JOURNEY : Journal of English Language and Pedagogy
Journey is a journal developed by English Education Department of IKIP Budi Utomo focusing on receiving the creative and intelectual products of lecturers, researchers, and practitioners on the field of English Language Teaching, Linguistics, and Literature. It is epected that this journal will be able to facilitate everyone concerning on publishing their research on the development of Those fields. This journal is published every February and September.
Articles
163 Documents
<![CDATA[PARENTS INVOLVEMENT ON CHILDREN’S EDUCATION AT ELEMENTARY SCHOOL IN OMESURI, LEMBATA REGENCY ]]>
<![CDATA[Jamhar, Ramadhan]]>;
<![CDATA[Hastuti, Sunu]]>
<![CDATA[ JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.229
<![CDATA[This study was done to know the parents’ involvement on children’s education at elementary school in Omesuri, Lembata Regency. The aim of the study is to ascertain how does parental involvement on students elementary education. In this case study, a qualitative research was used. Data was gathered by interviewing parents of five differents elementary school in Omesuri, who all have children that have good achivement in academic. The study found that all participants are all highly involved with their children’s education. However, not all aspects the parents involved. There were three of six aspects that the parents involved, namely parenting, communication, and learning at home. While the other three aspects were not involved, namely volunteering, decision making, and collaborating with community. The study showed that parental involvement has positive effects on students’ academic achievement on Elementary Schools in Omesuri.]]>
<![CDATA[IMPLEMENTING COLLABORATIVE STRATEGY TO IMROVE READING COMPREHENSION THE ELEVENTH GRADERS OF SMK KERTHA WISATA MALANG ]]>
<![CDATA[Rosa, Chindy Hanggara]]>;
<![CDATA[Yahmun, Yahmun]]>
<![CDATA[ JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.253
<![CDATA[ABSTRACT
In this classroom action research, the researcher used the model of classroom action research developed by Kemmis and Mc Taggart (1999). There are four steps of teaching. Before doing those four steps, the researcher did reconnaissance step by observing the class situation and interviewing the class teacher and the students to know the problems. After knowing the problems, the researcher started to do the four steps of teaching they were planning, implementing, observing, and reflecting. The findings of this result showed that teaching reading comprehension using collaborative strategic reading improved the students` reading comprehension skill. In the first cycle the result was not satisfactory. The students were still passive in class because they did not understand about the method and many of them still found difficulty in understanding the texts. Their mean score of the first cycle was under the MMC. The criterion of success is when students give good response to this method, and also get the mean score that reach the MMC. After implementing the second cycle, the researcher found that the students were more enthusiastic because they knew about the topics of the texts and enjoyed comprehending the texts using CSR. They felt that the method was not boring. Besides that, the students` mean score was 72.85. The second cycle succeeded and proved that the students` mean score improved. It was above the MMC.]]>
<![CDATA[A STUDY OF SLANG WORDS IN SONG LYRICS USED BY BRUNO MARS ]]>
<![CDATA[Puspitorini, Ferawaty]]>
<![CDATA[ JOURNEY (Journal of English Language and Pedagogy) Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[JOURNEY (Journal of English Language and Pedagogy) ]]>
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DOI: 10.33503/journey.v1i2.282
<![CDATA[The study concerned with discussing about slang words used in Bruno Mars song lyrics. The research design of this study is descriptive qualitative method. In this study, the theory of word-formation process by George Yule process (1986) in his book “the study of language” is used to analyze the formation process of each slang word. The researcher only analyzes five in Bruno Mars song lyrics. They are count on me, show me, the lazy song, liquor store blues and just the way you are. There are consists of two research problem : (1) what is the type of slang word used by Bruno Mars in lyrics, (2) what is the dominant slang word found in Bruno Mars song lyrics. The data were document analysis, the research tried to find and identity the slang word in lyric by marking, finding and analyzing the slang word. The result shows that from 58 data taken, not all process of slang-word formation appear in the lyrics. Five process of slang-word formation found in the lyrics. The process of slang word formation that are used in the lyrics are clipping(160%), blending(120%), coinage(80%), borrowing(0%), and acronym(60%).
