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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
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 : Seni dan Humaniora - Bahasa dan Linguistik
Articles 212 Documents
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THE DEVELOPMENT OF A CREATIVE MIMA (MIND-MAPPING) ENGLISH BOOK FOR SUPPLEMENTING STUDENTS LEARNING MATERIAL Anggraini, Lulita Ari; Hartiningsari, Dwi Putri
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.606

Abstract

This study aims to develop a creative supplement book, MIMA English Book, for supplementing student learning material. Implementing a mind map helps summarize learning material and stimulate the students to have a better understanding of learning English subject. This study uses research and development methods using a quasi-experimental research design. The population of this study was students of class X, SMA Negeri 2 Trenggalek, especially in class X MIPA 1 which consisted of 33 students. Methods of data collection using interviews, questionnaires, observations, and tests. From the results of research that researchers have carried out, it was found that 1) The MIMA English Book was developed according to the student needs questionnaire and the results of interviews, 2) Feasibility validation which showed that the MIMA English Book presented materials and media that deserved to be tested, 3) Positive feedback from students against the MIMA English Book, and 4) The results of the t-test showed that there was a significant effect of the use of the MIMA English Book on students' learning in English. In conclusion, the MIMA English Book is an effective learning medium for supplementing student learning material in learning English.
COOPERATIVE OF TEAM GAMES TOURNAMENT TO ENHANCE LEARNING OUTCOMES IN ENGLISH LEARNING Yusuf, Faidah; Usman, Hikmawati; Irfan, Muhammad; Aras, Latri; Rahman, Hardianto
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.607

Abstract

The challenge of teaching English to students with low academic achievement is what inspired this line of inquiry. The purpose of this research was to provide an explanation of how the Team Games Tournament was implemented Elementary class in order to improve the English learning outcomes of the pupils. The type of action research that was conducted in the classroom for the purpose of this study was approached from a qualitative point of view. A total of 24 students took part in this research project, both as instructors and as research subjects. As means of collecting data for the purpose of this investigation, observation reports, learning progress examinations, and documentation were utilized. The findings of the research are that the implementation of the Team Games Tournament was generally carried out in an effective manner. Less teacher activity was recorded during Cycle I Meeting I, which sufficient category, however, more teacher activity was recorded during Meeting II, which rated as "good." Because of this, the student's results in learning English have increased. The implementation of the Team Games Tournament learning model in an educational of elementary school to improve the learning outcomes for students has been shown to be beneficial.
THE USE OF PEER FEEDBACK AS THE SOCIAL AFFECTIVE STRATEGY TO IMPROVE SKILLS IN WRITING ANALYTICAL EXPOSITION TEXT: EXPLORING THE STUDENTS’ PERCEPTION Okvianti, Siti Nabilla Indah Tita; Sujannah, Wahyu Diny; Degeng, Putu Dian Danayanti
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.608

Abstract

Difficulties in writing are often encountered by some people in learning English as a foreign language. The difficulties and problems in writing can be overcome by implementing peer feedback as the learning strategy. This study aims to describe the perceptions and challenges in applying peer feedback as a social affective strategy in writing analytical exposition text. The method used in this research was a qualitative descriptive. In addition, the data of this research were gathered from open-ended questionnaire and interview. Furthermore, the research involved 15 students in the eleventh grade at SMA Widya Gama Malang. The findings showed that most of them agreed that implementing peer feedback in writing analytical exposition text could improve their writing skills and provide several benefits for them such as becoming more confident and open-minded and improve their critical thinking. Despite the benefits, the strategy also had some disadvantages and challenges related to the implementation of peer feedback but they still found improvement in their writing skills. Hence, this research concluded that it is recommended that peer feedback should be implemented to improve writing skills with some considerations.
EFL TEACHERS’ STRATEGY IN TEACHING ENGLISH NARRATIVE WRITING DURING COVID-19 OUTBREAK Jihan; Karim, Sayit Abdul; Royana; Jumiyasrini; Clarita, Nichella Ayu
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.609

