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
mr.awinwijaya@gmail.com
Editorial Address
Jl. Citandui No.46, Purwantoro, Blimbing, Kota Malang, Jawa Timur 65122, Indonesia
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
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
 17   18   19   20   21 
An Analysis of Amber Heard's Statements in the Johnny Depp Defamation Case: A Forensic Linguistics Study Gizela Intania Maylida; Khristianto Khristianto
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.842

Abstract

A defamatory act is any act of speech that disparages the reputation of a person. Defamation is committed by conveying speech in the form of a series of words or sentences by accusing a person of certain actions, which are aimed at honor and good name so that it can result in the person's dignity or dignity being humiliated or degraded. This research aims to examine Amber Heard's statements for defaming Johnny Depp. The data analyzed are Amber Heard's several statements that indicates false and defamatory (primary data) and also her testimony during the trial as supporting data (secondary data). The primary data was collected and observed through the articles op-ed which written by Amber Heard in Washington Post and the secondary data was collected through the trial transcript. This study uses a qualitative research method that describes data to determine the elements that can defame a person based on forensic linguistic studies. By using this study, the data that has been selected was analyzed using lexical semantics, pragmatics (speech acts), and linked to legislation based on Virginia Law. The researchers found three statements that proved to be defamatory and acted with obvious malice that have damaged Johnny Depp's reputation. The findings of this study have significant implications, showing that defamatory statements can have a profound and lasting impact on an individual's reputation and public perception, emphasizing the importance of the law in protecting and addressing such acts.
Advancing Elementary Vocabulary Education with Wordwall-Based Digital Media I Komang Yogi Pratama Wedananta; I. G. A. Lokita Purnamika Utami; G. A. P. Suprianti
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.843

Abstract

In Indonesia, the education curriculum underwent numerous changes, with the most recent being the Merdeka curriculum. Vocabulary was a crucial component in English language learning. This study aimed to develop Wordwall-based learning media for vocabulary using the "My Next Words" book at SD Negeri 1 Baktiseraga for fourth-grade students in the second semester. The research involved classroom observations, interviews with English teachers, and analysis of the curriculum and students' needs. In the planning stage, the design of Wordwall games focused on vocabulary learning objectives aligned with the "My Next Words" curriculum. Development included creating Wordwall games, selecting templates, types of games, and integrating interactive features. After development, Wordwall products were evaluated and approved by education and technology experts, then integrated into the learning process for fourth-grade students at SD Negeri 1 Baktiseraga. Evaluation assessed the effectiveness of Wordwall in enhancing students' vocabulary comprehension, with experts reviewing the quality of learning materials, user experience, and its impact on students' learning motivation. The results indicated that Wordwall was effective in improving English vocabulary acquisition and making learning more engaging and motivating for students.
Using Whispering Game to Improve Students’ Pronunciation Karolina Mutia; Tities Hijratur Rahmah; Suhartatik Suhartatik
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.844

Abstract

Most of the students said that learning English Pronunciation is difficult. A sentence will have different meaning if they wrong in pronounce it. Therefore, teaching pronunciation is one of the important parts in learning English. The design used in this study is Classroom Action Research (CAR). Technique of collecting data in this study is both quantitative data and qualitative data. The researcher uses qualitative data consist of questionnaire sheet, and interview. While quantitative data is taken from student’s score from the test, it consists of 35 students’ final pronunciation. This research was conducted at SMPN 5 Lembor. The purpose of this study is to improve students’ pronounciation skills by using whispering game. Based on finding research, whispering game can improve the student’s pronunciation ability. The result of student’s score is better than before applying the game, it means that pronunciation of students had been improved after using whispering game in English teaching learning process.
An Analysis of Students’ Low Confidence in Speaking, As the Attribute of Pronunciation Context Karmida Karmida; Ahmad Laud Hasibuan; Nurlaili Nurlaili
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.845

