recognition technology and Artificial Intelligence to help students improve their English-speaking skills. The objective of this research is to determine the effect of using CAKE and ELSA Speak on students’ pronunciation skills in the eighth grade at SMP Negeri 25 Medan. The method used in this research is quantitative approach with data collection stages, namely pre-test and post-test, and then the data that has been obtained is analyzed using the SPSS application. Based on the data analysis, the researcher found that the iELSA iSpeak iApplication can improve students’ pronunciation skills. This research shows that there are several problems experienced by junior high school students in learning pronunciation skills. Therefore, this research aims to describe the problem of speaking ability in junior high school and the students'' learning difficulties in current pronunciation skills. As a result of the pre-test and post-test, the mean scores, which were given, were i64,83 and i91,38. The students who were taught using CAKE and ELSA iSpeak and the students who were taught using the traditional method exhibited significantly different levels of achievement. The statistics also revealed that students believed that pronunciation could be improved by using instructional material. The majority of them also mentioned that they included educational media into their regular discourse
The English Students’ Problems in Facing TOEFL Test at STIE Madani Balikpapan During the Academic Year 2022/2023 Muhammad Rochman
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.697

Abstract

TOEFL is a language testing tool widely used in universities to check students’ capability in English mastery. The purpose of this study, titled "The English Students’ Problems in Facing the TOEFL Test at STIE Madani Balikpapan during the Academic Year 2022-2023," is to: (1) determine the issues experienced by Accounting Department students when performing the TOEFL test; and (2) determine ways to analyze among English students at STIE Madani Balikpapan with high TOEFL grades and low TOEFL grades. This study's sampling consists of 20 accounting students from the Economic Faculty at STIE Madani Balikpapan who took the TOEFL test. This study employed descriptive qualitative research. (1) Semi-structured interviews were used to gather information regarding the challenges that English students confront when completing the TOEFL test. (2) A closed-ended questionnaire was used to gather information about the ways in which students’ study, including study style, taking notes, ascertaining along the way, reading use, conning, and time direction. The consequences of this consultation bring out that, at that point, there are some issues that may arise while attempting the TOEFL test. The issues that have been identified are connected to a deficiency in English language achievement and cognition, inadequate time instruction, suffering absorption, and bearing issuing with the final retentions. The questionnaire consequences establish a few divergences in the field of study use between English language educators with eminent TOEFL grades and educators who have poor TOEFL grades
Washback Effect of TOEIC Listening And Reading as a College Exit Test in Riau, Indonesia Masrul Masrul; Ummi Rasyidah
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.698

Abstract

The utilization of the TOEIC test in some universities in Indonesia as a language exit exam highlights the phenomenon of the washback effect, revealing that this exit requirement influences the narrowing of teaching content and a less communicative teaching process.Some universities in Indonesia have employed the TOEIC (Test of English for International Communication) listening and reading test as a language exit exam. This study investigated teachers’ perceptions concerning the TOEIC listening and reading test. The data were gathered by administering a questionnaire at three major Indonesian universities. The finding revealed that using TOEIC listening and reading as an exit requirement impacted the narrowing of teaching content and led to a non-communicative teaching process, yet the influence was not significant. This study found that the perceived test impact was influenced by factors differing from another research context.
Examining the Effect of Textual Enhancement on the Students’ Grammar Achievement Julien Arief Wicaksono; Nodistya Septian Indrastana; Gullit Tornado Taufan; Renata Kenanga Rinda
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.699

Abstract

This recent research was conducted to examine the effectiveness of textual enhancement on the students’ grammar achievement, in this case passive voice. Two kinds of instruction were implemented to two groups. The first instruction was enhanced instruction which consisted of textual enhancement and rule explanation, and the other instruction was explicit only instruction which consisted of rule explanation only. The study used quasi-experimental research design. A test was used in the pre-test and post-test to get the students’ score as the main data to be compared. From the result of the test analysis, finding shows that textual enhancement contributed a significant effect on the students’ passive voice achievement. Moreover, from the result of the questionnaire as the supporting instrument, the textual enhancement was more effective to be implemented to those which were considered as the low achievers than those considered as the high achievers. The students were more aware, focus, and easier in recognizing the pattern of passive voice
Improving Students’ Vocabulary Mastery through Fun Thinkers Media: : Case Study for the First Year- Autistic Students of SMP Negeri 3 Hutabayuraja Melisa Carolina Sianturi; Sahlan Tampubolon; Lastri W. Manurung
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.700

Abstract

This research examines the vocabulary knowledge abilities of autistic students in English subjects at SMP Negeri 3 Hutabayuraja. According to Zuchdi (1995: 3-7) vocabulary mastery is a person's ability to recognize, understand and use words well and correctly by listening, speaking, reading and writing.The research's formulation of the issue is "Does vocabulary knowledge skills be improved through Fun Thinkers media for the first year Autistic students of SMP Negeri 3 Hutabayuraja". The purpose of the current research is to ascertain whether linguistic abilities among autistic pupils have increased as a result of exposure to Playful Philosophers materials. The method of gathering information is being tested. Five autistic children in class VII at SMP Negeri 3 Hutabayuraja served as the study's participants. This research uses an experimental method, namely using Single Subject Research (SSR) with an AB design. The usage of Fun Thinkers media can enhance vocabulary knowledge abilities for the first-year Autistic students at SMP Negeri 3 Hutabayuraja, according to the findings of the data analysis and.discussion above. It.can be seen that.the.provision of interventions in.the form.of Vocabulary Learning through fun thinkers’ media shows an increase in scores forRH students and the improvement obtained is quite good
Applying Scanning And Skimming Techniques for Reading Comprehension Course of 6 Grade Students of Elementary School Chindy Hanggara Rosa; Marsuki Marsuki
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.701

