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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 277 Documents
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A Qualitative Inquiry into the Socio-Economic Determinants of English Learning Motivation among University Students Wijaya, Ahmad Krisnawan; Feri Ferdiyanto; Zainuddin, Zainuddin
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i1.3108

Abstract

The present research seeks to explore how certain social and economic factors affect the motivational process of learning English among university students at Islamic Zainul Hasan Genggong University. A qualitative case study was chosen as the research methodology, and data were collected through written interviews with 10 students from the Department of English Education across various semesters. Thematic analysis was used to analyze the data. From the results, it can be noted that students’ motivation is shaped by interactions among factors such as family influence, peer environment, exposure to technology, and economic conditions. Family expectations and cultural norms contribute to instilling a sense of responsibility and commitment to studies in students. Peer involvement and digital communication provide further avenues for exposure to the target language. Financial pressures, on the one hand, make learning difficult owing to the lack of necessary study materials and increased stress, while on the other hand, they motivate the students to learn English so as to secure better job opportunities in the future.
AI-Assisted Feedback in EFL Academic Writing: Evidence from Indonesian Pre-Service English Teachers Ardian, Fahrur; Brinda, Sonya; Zakiya, Lus Firdaus; Hidayatullah, Muhammad Ridwan
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i1.3443

Abstract

The integration of artificial intelligence (AI) in language learning has created new opportunities for improving students’ writing skills through immediate and personalized feedback. This study investigated the effectiveness of AI-assisted feedback in enhancing EFL academic writing among Indonesian pre-service English teachers and explored their perceptions of its use. An explanatory sequential mixed-methods design was employed involving 60 students enrolled in an academic writing course. Quantitative data were collected through pre-test and post-test writing assessments administered to an experimental group receiving AI-assisted feedback and a control group receiving conventional lecturer feedback. Qualitative data were gathered through semi-structured interviews with selected participants from the experimental group. The findings revealed that the experimental group achieved significantly greater improvement in writing performance than the control group, particularly in grammar, organization, and vocabulary. Interview results indicated that students perceived AI-assisted feedback as useful, accessible, and supportive of their writing development. The participants also reported increased confidence and greater engagement in the revision process. However, concerns regarding excessive dependence on AI were also identified. Overall, the study suggests that AI-assisted feedback can serve as an effective supplementary tool for enhancing academic writing instruction in EFL contexts.
Navigating the Labyrinth of ESL: A Case Study on Linguistic Barriers and Autonomous Strategies among Indonesian English Education Students Fadilah, Indah Nafsiyatul; Sakhiyya, Zulfa
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (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.v9i2.3002

Abstract

This study investigates the barriers that English education students have when learning English as a second language (ESL) and the strategies they use to face their obstacles. The data were collected using a descriptive qualitative approach that employed a case study design. Researchers utilized semi-structured questionnaires and conducted in-depth interviews with English education students from Semarang State University. The participants were purposively selected from the sixth and eighth semesters, with seven students from each semester, as they had previously completed the course “Introduction to Second Language Acquisition (SLA)”. The conditions ensure that students have a good understanding  of the main theoretical concepts of second language acquisition. Students have may problems such as language-related problems (grammar, speaking, writing problems) and non-linguistic problems (anxiety, insecurity, fear of failure, and inconsistent motivation). Problems are compounded by distractions from the native language and lack of real language experience. To overcome these issues students employ various learning strategies such as self-study, targeted practice, social media engagement, vocabulary building, as well as the use of resources like translation apps, language learning platforms and AI chatbots. The results demonstrate that the successful ESL learning requires emotional control of academic behavior, learner independence and a positive social environment. The findings indicate that ESL acquisition is a complex process that should consider both linguistic and non-linguistic factors. The emphasis is on learning strategies, with psychological support and technology-enhanced learning.
Semiotic of Heartbreak: A Roland Barthes Analysis of Luka Dalam Lyrics by Manja Mooy Aran, Maria Trifonia Teniba; Setyowati, Endang; Muliyono , Nurwakhid
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (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.v9i2.3032