Abstract

Speaking requires mastering the vocabulary and pronunciation of the language well. The objective of this study is to find out the causes of students’ error in pronunciation and the students’ treatment in controlling their low confidence in speaking, to know the significant reasons of the phenomenon occurs. It is significantly influencing the developing of self-confidence and fluency in English. A mixed-methods approach used as research design. The subject of this research is students of English department who has problem in speaking. The data showed that students’ low confidence was caused by the problem of pronunciation. The biggest factor of students’ error in pronunciation is lack of practice and low motivation. The students had challenged about finding friends who can directly speak English. Another aspect also touches about the surrounding environment uses regional languages ​​and speaks Indonesian who prevent them to practice English. This study proved that low quality in English pronunciation caused low in English Speaking Competency. The study found some causes of students’ errors in English pronunciation, namely; Phonological Interference from Native Language, Lack of Exposure to Native English, Insufficient Pronunciation Practice, Teaching Methods and Materials, Psychological Factors.
Development of Soft Skills in Teaching English to Agriculture Students Hafida Ruminar
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.862

Abstract

This study investigates the integration of soft skills within English learning experiences for English for Business Class participants, focusing on their relevance to future careers in agriculture. A narrative research design was employed in the study to delve into participants' English learning journeys and identify the most pertinent soft skills cultivated through learning activities. Semi-structured interviews are the primary data collection technique, allowing in-depth exploration of participants' experiences. Language appraisal and emotional geography analyses dissect the narratives and discern the most relevant soft skills for agricultural graduates. The analysis reveals many soft skills, including communication, problem-solving, decision-making, digital literacy, leadership, teamwork, critical and creative thinking, presentation skills, and reflection, all essential for navigating the complexities of agricultural work environments. These findings underscore the importance of integrating soft skills into English language learning curricula, particularly for students pursuing careers in agriculture. The study has implications for updating learning methodologies, refining teaching materials, and designing English learning activities tailored to the specific needs of agricultural professionals.
Teaching English to Students with Autism Spectrum Disorder (ASD) Siti Maysuroh; Astrid Dwimaulani; Laila Wati; Nurhayati Nurhayati; Nurul Yusri
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.863

Abstract

Students with autism spectrum disorder (ASD) typically show a unique pattern in their language learning. This fact has been documented in a number of earlier investigations. However, it was discovered that Indonesian teachers and educational institutions were insufficiently prepared to fulfill the needs of their students, both in terms of teaching strategies and the material development. This study then aimed at examining appropriate strategies of teaching English to ASD students as well as finding out the challenges faced by teacher in teaching English in the classroom. The research design of this study was case study research with qualitative approach. The participant of this study was English teacher at SLBN 01 Lombok Timur chosen using purposive sampling. The researchers used documentation, in-depth interviews, and observation to acquire data. The results revealed that the teacher faced some challenges in teaching ASD students, such as lack of focus and concentration during teaching and learning process and speech delay. To address these issues, the teacher and school principle used some strategies to teach children with autism, namely developing oral language comprehension and developing lesson plan with visual media to help the student learn English as a foreign language
Self Directed Learning Scale at University Context Masrul Masrul; Sri Yuliani
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.864

