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
 20   21   22   23   24 
The Power of E-Book as the Media for Self-directed Learning in the Teaching of Basic English Annajah Annajah; Chindy Hanggara Rosa Indah; Suhartatik Suhartatik
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1759

Abstract

Evolution technology has influenced the development of utilization instructional media in all level education. E-book as the product of digital transformation play a major role in supporting self-directed learning. The power of E-book in terms of accessibility, efficiency and multi media integration can be able to enforce students’ motivation and independence. This study aim to design E-Book as the media for Selfdirected Learning in the Teaching of Basic English. Research and Development is provided to know the feasibility of the product validated by the experts of media and learning materials. The outcome reveals that the material expert validation scored 94%, indicating suitability for use, while the media expert validation scored 77.8%, demonstrating the product’s feasibility after revisions.The aspect of accessibility and flexibility, E-Book is considered as feasible media to be used for independence learning.
Forensic Linguistic Analysis of Critical Speech in the Haris Azhar & Fatia Video: Between Freedom of Expression and Defamation Munawwir Hadiwijaya; Yahmun Yahmun
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1874

Abstract

This article examines the speech delivered in a YouTube video by Haris Azhar and Fatia Maulidiyanti, which led to a defamation lawsuit filed by a high-ranking Indonesian official. Using a forensic linguistic approach, the study investigates whether the utterances constitute defamatory speech or protected public criticism. A descriptive qualitative method is employed to analyze the lexical, syntactic, pragmatic, and discourse-level features of the video. The analysis identifies three categories of speech—false factual claims, critical opinions, and data-driven statements—and finds that the utterances fall primarily within the latter two, characterized by cautious language such as “allegedly” and “according to reports.” These linguistic mitigations indicate a lack of intent to defame and reflect research-based criticism. The study concludes that the speech acts, from a forensic linguistic perspective, do not fulfill the criteria for criminal defamation, but rather exemplify constitutionally protected freedom of expression.
Beyond Language Learning: A Critical Examination of Neoliberal Discourse in Vocational High School English Textbook Hastowohadi Hastowohadi; Ruston Kumaini; Munawwir Hadiwijaya
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.1510

Abstract

This study critically examines the presence and representation of neoliberal discourse in a Vocational High School English textbook used in Indonesia. Drawing on Critical Discourse Analysis (CDA), the research uncovers how the textbook's language, content, and imagery reflect and perpetuate neoliberal ideologies, including individualism, competitiveness, and market-driven values. The researchers collected the data from an English textbook of a vocational high school in Indonesia, representing the neoliberal aspect. By analyzing textual and visual elements, this study reveals how such ideologies subtly shape students' perceptions of success, identity, and societal roles beyond language learning objectives. The findings demonstrate that the textbook serves as a tool for language acquisition and a medium for ideological dissemination, promoting values aligned with global neoliberal norms. This research highlights the importance of critically evaluating educational materials to ensure they align with the holistic development of students and local cultural contexts. We recommend that curriculum developers, policymakers, and educators foster a more balanced and contextually relevant approach to English language education.
Unpacking the Challenges: An Exploration of EFL Students’ Speaking Problems Wariyati Wariyati; Yenita Br Sembiring; Yugi Diraga Prawiyata; Rohazlyn Rosly; Heridayani Heridayani; Eisya Dalila
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.1623

Abstract

Fluency in English speaking is a vital competence for English Language Education students because it supports both academic success and future professional performance. However, many students continue to encounter difficulties in achieving oral fluency due to various internal and external factors. This study aimed to identify and analyze the factors influencing students’ challenges in speaking English fluently. The investigation focused on internal aspects such as anxiety and motivation, and external aspects including exposure to English and instructional methods. Employing a mixed-methods design, the research combined quantitative and qualitative data. A survey was administered to 56 English Language Education students to gather information about their experiences, challenges, and perceived barriers. The quantitative data were analyzed descriptively, while ten students were later interviewed to gain deeper insights into their perspectives. The results revealed that limited vocabulary, low confidence, speaking anxiety, and lack of English-speaking environments were the main obstacle affecting fluency. Most participants expressed a need for more supportive, practice-oriented learning conditions. These findings indicate that integrating interactive methods, authentic assessment, and non-threatening classroom environments can enhance students’ speaking proficiency.
Topic Continuity in the Short Story “The Tortoise and the Hare”: A Pragmatic Approach Jelly Prima Krisnawati Silaban; Nadya Elchaira; Deliana Deliana
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.1705

