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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 256 Documents
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Geosemiotics of Linguistic Landscape in the Video Game Honkai: Star Rail Aushaf Farhan, Andri; Khristianto
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): 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.v9i1.1910

Abstract

Linguistic Landscape is a field of study that focuses on the analysis of signs and its relation to the surrounding environment. Most recent studies concerning linguistic landscapes delve into bilingualism and power relations embedded in each sign. This study employs the theoretical framework of Linguistic Landscape and applies it to analyse the virtual world of the video game Honkai: Star Rail using the Geosemiotics framework. The data of this research was collected from 15th October 2024 to 25th November 2024 during the game’s version 2.7, analysed using a qualitative case study method, and gathered through in-game screenshots. The findings revealed that the signs inside the game used neography and thus must be transliterated into the Roman alphabet. The data showed that each planet’s different theme matches the signs found in-game. Although the signs were deliberately made unreadable to the average player base, their aesthetics, layout, and wording reflect that planet’s story and societal dynamics. These signs improve player immersion and offer insight into developer intent.
Exploring the Potentials and Barriers of Using English Pop Songs for Vocabulary Acquisition among EFL Students Putri, Aulia; Prasetyo, Yudy; Aisyah, Siti
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): 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.v9i1.2903

Abstract

This research aimed to examine the perception and challenges of students to learn vocabulary through English pop songs. This study used a qualitative descriptive method using a sample of 8 students in the 7 semester of the English Education Study Program at PGRI Delta University which were collected by means of semi-structured interviews and analyzed by mapping respondents' answers on several themes. Research indicated that students who found English pop songs to be a fun and motivating medium because they could acquire vocabulary using lyrical repetition, but there were also some challenges such as fast tempo of songs with unclear pronunciation, unfamiliar accents that used slang and metaphor and distractions due to focusing more on music than words. It could be concluded that pop songs in English were a solution in learning vocabulary, but lecturers or teachers needed to guide appropriately and choose songs selectively so that they could be used optimally and minimize obstacles.
The The Effect of Using English TikTok Songs on Students’ Descriptive Vocabulary Mastery Rini Nur Isnaeni; Farida, Alief Noor
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): 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.v9i1.2925

Abstract

In today’s technology driven society, English language learning must be continuously updated with modern and engaging media to support students’ vocabulary development. However, in the learning process, many students still experience difficulties in understanding and using English vocabulary, especially descriptive vocabulary used to describe people, such as adjectives and nouns. Therefore, this study aims to determine whether the use of English TikTok songs can help improve junior high school students’ mastery of descriptive vocabulary effectively. This study uses a pre-test and post-test design in a quasi-experimental form. The research subjects were junior high school students, and five English TikTok songs were used as learning media. Pre- and post-tests were used to measure students’ descriptive vocabulary mastery before and after learning using English TikTok songs. The data obtained were then analyzed using a paired sample t-test. The results showed a significant increase in students’ descriptive vocabulary mastery after learning using English TikTok songs, with an average increase of 10.07 points (p < 0.05). This indicates that English TikTok songs are effective in helping students understand and use adjectives. Students’ writing became longer, more detailed, and clearer than before the treatment.
Stoic Masculinity in Sisu Movie (2022): A Character and Symbolic Analysis of Main Characters Prayoga, Kurniawan Agung; Cholifah, Maria; Lutviana, Rizky
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): 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.v9i1.2956

Abstract

Stoic masculinity emphasizes endurance, emotional control, and rational action and is often represented visually in action movies. This study examines the representation of stoic masculinity in the movie Sisu (2022) through visual and symbolic elements rather than verbal expression. Using a descriptive qualitative method, the data are collected through movie observation and analysis of selected scenes. The analysis applies Roland Barthes’s semiotic theory, focusing on denotative, connotative, and mythic meanings, supported by Stoic philosophy as articulated by Marcus Aurelius. The findings show that stoic masculinity in Sisu is constructed through endurance of physical suffering, emotional control under threat and loss, and rational action in extreme situations. Among the visual symbols identified in the movie, bodily scars and prolonged silence appear as the most dominant signs representing stoic masculinity. Scars function as visual evidence of endurance and survival from past suffering, while silence and minimal speech represent emotional restraint and internal discipline. Other symbolic elements, such as calmness during confrontation, rational responses to injury, and calculated decision making, further reinforce the representation of stoic masculinity.The movie presents stoic masculinity as a visual identity shaped through action, self control, and cinematic techniques, contributing to the understanding of stoic masculinity representation in movie.
Enhancing Vocational High School Students’ English-Speaking Skills Through Comic Strips Abdussafa, Arif; Karim, Sayit Abdul; Matas, Gordan; Radjaban, R. Yohanes
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): 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.v9i1.2967

Abstract

This mixed-methods study investigated the effectiveness of comic strips in enhancing the English language skills of tenth-grade vocational students at SMKN 1 Tempel, Yogyakarta. Thirty-six students from Class X AKL 2 participated in the study, which integrated quantitative and qualitative approaches. The characteristics of the participants are; they are  active registered students, and have willingness to participate in speaking class activities during data gathering. Data were collected through pre-test and post-test speaking assessments to assess pronunciation, vocabulary, grammar, comprehension, and fluency. Participants had chances to utilize the comic strips three times in the practice stage. Meanwhile. semi-structured interviews were conducted with ten students using purposive sampling technique. Furthermore, quantitative data were analyzed using descriptive statistics, and qualitative data used Miles and Huberman’s (1994) interactive model. The quantitative findings revealed a substantial improvement across all speaking components following the comic strip–based instruction. The highest score increased from 88 to 96, and the lowest score rose from 56 to 64. Vocabulary showed the largest gain, followed by notable increases in comprehension and grammar. Fluency and pronunciation initially the weakest aspects also improved, indicating greater confidence and smoother speech supported by the visual prompts. Overall, the class total score increased from 2476 to 2728, demonstrating a clear enhancement in speaking proficiency. Meanwhile, qualitative results showed that students perceived comic strips as engaging, motivating, and easy to understand. Learning motivation, expanding of vocabulary, and students’ engagement in speaking were the main themes addressed by the participants. Moreover, they reported that the visuals, sequential panels, and word balloons helped them absorb the storyline, generate ideas, recall vocabulary, and speak more coherently. The study implies that comic strips are an effective multimodal resource for supporting speaking instruction in EFL vocational settings, offering contextual scaffolding that enhances learner engagement.
The Analysis of Connotative Meaning in Political Speeches of President Donald Trump Suardana, Putu; Kaka, Paulina; Isu, Emi
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): 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.v9i1.3010

Abstract

Political language typically operates beyond its basic or literal meanings. It often uses emotionally appealing and symbolically rich expressions designed to shape public views and influence attitudes. During his time as president, Donald Trump consistently applied these rhetorical techniques. His speeches illustrate how particular words and phrases, filled with underlying implications, can shape audience perception and support ideological stances. This study investigates how Trump’s word choices in public speeches contribute to persuasive political messaging, especially in building group identity and directing public emotion. Employing a qualitative descriptive design, the research examined five purposively chosen speeches to identify the use of connotation and rhetorical elements. The findings reveal that Trump frequently relied on emotionally loaded terms such as “fake news,” “enemy of the people,” and “make America great again” to spark national pride, encourage division, and challenge his adversaries. These findings align with Leech’s theory from 1974, which emphasizes that words possess additional emotional and cultural meanings beyond their dictionary definitions. These layers of meaning increase the persuasive strength of political language. In conclusion, this research contributes to a deeper understanding of how meaning functions in political discourse and emphasizes the role of Semantics in communication studies.

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