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
 21   22   23   24   25 
Increasing Students’ Vocabulary by Using Song Lyrics: Increasing Students’ Vocabulary by Using Song Lyrics Mariana Ngongo; Endang S Astuti; Tities Hijratur Rahmah
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

Abstract

This study aims to improve the vocabulary acquisition and learning activeness of the tenth-grade students of SMAN I Tana Righu through the implementation of song lyrics as a learning medium, utilizing the Classroom Action Research (CAR) method. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through vocabulary tests, observation sheets, and student questionnaires. The findings indicate a significant increase in the average student vocabulary scores and the level of student participation in learning activities across the cycles. The success criteria, defined as 75% of students achieving a minimum score of 70, were met in Cycle II. The use of song lyrics effectively provides a fun, authentic, and contextualized learning environment, leading to improved student motivation and vocabulary mastery.
The Speaking Stutter: Analyzing What Makes Seventh Graders Fear English Conversation Asrid Noni Lende; Ike Dian Puspita Sari
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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

Abstract

This research is a descriptive qualitative research. The subjects of this study were students of 7th Grader. There are 25 students, in conducting observations 25 students are taken and interviews in each class there are 5 students taken in each class, so the number of students interviewed is 15 students. Data collection is done by observation and interview. The data was analyzed using Horwitz's theory: Causes of student speaking anxiety. The researcher analyzed the data through students' interview answers. The results of the research findings are that seventh grade students of   have several anxiety factors, namely fear of speaking in front of the class, lack of vocabulary, fear of being laughed at by friends, lack of preparation, low English language skills, lack of practice in English, and lack of confidence when students come forward to the class .
Improving Students Speaking Skill through Role Play at Seventh-Grade Students Patricia Diona; Yahmun Yahmun
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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

Abstract

The aim of this research was to improve the speaking skill of seventh grade students at SMP Bhakti Malang by using Role Play. This was because the result of preliminary research showed that students faced difficulties in speaking English as a foreign language they had to learn . The instruments used in this research were interviews, observation sheets, questionnaires and tests. The findings showed that 81.25% students reached the school Minimum Passing Grade (MPG). The results of this research indicated that the application of role play method could improve students’ speaking skill is claimed to be successful.
Improving the Eight Graders Speaking Ability by Using Video Selfiana Ole Ate; Adi Adi
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

Abstract

This study aims to improve students' speaking skills using videos at SMP Negeri 2 Tana Righu. This Classroom Action Research (CAR) was implemented as an effort to address the problems faced by eighth-grade students at SMP Negeri 2 Tana Righu in the 2022/2023 academic year in describing objects in spoken manner. The researcher used video as a medium to improve students' speaking skills, who struggled in speaking English. This CAR implemented two cycles because students' grades did not improve in cycle one. To gain the data, three instruments used in this study were a field note, speaking test, scoring rubric. The results showed that students' speaking skills improved through the use of video. This improvement can be seen from student score average in cycle II; it was 76. The student positive attitude during the implementation proved that using video in teaching speaking could improve student motivation and interest in speaking class.
Developing The English Teaching Materials on Writing Descriptive Text By Using Pictures Media for Eighth Grade Students of SMP Swasta Marapati Angelina Wola; Ike Dian Puspita Sari
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

This development research uses the Research and Development method or commonly known as R&D. This study also uses the Expository Learning model which focuses on students' ability to write descriptive texts with image media. Therefore, this development research is a form of research that will later produce a product of teaching materials in the form of a module that will be used in learning English on the subject of writing for Eight Class students of SMP Swasta Marapati. The product that has been developed, the researcher chooses a validator in order to determine the level of feasibility of the teaching materials developed. The teaching material products will be validated by three validators, namely; design experts, materials/content experts, and learning practitioners. To find out the extent of the feasibility of the product, the researchers distributed questionnaires or questionnaires to several validators. For Content or Material Validators, they get a score of 72.5%, when viewed from the feasibility score, the teaching materials developed are in the Good category. As for the Learning Design, it gets a score of 70% with a decent score. Then from the learning practitioners from the questionnaire given a score of 85% with a very good predicate.
Improving Students’ Writing Skills through Discovery Learning Model Loduvikus Irvan Humba Langa Andung; Marsuki Marsuki; Chindy Hanggara Rosa
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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

Abstract

This research aims to improve students' writing skills through the implementation of the Discovery Learning model. This model is designed to encourage students to be more active in the learning process by discovering concepts and knowledge independently through exploration, observation, and analysis. The research was conducted in 2024 involving students as research subjects. The research approach used was an experimental method with a pre-test and post-test design. Students were given writing tasks before and after the implementation of the Discovery Learning model to measure the improvement in their writing skills. The results showed that the application of the Discovery Learning model significantly improved students' writing skills. Students became more creative, able to develop ideas well, and more confident in compiling their writing. In conclusion, the Discovery Learning model is proven effective in improving students' writing skills. This approach can be applied widely to support English language learning, especially in the development of writing skills.
Improving Students Speaking Skills Through Role Play Strategy Anjelita Guwa; Endang Setiyo Astuti; Chindy Hanggara Rosa
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