Abstract

This research was carried out to investigate a relationship between self-directedness, self-involvement, expressive language, self-assessment, language varieties, metacognitive skills, editing and problem solving, text processing, knowledge rehearsal, idea planning, goal oriented monitoring and evaluating, peer learning, feedback handling, interest enhancement, motivational self-talk, and emotional control and the main and forming factors of self-directedness, self-involvement, expressive language, self-assessment, language varieties, metacognitive skills, editing and problem solving, text processing, knowledge rehearsal, idea planning, goal oriented monitoring and evaluating, peer learning, feedback handling, interest enhancing, motivational self-talk, and emotional control of self directed learning. A convenience sample approach was used to recruit English majors from a range of State University of Yogyakarta. All participants were recruited intentionally, and that they were informed that they might leave the study at any moment either during collecting data. The participant criteria include second-year English major students from various State Universities of Yogyakarta. As the result of pearson correlation in this research, it was found that there was a substantial relationship between the variables examined in this research. Moreover, as the result of factor analysis in this research was found that from the 11 variables included in the research namely self involvement, expressive language, self assessment, language varieties, metacognitive skills, editing and problem solving, Cognition, Metacognition, Social Behavior, and Motivational Regulation, they can be grouped into two main factors. The implications of these findings lie in a deeper understanding of the underlying conceptual structure of self-directed learning in a university context. With the identification of the key factors emerging from these variables, a more focused approach can be developed to enhance students' self-directed learning. This can also aid in the development of more precise and measurable assessment instruments to gauge progress in crucial aspects of self-directed learning. Thus, the implications of these findings can enrich teaching and learning practices in higher education settings.
Investigating the Implementation of ChatGPT in English Language Education: Effects on Student Motivation and Performance Levels Mohammad Yusfi Afkarin; Candra Hadi Asmara
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.865

Abstract

In the era of rapid advancements in Artificial Intelligence (AI), ChatGPT (Chat Generative Pre-Trained Transformer) emerges as a pivotal tool reshaping educational landscapes. This research, based on self-determination theory, investigates how ChatGPT influences the motivation and academic performance of 35 seventh-semester English education students. Utilizing mixed methods, it contrasts the experiences of 25 ChatGPT users with those of 10 non-users. The quantitative analysis demonstrates notably higher levels of motivation and GPAs among ChatGPT users (with a mean motivation score of 44.88 and a mean GPA of 3.63) compared to non-users (with a mean motivation score of 17.60 and a mean GPA of 3.06). Qualitative insights highlight themes such as 'Improved Comprehension and Independent Learning' and 'Increased Academic Efficiency and Productivity,' illustrating how ChatGPT supports effective and thorough learning experiences. In keeping with the tenets of self-determination theory, these results demonstrate that ChatGPT has a beneficial effect on students' motivation. The study also recommends more experimental studies to investigate how students' motivation and performance can be improved by using ChatGPT.
Investigating Engineering Students’ Needs for ICT Integration in ESP Classes Souad Belabcir
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.866

Abstract

The innovations in science and technology and the continuous development of educational theories and methods have urged the need for creative uses of Information and Communication Technology (ICT) in English language teaching in Moroccan Higher Education and especially in the teaching and learning of English for Specific Purposes (ESP). For this reason and others, the present study aims to investigate the integration of ICT in ESP classes by identifying engineering students’ needs for ICT integration in ESP classes at the Engineering school (ENSAM), Meknes. To meet this aim, the study adopted a quantitative method approach, which utilized a close-ended questionnaire administered to 64 civil engineering students. The data gathered was analyzed through Statistical Package of Social Sciences (SPSS). The results revealed the significance of ICT integration in ESP classes for Engineering students. Furthermore, the students expressed a number of lacks and necessities to improve their English proficiency level in general. The current research contributes to expanding literature on ESP in Morocco. Additionally, the implications and recommendations proposed will guide future practices and reforms in ESP teaching and learning.
Students’ Perception Toward English Meeting Club of Their Speaking Skill Novi Dwi Harzanah; Muhammad Hifdil Islam; Beny Hamdany
Journey: Journal of English Language and Pedagogy Vol. 7 No. 1 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i1.867

Abstract

This research aims to assess the students' perceptions of English meeting club of their speaking in the language. Istiqlal Islamic Boarding School's English class chose three students to participate in the research. The researchers used a descriptive qualitative method and collected data using two steps: an observational and an interview. The result of this research is majority of students in this research had a positive perception of English meeting club. The students are believing that by joining the English club, they would be able to improve their speaking skills. Another thing the student thought would help them improve their communication skills, especially their pronunciation, was going to English club meetings. On top of that, it might stand in for students who have problems with public speaking fear and low confidence

Page 19 of 25 | Total Record : 241

 17   18   19   20   21 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going) 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