Abstract

This study uses a discourse analysis approach to examine topic continuity in the well-known fable the Tortoise and the Hare. Based on Halliday and Hasan's cohesion theory and Givón's framework. The study investigates how linguistic devices like pronouns, repetition, and zero anaphora preserve narrative coherence. Using a qualitative descriptive method, the analysis shows that minimum interference and short referential distances are crucial for maintaining textual clarity. While definite and possessive pronouns aid in medium- and long-range topic tracking, zero anaphora and third-person pronouns are consistently employed to preserve local coherence. The results show that the fable's theme consistency is accomplished by the deliberate use of unified techniques that guarantee the traceability of characters and events rather than intricate frameworks. Notably, the text's emphasis on distinct protagonists is reflected in the lack of indefinite pronouns, which supports its didactic and moral goals. When paired with good reference management, the narrative's simplicity shows how cohesiveness can be efficiently achieved in brief textsThis study highlights how traditional tales model referential cohesiveness and use discourse strategies to support comprehension and learning. Additionally, the findings lay the groundwork for future comparative studies on topic continuity across languages and genres.
Teacher’s Perception on AI Overuse by Students: Did AI Do Your Task? Julien Arief Wicaksono; Rimbi Budi Setiarini; Degita Danur Suharsono; Siti Ayu Surayya; Ghanesya Hari Murti; Sylvia Sylvia
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.1778

Abstract

Artificial Intelligence (AI) applications such as ChatGPT, Grammarly, and Google Translate are often used by students to help them to find ideas, write, translate, and even organize the ideas. These applications can support learning, yet many teachers have noticed that students are using them excessively. This study aims to look at university English teachers’ perceptions and responses toward students’ overuse of AI tools in asynchronous learning contexts. This study employed a narrative inquiry approach. The source of the data was five narratives from five university teachers reflected on real situations when they suspected students were overusing AI. The narratives were then thematically analysed to identify emerging patterns and emotional responses. The findings of this research highlight some emotional and ethical dilemmas that teachers experienced, the signs they noticed in student work, and the strategies they used to deal with the problems, and he strategies they employed to promote responsible AI use among students. This study also shows that teachers are trying to balance the use of AI as a helpful tool, not a replacement for learning. It also suggests clearer policies from the institutions, better digital ethics education for the students, and stronger support for teachers in today’s AI era.
Teachers’ Euphemism on Language Learning: Sociolinguistics Study in Higer Education Mohammad Amiruddin; Muhammad Darrin Zuhri; Evha Nazalatus, S
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.1803

Abstract

The goal of this research was to identify the teachers' euphemism language in language learning, as well as the roles of euphemism in supporting students' language learning. This was a qualitative research that used a descriptive case study approach. This qualitative descriptive study explored teachers’ use of euphemism in language learning and examined its role in supporting students’ learning motivation.  This study's participants included students and teachers from Madura University. Data on euphemism and its effects on language development were gathered through observation and interviews. The results of the study showed that there were five euphemisms used by instructors in language learning: (1) outspoken, (2) large boned, (3) curvaceous, (4) distinctive, and (5) exceptional. 25 % of students claim that professors use "outspoken" instead of "bossy", "big boned" instead of "large", "curvy" instead of "fat", "unique" instead of "odd or weird", and "special" instead of "conforming with expectations". Teachers employed euphemisms in language learning to avoid using taboo words, to save pupils from losing face, to reduce students' fear, and to motivate them. According to the student responses, 62.5 % students declared that the usage of euphemism was to avoid taboo words, 12.5  % students believed that it was to prevent losing face of the students, and 12.5 % students’ claimed that it decreased the anxiety level of the students, and 12.5 % students stated that was to inspire the students. It indicated that proper words, phrases, clauses, sentences, and utterances in language acquisition were essential for motivating pupils and creating a meaningful language environment. These findings highlight the importance of polite and motivating linguistic strategies in fostering effective learning interactions in higher education.
A Semiotic Analysis of Social Critique in the “Mari Membaca” Music Video by Mesin Tempur, Based on Roland Barthes’s Theory Syahiid Hidayatullah Rizkyka Hartadhi; Nur'annafi Farni Syam Maella Syam Maella; Ahmadi Ahmadi; Meiyanti Nurchaerani
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.2340