Abstract

The COVID-19 outbreak throughout the world forced the government of Indonesia to shift academic programs into online mode. The objectives of this study are to describe the teachers' strategies for teaching narrative writing during the COVID-19 outbreak and to find out the teachers' reasons to choose the strategies. Therefore, a qualitative research design was applied and the data was gathered through semi-structured interviews and online observation. Two exemplary teachers were involved as the respondents in the present study. Data coding was conducted to analyze the data gained from those research instruments. The findings revealed that the first respondent (JY) used cooperative learning, group discussion, and translation as her strategies in teaching English narrative writing text. Meanwhile, the second respondent (RN) used guided questions, cooperative learning, and translation as her strategies for teaching English narrative text during the pandemic. The findings showed that the first respondent (JY) utilized those strategies to increase students' participation, enhance students' vocabulary mastery, and developed student writing ability. Meanwhile, the second respondent (RN) utilized the aforementioned strategies to enrich students' vocabulary mastery, and improve students sentence structure.
EFL STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING Yuliani, Novi Dwi; Najmiah, Lailatun; Hamdani, Beny; Pratolo, Bambang Widi
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.610

Abstract

Attitude revealed as a serious issue in foreign language learning. It is a way for someone to behave on a situation, whether like or dislike, good or bad, and positive or negative. This study investigates the EFL students’ attitude toward English language learning. This study aims to identify the students’ attitude toward English language learning in three aspects; they are behavior, cognitive and affective. A close-ended questionnaire was distributed to 10 students of post-graduate Program of Ahmad Dahlan University. Then, an interview was also conducted with three students as representatives from every aspect of attitude. The results of this qualitative study showed a positive attitude toward English language learning in three aspects; behavioral, cognitive, and affective. Furthermore, the result also showed the influence of attitude toward students’ achievement and motivation in English language learning.
LEXICAL BORROWING ANALYSIS OF JAVA ISLAND CITY AND REGION’S NAME ON THE立地成 (LÌDÌ CHÉNG) SITE Natan, Laurenctius Jefferson
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.612

Abstract

In the development of a language, there are transformation. One of the transformation caused by loanwords which a language insert the lexicon or vocabulary from other language. According to Octaviana (2021), the loanwords or borrowing is one of categorization of communication strategies in the language. This research is about loanwords analysis of Java Island’s city and region names on the立地成 (lìdì chéng) site and aims to identify the language loanwords classification by Niklas-Salminen theory. Through this research, the Java Island’s name of city and region on the立地成 (lìdì chéng) site were analyzed to know the loanwords classification to Chinese. From this research result, it was found that 24 names of city and region absorbed phonological, 35 names of city and region absorbed morphosyntactic, 32 names of city and region absorbed lexical, 2 names of city and region absorbed xenism, and 6 names city and region absorbed xenism-morphosyntactic. Therefore, this research is needed to analyze the absorption of Java Island’s city and region names into Chinese so that knowing by peoples.
APPROACHES AND METHODS TO TEACHING GRAMMAR IN TEXTBOOKS FOR STUDENTS AT ABA BALIKPAPAN Rochman, Muhammad
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.613

