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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 277 Documents
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The Effect of Reading Aloud on the Listening Ability of Fifth-Grade Students Zamago, Dirman Yanto; Gea, Fersi; Gulo, Lady Friska; Waruwu, Faef Mei Adaria; Ndruru, Clara Sinte Olivia; Zamasi, Alvin Ebenezer; Telaumbanua, Yasminar Amaerita
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.v9i2.3589

Abstract

Listening was an essential language skill that supports learners in understanding spoken English. However, many elementary students experience difficulties in listening comprehension because of limited exposure to meaningful spoken input. This study investigated the effect of Reading Aloud on the listening ability of fifth-grade students. A quantitative approach using a quasi-experimental one-group pretest–posttest design was employed with 24 fifth-grade students at UPTD SD Negeri 070978 Gunungsitoli. Data were collected using a researcher-developed 20-item multiple-choice listening test and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test. The mean score increased from 41.46 on the pre-test to 70.42 on the post-test. The paired-samples t-test showed a significant improvement in students' listening ability, t(23) = -24.861, p < .001. These findings indicate that Reading Aloud is an effective instructional strategy for improving elementary students' listening ability. However, because this study employed a one-group pretest–posttest design, future research should include a control group and a larger sample to enhance the validity and generalizability of the findings.
Turn-Taking Organization in a Classroom Interaction: A Conversation Analysis at MAS Mu’allimin NW Gunung Rajak Sari, Dewi Purnama; Gufron, Moh.; Hadi, Marham Jupri
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.v9i2.3604

Abstract

This study examines turn-taking organization in classroom interaction in MAS Mu’allimin NW Gunung Rajak through the lens of Conversation Analysis (CA) approach.. This qualitative study collected data through classroom observations and audio recordings in a grade XI science class. The analysis focused on the strategies of taking the turn, holding the turn, and yielding the turn  based on the theory of Anna-Brita Stenström theory. The findings revealed that classroom interaction was dominated by the teacher through strategies such as starting up, turn allocation, repair, and clarification, while students mostly participated through short responses, interruptions, and overlap. The study concludes that turn-taking organization plays a crucial role in maintaining effective classroom communication, although the interaction remained predominantly teacher-centered.
Parental Influence on Don’s Identity Development: A Psychoanalytic Study Jumbo (2025) Mahanani, Luberingsih; Herawati, Siane; Purnawati, Maria
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.v9i2.3612

Abstract

This study fills the gap in the analysis of the animated film Jumbo (2025) through a psychoanalytic lens, focusing on how the absence of parents in early life shapes the formation of identity and emotional development in the child character. Using Melanie Klein’s theory as the primary framework to understand how early emotional relationships affect psychological development and Donald Winnicott’s concepts to read the role of the environment that fosters the child, this study employs a descriptive approach by collecting the data through repeatedly viewing the film, followed by analyzing the selected scenes and dialogues. The findings show that the loss of a parent indeed impacts the emotional development of the child. Although it cannot be adequate to be raised by parents, the child will still be able to experience positive emotions without being overly impacted. It is considered this analysis would offer parents new insights into the importance of creating meaningful memories with their children, beyond just being physically, as this can influence the children’s behavior and development as they grow up.
Design and Development of a Website-Based English Learning Platform for Informatics Engineering Students Diana, Apriana; Antara, Hari Permata; Al Ghfari, Muhammad Zidane
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.v9i2.3626

Abstract

English for Specific Purposes (ESP) is an English language teaching approach designed to address the specific needs of particular disciplines, including Informatics Engineering. This study aimed to design and develop a website-based English learning platform for Informatics Engineering students. The research employed a Research and Development (R&D) method consisting of needs analysis, system design, website development, testing, and evaluation. Data were collected through interviews with students and industry practitioners to identify learning needs and validate the developed platform. The resulting website provides learning materials related to technical vocabulary, reading comprehension, listening exercises, and professional communication in the field of Informatics Engineering. The needs analysis indicated that students required discipline-specific vocabulary, flexible learning access, and interactive feedback to support independent learning. Functional testing confirmed that all major features of the platform operated as intended, while expert evaluation indicated that the learning content was accurate, relevant, and suitable for the target users. The evaluation results demonstrate that the developed platform effectively supports English learning by connecting academic materials with workplace communication needs. Therefore, the website-based learning platform is a feasible supplementary learning medium for improving English competence among Informatics Engineering students and enhancing their readiness for future academic and professional environments.
Investigating Teacher’s Implementation of the Gendre-Based Approach in Teaching Writing a Vocational School Istianah, Lailatul; Nugraheni, Dyah Ayu; Tjendani, Endah Nur
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.v9i2.3101