Abstract

This qualitative-descriptive study analyzes the social critique represented in the music video “Mari Membaca” by the band Mesin Tempur. The research background lies in the role of music videos as an effective medium for conveying profound messages and the urgency of literacy issues in Indonesia. Using Roland Barthes’s semiotic framework, this study deconstructs how social critique is constructed through intertwined visual and linguistic signs. Primary data were collected through direct observation of the music video to identify denotative signs, followed by analysis through Barthes’s three levels of meaning: denotation (literal meaning), connotation (implied meaning), and myth (ideological meaning). The findings reveal that the video systematically constructs a myth of literacy as an act of resistance. Through a semiotic contradiction between the aggressive, anti-establishment connotations of the grindcore/metal genre and the positive, constructive message of “let’s read”, the video redefines reading as a form of rebellion against ignorance. The study also demonstrates how semiotic analysis can reveal ideological constructions in music video culture. In conclusion, the study finds that “Mari Membaca” redefines literacy as a symbolic act of resistance, transforming it from an academic issue into a cultural movement that calls for public awareness and action.
Idiom Proficiency of Indonesian EFL Learners: A Quantitative Study of English Department Students in Aceh Ida Muliawati; Ulfia Raisabila; Nour Ayouni; Sitti Jamilah
Journey: Journal of English Language and Pedagogy Vol. 8 No. 2 (2025): Journey: Journal of English Language and Pedagogy (on going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i2.2413

Abstract

The research is designed to fill a gap by quantitatively measuring the level of English idiom proficiency into Indonesian equivalent. A descriptive quantitative approach was maginified in analyzing the data obtained from 20 native Acehnese English Department students purposively and voluntarily selected. The instrument employed was in form of a multiple-choice of idiom proficiency test and was analyzed statistically. The findings revealed that English Department students had a moderate level of idiom proficiency by 52.14%. The result indicates that significant number of students demonstrates inadequate comprehension, particularly when encountering idioms that are culturally specific or contextually unfamiliar. Despite their academic background in English and having learning experiences through coursework or translation practice which contribute to help them understand the idioms, challenges remain in dealing with complex cultural meanings, suggesting a gap in both cultural exposure and idiomatic knowledge. Therefore, it is suggested for local educators to develop more effective teaching strategies for figurative language, ultimately enhancing the students’ translational and communicative competence.
The Explanatory Study of Grammar Skill for Primary Student (in Term of Locus of Control and Teaching Model) Yefta Elia Yuda; Munawwir Hadiwijaya
Journey: Journal of English Language and Pedagogy Vol. 5 No. 1 (2022): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

English grammar plays a crucial role in developing writing and speaking skills at the elementary school level. However, students’ grammar mastery varies according to psychological and pedagogical factors that shape their learning engagement. This study aims to analyze the influence of locus of control and learning models on the grammar skills of elementary school students, as well as to examine the moderating role of external locus of control. The research employed a quantitative approach involving 120 students in grades 4–6 at SD Kristen Aletheia Malang. Data were collected using validated and reliable questionnaires and analyzed using Moderated Regression Analysis (MRA). The results show that internal locus of control has a significant positive effect on grammar skills, indicating that students who believe in their own effort tend to achieve better grammar performance. Learning models were also found to significantly enhance students’ grammar ability through increased engagement and structured practice. Furthermore, external locus of control significantly moderated the relationship between learning models and grammar skills, suggesting that students who rely on external reinforcement benefit more from supportive instructional strategies. These findings highlight the importance of considering both student psychological characteristics and appropriate learning models to optimize English learning outcomes in primary education.

Page 22 of 25 | Total Record : 241

 20   21   22   23   24 

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