Abstract

This study aims to describe, compare, and contrast approaches and methods to teaching grammar in textbooks used in First Semester of English Department Students at ABA Balikpapan. It chooses, as samples for analysis, textbooks of one particular class to focus on the approaches to teaching grammar in these textbooks. These textbooks are taught for first intermediate class and belong to two different series titled First Semester of English Department Students at ABA Balikpapan opportunities and English for First Semester of English Department Students at ABA Balikpapan. Each of these textbooks follows essentially different approaches to teaching grammar. This study aims to highlight the similarities and differences between the books and reveals the weaknesses and strengths of the approaches in these books. The purpose of the study is changing these textbooks and to reveal the similarities and differences between the old and new textbooks. The data collection method of this research is the collation texts for analysis. The information is breaking down subjectively and quantitatively. The study considerably contributes to the field of language teaching in First Semester of English Department Students at ABA Balikpapan especially grammar teaching through drawing attention of language lecturers, textbook writers, as well as learners to a certain degree, to the weaknesses and strengths of the PPP method (Presentation Practice Production) in the First Semester of English Department Students at ABA Balikpapan opportunities textbook and task-based approach in the English for First Semester of English Department Students at ABA Balikpapan textbook.
TEACHING STRATEGIES TO CONTROL UNCONDUCIVE CLASS IN THE RON CLARK STORY: A FILM BY RANDA HEINES Hakim, Muhammad Isranul; Ahmadi, Nur; Lail, Husnul; Nuriadi
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.614

Abstract

Although there are many teaching strategies that teachers can use, the majority of teachers employ the same strategies regardless of the students' varying needs and abilities in the classroom. Analyzing teaching strategies can be done in a variety of settings, including a real-life situation like a classroom or institution, as well as through literary works. One of the literary works is a movie for instance, the motivational movie titled The Ron Clark Story. The researcher selected descriptive qualitative research as the research design to support this study. The purpose of the study is to describe the teaching strategies used by Ron Clark to control the unconducive class and analyze the disruptive behavior dealt with by Ron Clark. The research showed that, according to Korpershoek et al.'s theory of teaching strategies, Ron Clark's method of teaching in the movie was made up of two teaching strategies. Both preventive and reactive strategies are available. Additionally, Ron Clark preferred the reactive strategy, which appeared 10 times, to the preventive strategy, which appeared 9 times. Then, in accordance with Cangelosi’s theory, Ron Carlk also addressed both violent and nonviolent disruption. non-violent disruption accounted for 7 scenes of the most disruptive conduct, whereas violent disruption accounted for 6.
STUDENTS’ MOTIVATION IN COMPLETING ENGLISH ASSIGNMENTS IN ONLINE LEARNING DURING COVID-19 PANDEMIC Nurhidayah, Adelia; Susilawati, Endang; Surmiyati
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.617

Abstract

This research aimed to identify students’ levels and the types of motivation that they apply the most to completing their English assignments in online learning at class X in SMAN 1 Sajingan Besar in the academic year 2020-2021. The researcher conducted descriptive research and collected the data using a questionnaire given to 68 students. The first result revealed that students’ motivation for completing their English assignments in online learning was in the middle category at 70.23%. Meanwhile, the second result showed that the type of motivation students applied the most was extrinsic motivation, with 73,68%. The majority of the conditions contributing to students' extrinsic motivation were related to feeling guilty, being aware of the need to improve their English skills, and feeling proud when completing it on time. Then, the students were influenced intrinsically by their feelings of satisfaction and enjoyment. However, amotivation also occurred because of a lack of awareness and a lack of vocabulary mastery. These findings suggest that, even though extrinsic motivation was quite high, students had to have intrinsic motivation and complete their assignments with interest, enjoyment, and satisfaction. The teacher and the parents must support students harder to help them complete assignments in online learning.
THE CHALLENGES IN THE TEACHING OF ENGLISH LITERATURE: A SYSTEMATIC REVIEW Nawi, Nur Syafiqa Mohd; Nor, Nurul Asma’ Amani Muhmad Nor
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.619

Abstract

Learning English is already a challenging task, and when it comes to studying literature in English, the difficulty level increases even further. This Systematic Literature Review (SLR) is conducted to identify important challenges in the teaching and learning of English literature. The whole process of conducting this SLR followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. PRISMA is a graphical representation of the complete process of doing a systematic review and meta-analysis, including the search for relevant articles, the filtering of them based on certain criteria, and the assessment of their quality. The results show that the factors can be categorized into three: student-related challenges, teacher-related challenges, and external-related challenges. This paper reports the key gap and limitations in current study that focuses on the challenges in the teaching and learning of English literature.

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