Abstract

This study aims to improve the speaking skills of Grade VIII students at SMPS St. Petrus Lokatadho through the implementation of the Role Play strategy. Previously, students faced difficulties in communicating fluently, lacked confidence, and frequently used their mother tongue due to monotonous teaching techniques. This research employed a Classroom Action Research design conducted in two cycles, utilizing both qualitative and quantitative data collection methods. The results demonstrated a significant improvement in students' speaking proficiency. The average score increased from 72.85 in Cycle I to 79.47 in Cycle II. Furthermore, the number of students achieving the success criteria rose from 12 students in the first cycle to 17 students in the second cycle. It is concluded that the Role Play strategy effectively motivates students, minimizes passivity, and enhances active involvement in speaking activities.
Improving Students’ Vocabulary Mastery through Snake and Ladder Game at Seventh-Grade Students Vinsensia Noyanti Jelimun; Mukarom Mukarom; Indrawati Pusparini
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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

Abstract

This classroom action research aimed to improve seventh-grade students’ vocabulary mastery by implementing the Snake and Ladder game as an interactive learning medium. The study was conducted in two cycles following Kemmis and McTaggart’s model consisting of planning, action, observation, and reflection. Participants included 32 seventh-grade students from a junior high school in Indonesia. Data were gathered through vocabulary tests, observation checklists, field notes, and student interviews. Findings indicate that using the Snake and Ladder game enhanced students’ motivation, participation, and vocabulary achievement. Students’ scores improved from a pre-test average of 58.7 to 69.5 in Cycle 1 and later reached 81.3 in Cycle 2, surpassing the minimum mastery criterion. Qualitative findings further showed that the game encouraged collaboration, reduced anxiety, fostered a supportive learning climate, and created a joyful classroom atmosphere. These results suggest that the Snake and Ladder game is an effective instructional strategy for strengthening vocabulary mastery among seventh-grade students. Teachers are recommended to incorporate structured game-based learning activities into English lessons to improve student engagement and learning outcomes.
Integrating Hot Potatoes as a Digital Media to Develop Students’ Reading Skill Fadilla Zafa Armandini; Indrawati Pusparini
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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

Abstract

The present study aims to analyze the integrating Hot Potatoes as a digital learning media in improving students’ reading skills in senior high school. The research was initiated due to students’ low interest and achievement in reading, coupled with the limited variations of instructional media commonly used by teachers. Hot Potatoes, a software for creating interactive exercises, provides various task types such as multiple-choice, matching, gap-filling, and crossword puzzles, which can potentially enhance students’ engagement. This study employed a Classroom Action Research (CAR) design conducted in two cycles, consisting of planning, action, observation, and reflection. The participants were 32 tenth-grade students from a senior high school in Malang. Research instruments included a reading test, observation checklist, and student response questionnaire. The findings revealed that integrating Hot Potatoes significantly improved students’ reading scores, as indicated by the increase in the average score from the pre-cycle to the second cycle. Students also demonstrated higher enthusiasm and motivation toward digital-based reading activities. Thus, Hot Potatoes proved to be an effective and engaging digital media for developing students’ reading skills. The study recommends that teachers incorporate interactive digital tools in reading instruction to enhance learning outcomes and student participation
Optimizing YouTube Videos to Enhance English Listening Skills: Students’ Perceptions and Learning Strategies Ananda Sabda Prayudha; Indrawati Pusparini
Journey: Journal of English Language and Pedagogy Vol. 7 No. 3 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

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

Abstract

This study examines university students’ perceptions of using YouTube as a learning medium to improve English listening skills and explores how learners apply language learning strategies while engaging with YouTube content. Drawing on O’Malley and Chamot’s (1990) framework—metacognitive, cognitive, affective, and social strategies—this qualitative research involved ten English Department students from Sam Ratulangi University. Data were collected through semi-structured interviews and analyzed thematically. Findings reveal that students perceive YouTube as an effective, accessible, and motivating resource for developing listening skills due to its multimodal input, authentic language exposure, rich educational content, and convenience. Students reported improvements in comprehension, vocabulary, pronunciation, and awareness of accents. They also employed a range of learning strategies while using YouTube for language learning. The study concludes that YouTube functions as a powerful tool supporting autonomous listening development. Implications for teaching, learner autonomy, and future research are discussed

Page 24 of 25 | Total Record : 241

 21   22   23   24   25 

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