Abstract

This study analyzes the meaning of the lyrics of Manja Mooy's song "Luka Dalam" using Roland Barthes's semiotic framework. This study aims to identify and interpret the denotative, connotative, and mythological meanings embedded in the lyrics. Using a qualitative descriptive-interpretive approach focused on pure text analysis (content analysis), the data consists of words, phrases, clauses, and stanzas taken from the song lyrics as the primary source without involving field data triangulation. Data were collected through documentation, listening, and note-taking techniques, then analyzed through Barthes's three levels of signification: denotation, connotation, and myth. The findings show that at the denotative level, the lyrics explicitly depict emotional pain and betrayal. At the connotative level, the lyrics represent deep psychological wounds and the loss of trust. Meanwhile, at the mythic level, the song constructs a cultural narrative about the moral consequences of infidelity and reinforces social values regarding emotional responsibility. The novelty of this study lies in revealing the myth of 'emotional resilience' in modern pop song lyrics, which shows a shift from merely passive grief narratives to moral assertiveness towards betrayal. Through this analysis, the research shows that song lyrics function as cultural texts with layered ideological messages, as well as providing a practical contribution in increasing listeners' appreciation of the symbolic meaning of popular music.
The Meaning of Traditional Expressions in Muritana Marriages in Central Sumba District, East Nusa Tenggara Wali, Eva Arnas; Setyowati, Endang; Rachman, Anita Kurnia
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (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.v9i2.3093

Abstract

Language is an important element of cultural identity that must be preserved because it is passed down from generation to generation. In the Muritana community of Central Sumba, traditional expressions are still maintained, especially in traditional marriage ceremonies. This study aims to identify, describe, and analyze the meanings of traditional expressions used in the marriage rituals of the Muritana ethnic group in Central Sumba Regency, East Nusa Tenggara. The study employs an ethnolinguistic approach using the theoretical framework of James W. Underhill to understand how language reflects the worldview, cultural values, and social structure of the community. This research uses a qualitative method with data in the form of words, phrases, and sentences spoken in traditional marriage rituals. The data were obtained through observation, interviews with traditional elders and community leaders, and documentation. The results show that traditional expressions in Muritana marriage rituals contain symbolic meanings that reflect respect, the strengthening of kinship ties, and the maintenance of social harmony between families. For example, the expression “Ndima mai ngia ti umma nanni anamu” conveys humility and respect from the groom’s family when proposing to the bride’s family. These expressions also indicate the patrilineal social structure and the moral values upheld by the Muritana community. Therefore, traditional language in marriage ceremonies not only functions as a means of communication but also as a cultural medium that preserves identity, social order, and the continuity of Muritana traditions.
Speaking Anxiety among Learners in an International School: Types, Factors, and Coping Strategies Amelia, Rifda
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (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.v9i2.3295

Abstract

This study aims to discover the types, factors, and coping strategies of speaking anxiety among 7th-grade students in an international school. The participants comprised all 7th-graders from six classes at an international Islamic boarding school in East Java. Using a sequential explanatory mixed-methods design, questionnaires were distributed to all students to map their anxiety types, followed by semi-structured interviews with six purposively selected participants to delve deeper into the factors and coping strategies. The findings revealed that communication apprehension and fear of negative evaluation were the dominant types of speaking anxiety experienced by students, while test anxiety occurred less frequently. Several factors contribute to this speaking anxiety, including psychological, linguistic, pedagogical, and socio-cultural factors such as intensive English use demands in an international school environment. To overcome anxiety, students applied coping strategies, with preparation and peer-seeking as the most frequent strategies, followed by relaxation and positive thinking. Some students also exhibited signs of resignation. This study concludes that speaking anxiety is a complex phenomenon influenced by both internal and external factors, offering pedagogical insights for teachers and school administrators to design less-anxious speaking environments.
Exploring Students' Perceptions and Experiences of Learning Vocabulary through Short Stories in An EFL Classroom Siskayanti, Siskayanti; Indah, Chindy Hanggara Rosa; Sari, Ike Dian Puspita
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (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.v9i2.3312