Abstract

This study looks at how the Genre-Based Approach's used to teach English writing at a vocational high school. The Genre-Based Approach is not often studied in this type of school. The researchers used a method to study two English teachers. They collected data by observing classes and doing interviews. The results show that one teacher was better at creating a fun and collaborative classroom while the other teacher was more structured in using the Genre-Based Approach. Both teachers had problems, such as students not knowing many words being unmotivated not having enough time and not having enough resources. The study found that the Genre-Based Approach is not about following steps but also about how well teachers adapt to the classroom and students needs. This study helps us understand how the Genre-Based Approach is used in schools, where students need to learn practical skills.
Figurative Language in Labrinth’s “Jealous”: A Critical Discourse Analysis and Its Pedagogical Applications in EFL Classrooms Ihwanushofa, Jihad Wildan
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.v9i2.3235

Abstract

This study investigates figurative language using Labrinth’s “Jealous” as the focal text in a multilingual educational context. Recognizing that traditional approaches in countries such as Indonesia often neglect the emotional and the cultural dimensions of language learning, this research proposes a pedagogical framework through Fairclough’s three-dimensional Critical Discourse Analysis (CDA) and derives conceptual pedagogical applications for multilingual EFL classrooms. The study systematically analyzes figurative devices across the selected lyrical units to identify their semantic, emotional, and cultural significance. The lyrics are segmented and analyzed for linguistic cues associated with metaphor, hyperbole, and other figurative language categories. Each expression then interpreted across textual, discursive, and sociocultural dimensions. The analysis shows how natural elements are metaphorically construed as rivals, emotional states such as emotional exclusion and loss are represented through metaphors, and hyperbole intensifies distance, misery, and concealed distress. These findings extend device-based analysis by explaining how figurative choices construct subject positions and relationship norms. Based on the analysis, the study proposes lyric annotation, guided discussion, role-play, classification, reflective writing, and optional digital activities. Because no classroom intervention or learner assessment was conducted, these activities are presented as pedagogical recommendations rather than validated strategies. Future research should evaluate their feasibility, cultural responsiveness, and learning effects in multilingual EFL settings.
Intonation Patterns of Madurese in Probolinggo Regency, Indonesia Khoiriyah, Luluk; Wafa, Ali; Andayani, Sri
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.v9i2.3377

Abstract

Intonation plays an important role in distinguishing sentence types and signaling grammatical meaning, yet its realization differs across languages. Although prosodic research on Austronesian languages has expanded in recent years, the intonation systems of many Indonesian regional languages remain insufficiently documented, including Madurese. This study investigates the distribution of pitch accents and boundary tones in the kasar register of Madurese spoken in the Pendalungan region of East Java. The analysis focuses on three sentence types: declaratives, yes–no questions, and wh-questions, derived from spontaneous talks between two native female speakers, acoustically analysed with Praat. Speech data were collected from spontaneous conversations between two female native speakers and analyzed acoustically using Praat. The results reveal seven pitch accent types and four boundary tones. Declarative utterances display the widest prosodic diversity, whereas yes–no questions consistently end in a low-falling (L–L%) boundary tone, unlike the rising intonation frequently associated with polar questions in several languages. Wh-questions exhibit prosodic characteristics that largely overlap with those of declaratives. These findings broaden the empirical description of Madurese intonation and provide evidence that the relationship between sentence type and intonation is shaped by language-specific prosodic conventions. More importantly, the consistent realization of yes–no interrogatives with a low-falling boundary tone challenges widely held cross-linguistic assumptions about interrogative intonation and offers new evidence that Austronesian prosodic systems may be typologically more diverse than previously considered.

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