]]>
<![CDATA[IMPROVING ENGLISH WRITING SKILL OF ELEMENTARY STUDENTS BY USING WHAT’S MISSING METHODS ]]>
<![CDATA[Retno, Dayu]]>;
<![CDATA[Christianti, Ade]]>;
<![CDATA[Fadillah, Ahmad Arif]]>
<![CDATA[ JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.286
<![CDATA[This study aims to determine the effect of students' writing skills on English subjects using the 'What Missing' method. This study used a quasi-experimental research method with the research design of Nonequivalent Control Group Design. The population subjects in this study were 6 th grade students of Kampung Melayu 1 Elementary School 1 Tangerang Regency. Data collection techniques using question instruments test essay writing skills To test the pretest hypothesis in this study used the t test, from the results of the t test obtained obtained t count = -0.3 <t table = 2.00. Whereas for testing the posttest hypothesis from the results of the t test it is obtained thitung = 6.06> t table = 2.00, it can be concluded that there is a significant effect between the posttest value of the control class and the experimental class. This can be interpreted that the use of the What’s Missing method is very influential on students' English writing skills.]]>
<![CDATA[INFORMATION GAP: SPEAK FLUENTLY IS BETTER IN EFL CONTEXT ]]>
<![CDATA[Prasetianto, Mushoffan]]>
<![CDATA[ JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.287
<![CDATA[This paper aimed to review small talk technique proposed by Hunter (2012) and to propose information gap. Small talk is another way of corrective feedback. The teacher gives feedback after the activity is done by giving them written feedback/worksheet. The feedback is given to develop the students’ accuracy and speaking complexity ability. However, the question on how accurate the students should be will emerge. Whether students are expected to be native-like or not. In EFL context, it is hard to make the students to be native-like since English is foreign language for them. The naturalness of environment does not give language input for them. Thus, students can speak fluently is better than speak accurately in EFL context. As long as, the students can deliver the message is enough because communication is to deliver the missing information between speakers. The information gap technique is the way to develop the students’ fluency. This technique provides the real communication which is delivering the missing information. In conclusion, students should speak fluently in EFL context.]]>
<![CDATA[BUILDING EFL STUDENTS’ SELF-CONFIDENCE, MOTIVATION, AND ABILITY IN LISTENING ENGLISH 2.0 ]]>
<![CDATA[Hastowohadi, Hastowohadi]]>;
<![CDATA[Kumaini, Ruston]]>
<![CDATA[ JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.288
<![CDATA[The study investigates the relationship among self-confidence, motivation, and the ability of listening skill by using using 2.0. It occured when some students getting difficulty to respond listening record, they did not get any motivation while listening section is was tested to them, and practically they got less confidence to share their answer. I used mobile phone as a tool to transfer listening material, process to maintain listening class more attractive to the students. It could build up students’ self confidence, motivation, and ability in listening class. Based on the implementation of listening English 2.0, the major findings were; the students felt motivated, confidence, and built up their ability where they are correlated. They feel confidence to answer questions regarding to listening material. The students felt self confidence. These findings provide a valuable framework for lecturer/instructor in English as a Foreign Language to build up those aspects by using technology 2.0.]]>
<![CDATA[THE EFFECTS OF READING METHOD ON THE COMPREHENSION PERFORMANCE OF THIRD SEMESTER STUDENTS OF BALIKPAPAN FOREIGN LANGUAGE ACADEMY ]]>
<![CDATA[Rochman, Muhammad]]>
<![CDATA[ JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.295
<![CDATA[In this study the researcher investigated the relative effects of different reading methods on the comprehension performance of Balikpapan Foreign Language Academy EFL Third Semester students. The scores of participants who read three comparable passages in three ways (oral, silent and subvocalizing) were compared. Results revealed a significant difference between oral reading and subvocalization, and between oral reading and silent reading. Oral reading had the greatest effect on comprehension performance among the three reading methods examined. All groups reported that oral reading was the most preferred reading method with the majority of respondents feeling the style best supported comprehension. Feedback suggested that oral reading was preferred specifically because it helps in memorizing words and texts, concentration, and practicing and pronouncing words for real world encounters. It is recommended that second language lecturers and students use all available reading methods in order to identify which method best serves their study objectives.]]>