Abstract

This study examined first-year English Language Education students’ perspectives on utilizing short stories for vocabulary enrichment at a private university in Malang, Indonesia. Employing a descriptive qualitative design, the study involved 10 purposively selected participants characterized by limited initial vocabulary proficiency. Over a four-week period, the students read four flash fiction stories integrated with structured pre-reading, while-reading, and post-reading vocabulary activities. Data were collected through semi-structured interviews and analyzed thematically. The findings revealed four primary themes: predominantly positive perceptions, significant benefits for vocabulary acquisition, manageable linguistic and pedagogical challenges, and practical suggestions for instructional improvement. Participants viewed short stories as significantly more engaging and effective than traditional decontextualized word-list methods, noting that contextualized narrative exposure enhanced contextual retention and syntactic understanding. Although some participants encountered difficulties regarding complex vocabulary and time constraints, they considered these challenges surmountable. The study concludes that short stories offer a highly viable alternative for vocabulary development in English as a Foreign Language (EFL) settings, providing pedagogical recommendations for lecturers and directions for future research.
The Analysis of Semantic Meaning Found in Students’ Interactions in the English Department at Bali Dwipa University Artini, Ida Ayu Kade Dewi; Suardana, I Putu Eka
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (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.v9i2.3416

Abstract

Student communication at the university level involves more than simply sharing information; it also reflects the ways meanings are created and understood. This research explores semantic meaning, focusing on conceptual, connotative, social, affective, and thematic meanings proposed by Leech, as they appear in the interactions of students in the English Department at Bali Dwipa University. The study applies a qualitative descriptive design supported by frequency distribution analysis to examine data drawn from classroom exchanges, group discussions, and informal conversations among peers. The results show that conceptual meaning often appears in academic clarifications, while connotative meaning is visible in implied or figurative expressions. Social meaning can be seen in the use of politeness and honorific forms, while affective meaning expresses students’ feelings such as motivation, doubt, or humor. Thematic meaning arises from the way students organize sentences to highlight particular ideas. The frequency distribution further indicates the relative occurrence of each semantic meaning across the collected interactions. These findings suggest that student interactions are rich in semantic features that demonstrate both their language ability and social relationships. The research concludes that awareness of semantic aspects can support more effective teaching and communication in higher education.
The Effectiveness of Story Impression Strategy in Improving Ninth-Grade EFL Students’ Reading Comprehension: A Quasi-Experimental Study Abidah, Siti; Suhartatik
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (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.v9i2.3442

Abstract

This study was motivated by the low reading comprehension skills of ninth-grade junior high school students in English texts. Many students experience difficulty connecting new vocabulary to the story context, which impedes their comprehension. This quantitative research employed a quasi-experimental design to examine the effect of the Story Impression strategy on the English reading comprehension of ninth-grade students at SMPI Al-Muqorrobin. Two intact classes were involved: Class IX-A served as the experimental group (n = 19) and was taught using the Story Impression strategy, while Class IX-B functioned as the control group (n = 19) and received conventional instruction. Reading comprehension tests (pre-test and post-test) were used as the instrument, and the data were analyzed using Welch’s test in Microsoft Excel. The control group showed an improvement in the mean score from 38.68 on the pre-test to 62.86 on the post-test, while the experimental group demonstrated a greater increase from 48.75 on the pre-test to 90.00 otgn the post-test. Statistical testing confirmed that this increase was highly significant (p < 0.05), and the experimental group outperformed the control group on the final assessment. The findings demonstrate that the Story Impression strategy is highly effective in enhancing junior high school students’ reading comprehension.
Engaging ICT-Supported Learning Activities to Achieve ELT Curriculum Goals: A Qualitative Case Study Marsevani, Maya; Evans, Johnathan; Rumianti, Melisa Ayu; Nugraha, Hendra
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (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.v9i2.3579

Abstract

This case study examined how English teachers planned and implemented ICT-supported learning activities to achieve the objectives of the Merdeka Curriculum in English Language Teaching. The study involved three advanced English teachers from three senior high schools in Batam, with one teacher representing each school. Participants were selected through purposive sampling based on their experience in implementing the curriculum and integrating digital tools into English instruction. Data were collected through three classroom observations, semi-structured interviews consisting of 33 open-ended questions, and researchers’ field notes. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The findings showed that the teachers used Canva, YouTube, Quizizz, Google Forms, and Microsoft PowerPoint to support communication, collaboration, creativity, engagement, and differentiated instruction. However, ICT implementation remained limited because of unstable internet connections, inadequate classroom facilities, unequal access to digital devices, and insufficient professional training. Consequently, textbook-based instruction remained prominent. These findings reveal a gap between the progressive expectations of the Merdeka Curriculum and classroom realities. Schools should therefore improve digital infrastructure and provide professional development focused on technological, pedagogical, and content knowledge for meaningful and sustainable ICT integration.

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