Abstract

Reading is the activity or skill of understanding written words. According to Grabe and Stoller (2002:17), “Reading comprehension as the ability of understanding and interpreting information in a text correctly which makes the readers has understood what they will read in the text. The objectives of the study are 1) to know at the students’ interest and capability in reading comprehension before being taught by using skimming and scanning techniques. 2) to know the students’ interest and capability in reading comprehension after being taught by using scanning and skimming techniques.In analyzing of this research, the writer applied the theory of scanning and skimming. According to Arundel and Study Skill Lab (1999) skimming is a strategy of rapidly moving the eyes over the text with the purpose of getting only the main idea and general overview of the content. In addition, according to Maxwell (1970), scanning is to get specific information within a text such as dates, names, places, specific dates, and details quickly. They are regarded as desirable reading skill and is taught in developing reading. In conducting this research, the researcher used class action research that consists of Reconnaissance steps for observing the situation in order to identify the problem. Then the cycle was divided into four stages; planning to choose an action and prepare teaching materials and instruments of gathering data observing, acting by teaching reading comprehension using scanning and skimming techniques and asking students to compose, observing during the action, reflecting to sort and analyze data conclude and get an evaluation to ide the next planning.The result of the 1 cycles shows that the use of scanning and skimming techniques could improve students’ interest and capability in reading comprehension. The students got improvement in finding the main idea and specific information such as name, date, price, and number from the contents rapidly by moving their eyes. The students were motivated to be active in the classroom activities. They got a better score In conclusion, this class action research shows that using scanning and skimming techniques in teaching reading is a success. Therefore, it is important for teachers, university students, and further researchers to know and apply these techniques in teaching reading
Developing Snake and Ladder Game to Teach Vocabulary on Recount Text for Eighth Grade Students at MTs Syekh Subakir 2 Sumberasri Namyra Alvatikha Pratiwi; Ahmad Saifudin; Tyas Alhim Mubarok
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.702

Abstract

The purpose of this research is to create a snake and ladder game to educate eighth grade students at Mts Syekh Subakir 2 Sumberasri vocabulary on recount texts. The R&D Method was used by the researcher to conduct this study. So research and development methods are methods that produce, develop and test the effectiveness of a product. The design and creation of snake and ladder media resulted in a media validation questionnaire from experts as proof that snake and ladder media in this study is suitable for use as a medium for teaching recount text vocabulary to eighth grade students of Syekh Subakir 2 Sumberasri. This research was conducted to find problems experienced by eighth grade students in English lessons and provide solutions to these problems. In eighth grade Syekh Subakir 2 Sumberasri, the researcher found a problem with students, namely a lack of vocabulary knowledge, which hindered the learning process. Therefore, the researcher created snake and ladder game media as an English learning media so that students were motivated to learn vocabulary.
Tutor’s Strategies in Speaking Class to TEYL in ‘Fun English Course’ Alfira Fitriyani; Endang Darsih; Wulan Rahmatunisa
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.703

Abstract

This research aimed to find out what kind of the strategies that tutor used in speaking class to TEYL and to know students’ attitude toward the implementation of the strategies. The researcher used mixed method by analyzing the data that has been collected from 3 research instruments, which were observation, interview, and questionnaire. This subject of the research consists of an English tutor and 6 students of the fifth grades in Fun English Course. The research findings revealed that the tutor used four types of strategies in the speaking class, as outlined by Thornbury (2005), those strategies are (1) Cooperative Activities, (2) Creative Task, (3) Role-play and Simulations, and (4) Drilling. Regarding the students' attitudes towards the tutor's implementation of these strategies, based on Wenden’s (1991) classification of attitudes into cognitive, affective, and behavioural components, the results of each component indicated a positive level in students’ attitude with an average score of 4.50. This suggests that the tutor’ strategies was successful in fostering a positive attitude among the students, which makes students feel comfortable when they are learning, improving their pronunciation and make them more confident to speaking English in front of the class, especially during speaking class sessions.
Content and Language Integrated Learning in Bilingual Education: : What Can We Learn from the Previous Studies? Kadek Nila Hendra Yani; I Gede Budasi; Dewa Putu Ramendra; Luh Putu Artini; I Ketut Trika Adi Ana
Journey: Journal of English Language and Pedagogy Vol. 6 No. 3 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i3.704

Abstract

CLIL is widely implemented in English as a foreign language class, but there has been no specific research conducted to identify the advantages and challenges of implementing it in the context of bilingual education. This study aims to examine the implementation of Content and Language Integrated Learning (CLIL) in bilingual education. Specifically, this study focuses on the benefits of CLIL in bilingual education and the challenges of implementing CLIL in bilingual education. Then, a recommendation to implement CLIL effectively was drawn using the benefits and the challenges of CLIL. This research was conducted by following the steps of a literature review. Data was collected from articles from accredited international journals published online from 2012 to 2022. The collected data were analyzed qualitatively using an interactive data analysis model, carried out in three stages of analysis: data reduction, data display, and conclusion drawing/verification. The data collected showed that CLIL improved mastery of a second language. It is because CLIL provides a lot of exposure for the students. Besides, CLIL enables students to acquire English by practicing it actively. The challenge in implementing CLIL lies in teachers’, students’, and teaching media readiness. To run CLIL effectively, it should be done by considering the quality, quantity, and consistency of the English exposure.

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