<![CDATA[ENGLISH PRONUNCIATION ERRORS BY SUNDANESE SPEAKERS ]]>
<![CDATA[Octaviana, Dwi Warry]]>
<![CDATA[ JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.297
<![CDATA[The students’ first language (Sundanese) often interferes with English pronunciation. For example, the students get difficulties to distinguish in pronouncing certain sounds of vowels such as between /e/ in ‘beg’ and /æ/ in ‘bag’, /ei/ in ‘wait’ and /e/ in ‘wet’. Sometimes, the students will be able to identify specific problem sounds and sometimes they will not. Another challenge resulting from differences in the first language is the inability to hear certain English sounds that the students’ native language does not contain. Therefore, the study was aimed at finding out the main factors that cause the students’ English pronunciation errors and identifying the types of the students’ English pronunciation errors. In acquiring the data, the research used descriptive method. The data needed are gained through a sample consisting 10 of 32 students. The sample was randomly selected. The students were given ten items of questionnaire asking for their responses in line with the causes of their English pronunciation errors. Then, the students’ English pronunciation errors were found from the analysis of the reading material that had been read by the students. In relation to the data gained, the data findings showed that the main factors that caused the students’ English pronunciation errors were coming from internal factors (lack of practice, lack of self-confidence, and lack of exposure) and from the external factors (the differences in pronunciation between the students’ first language (Sundanese) and their target language (English) and the differences between what the correct pronunciation that should be pronounced and its writing actually). After the investigation, the types of English pronunciation errors made by the students in vowels sound were: long and short vowels, diphthongs, and triphthongs. It was caused by the inability to hear certain English sounds that the students’ native language does not contain.]]>
<![CDATA[ALI IMRON’S RELIGIOUS LANGUAGE COMPREHENSION ON HIS LIFE STORY: SCHEMAS AND SCRIPTS ]]>
<![CDATA[Hakim, Lukman]]>;
<![CDATA[Arizal, Joko]]>
<![CDATA[ JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.311
<![CDATA[This study discuss on Ali Imron’s religious language comprehension on his life story. It proposes a problem of question about the schemas and scripts on his religious language understanding and interpreting. The method which applied on this study is the qualitative method, so, the narrative approach is elected as it approach. In addition, the result of this study propose some significant discussion such as in the schema aspect, there are semantical problem especially in the comprehend of the word jihad, muhajir, and syahid. The second is understanding the setting. Ali Imron’s limited knowledge makes him difficult in comprehend of the social situation which lead him to the battlefield in Afghanistan. The third is his mood. The mood is significant in constructed of his view to the real situation and to the language comprehension. The fourth is the chain of events. This part is the accumulation of his understanding on religious language, setting, and mood which incorporate with his real life situation. And it would be able to strengthen to his belief to be a martyr. Likewise, the script aspect which demonstrate on this part is the conceptual dependency where the manifestation of an incorporation aspect of our knowledge of the world in his conceptual version of our understanding of sentence which would not be possible if his analysis operated with only the syntactic and lexical elements in the sentence. In the end, this study concludes that the backgruond knowledge can lead to errors in understanding language and it appears to Ali Imron’s case in interpreting the word of jihad and its comprehend in conceptual meaning. ]]>
<![CDATA[STUDENTS’ MOTIVATIONAL FACTORS IN WRITING ESSAY ]]>
<![CDATA[Lestari, Hernina Dewi]]>
<![CDATA[ JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019 ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v1i2.321
<![CDATA[This study aims at discovering the possible motivational factors affecting English Department students in writing essay. Employing descriptive qualitative mode of research, the researcher tried to figure out the concerning factors especially the motivational areas which possibly became the major support and/or hindrance for the students to write essay. To meticulously note down the result, the researcher made use of unstructured interview as the method of collecting the data. The result found teacher’s overall performance, peers’ performance, parent’s involvement, and classroom ambience as the dominant motivational factors affecting students’ performance in writing essay. Future researchers are suggested to study the more specific areas of motivational factors affecting students in writing essay to get better and deeper understanding.]]>
