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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 260 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.
Students' Perceptions of Using Youglish for Vocabulary Enrichment in a Speaking Class Bella Trivena Gunawan; Lailatul Musyarofah; Yuliyanto Sabat
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.v9i1.2894

Abstract

This study investigates students’ perceptions and learning experiences using YouGlish as a vocabulary enrichment tool in a speaking class at PGRI Delta University. Adopting a qualitative descriptive design, data were gathered through questionnaires, semi-structured interviews, and classroom observations involving 10 third-semester English Education students. The findings reveal that students held overwhelmingly positive perceptions, with 100% of participants agreeing on the platform's utility and ease of use. Students specifically valued authentic video examples, diverse accents, and synchronized transcripts as primary learning supports. Results indicate that YouGlish successfully facilitated both intentional and incidental vocabulary gains, with students acquiring 5 to 20 new words per session while improving pronunciation awareness and speaking confidence. Although minor technical challenges like advertisements were identified, they did not diminish the tool’s pedagogical effectiveness. The study concludes that YouGlish is an effective supplementary digital tool that fosters learner autonomy and provides meaningful, authentic language exposure in EFL contexts. These results suggest that integrating multimodal digital resources can significantly enhance lexical development in speaking activities.
Students’ Perceptions on the Use of Duolingo as a Tool for Pronunciation Practice Roselina Maria Narjiani; Endah Alamsari Andayani; Siti Aisyah
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.v9i1.3000

Abstract

Pronunciation is a component of spoken English because it affects intelligibility and learners’ confidence in oral communication, yet it often receives limited attention in english classrooms. Mobile language-learning applications offer additional opportunities for practice beyond classroom time. This study explored students’ perceptions of Duolingo as a supplementary tool for pronunciation practice and identified the benefits and challenges they experienced while using it. Employing a descriptive qualitative design, the study involved 21 third-semester students from the English Education Study Program at Universitas PGRI Delta Sidoarjo. Data were collected through closed and open-ended questionnaires and semi-structured interviews, then analyzed using data reduction, data display, and conclusion drawing. The findings indicate that many students perceived Duolingo positively, particularly for supporting repeated listening and speaking practice, providing immediate feedback, and fostering motivation and confidence through gamified features. Interview responses further showed that Duolingo encouraged regular practice in a low-pressure learning environment. However,limitations were reported, including inconsistent voice recognition accuracy, insufficient phonetic or articulatory guidance, and limited emphasis on sentence-level pronunciation practice. Overall, Duolingo is perceived useful for basic pronunciation practice and motivation, but it is not considered a substitute for teacher-led instruction. Integrating Duolingo with classroom pronunciation guidance is recommended to optimize learning outcomes.
Gamifying Vocabulary Learning: The Development of Scratch-Based Interactive Media for Teaching Animal Names in Elementary Schools Wardani Rahman, Naufalia; Korotul Aini, Sitti; Salym Muqaddam, Amiel; Wahyuli, Sabrina; Anjarani, Devie
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.v9i1.3047

Abstract

Learning vocabulary from an early age is essential as it serves as a basis for students' language development. However, the use of monotonous teaching methods often leads to low student interest and limited understanding, particularly in learning animal names. This study aims to develop an interactive Scratch-based learning media that is valid and practical for use in the teaching and learning process. This study utilized the Research and Development (R&D) approach utilizing the ADDIE model, which includes analysis, stages of design, development, execution, and assessment. The participants were fifth-grade students of SDN Pademawu Timur 4, Pamekasan. Data were obtained from expert validation sheets and questionnaires completed by teachers and students, and then analyzed quantitatively to evaluate the validity and practicality of the developed media.. The results indicated that the developed media obtained validity scores of 0.83 from the media expert and 0.82 from the expert material, categorized as high validity. Furthermore, the practicality level reached 92% from teachers and 90% from students, categorized as very practical. Therefore, The use of Scratch-based learning media suggests that interactive and visual programming tools can improve elementary students’ engagement and motivation in learning English.
An Analysis of Hate Speech Targeting an Overweight Transgender Individual on TikTok Comments: A Case Study of @al.weeezy Mareta Putri Hariyanto; Endah Alamsari; Yudy Prasetyo
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.v9i1.3115

Abstract

Hate speech is now increasingly visible along with the increase in the use of social media specifically on TikTok where the comment column is often a space for language that demeans marginalized individuals. In response to growing concerns related to intersectional discrimination in digital communications, this study conducted a study of online hate speech aimed at overweight transgender content creators. This study aims to identify the types of hate speech with communicative intent contained in English TikTok comments. This study uses a qualitative descriptive method where as many comments have been collected on the TikTok account @al.weeezy from October to December 2024. In this dataset, where 28 comments containing expressions of hate have been selected to conduct an in-depth analysis based on the compatibility of the hate speech indicators, so that in order to ensure the validity of the data, the comments were carefully examined by being categorized according to explicit linguistic features by associating with hate speech so that this analysis determined the grouping of the types of hate speech expressed by Mondal et al. with a framework that has communicative intentions according to Kreidler. The results of the study indicate that hate speech about physical appearance is the most dominant type followed by attacks that target behavior with gender identity so that in terms of communicative, mocking and insulting can be interpreted as the most often used strategy in expressing hostility so that this result indicates that transphobia with body-shaming that has interaction with each other in discourse online by creating a layered form of discrimination so that in this study it can contribute to pragmatic and sociolinguistic analysis by emphasizing how linguistic strategies are used to build hate speech in digital communication and emphasizing the importance of encouraging more inclusive and responsible online interactions.

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