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All Journal Journal of English Education Program (JEEP)
Iskhak Said
English Education Program FKIP Galuh University
Languange, Linguistic, Communication & Media Other

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Students' perceptions of digital decoding technique to improve reading comprehension in digital text Erica Putri Amalia; R. Bunga Febriani; Iskhak Said
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20687

Abstract

The structure of digital text is different from printed text, since special techniques or strategies are required to understand digital text. Many challenges are encountered in digital texts, such as multimedia interference or loss of focus. This study aims to determine the use of digital decoding techniques in improving students' comprehension of digital texts. This digital decoding technique is implemented through associations between word sounds, meanings, and reading contexts, and is reinforced by the creation of 5W1H-based infographics to help students organize information from the texts they read. This study uses a qualitative approach with a phenomenological design, involving eighth-grade students at SMPN 3 Cisaga as participants. The data was collected through structured observations supplemented by field notes, which were then analyzed using descriptive analysis plus calls to action that include solutions or suggestions. The results of the study showed an increase in students' reading comprehension after the application of this technique. Students became more active and independent in reading, and their dependence on translation tools was reduced. The use of 5W1H-based infographics helped students organize important information, thereby improving comprehension and retention of reading content. This study contributes to enrich effective teaching strategies in digital literacy strategies. Further research is recommended to be conducted over a wider scope and longer period of time.
Exploring the impacts of story telling activities on students’ English pronunciation learning strategies Devi Ayu Wulandari; Andi Rustandi; Iskhak Said
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20084

Abstract

Storytelling activities play an important role in improving students’ English pronunciation learning strategies, especially in the context of language acquisition. This study explores the impact of storytelling activities on students’ pronunciation as well as students’ responses to the use of storytelling activities to support their pronunciation in a high school in Ciamis using a qualitative case study approach. Data were collected through observations and interviews to gain a comprehensive insight into students’ experiences and perceptions of storytelling as a learning method. Findings showed that students generally showed a positive impact towards storytelling, highlighting its engaging nature and effectiveness in improving their pronunciation. Many students reported increased awareness of pronunciation nuances and greater confidence in speaking while participating in storytelling activities. However, challenges such as anxiety associated with complex vocabulary and pressure to perform in front of peers were also identified, which sometimes hindered their participation. This study emphasizes the importance of collaborative learning and peer interaction in fostering a supportive environment for language learning. Equally important is the verbal and non-verbal support and feedback from teachers that make students more enthusiastic in storytelling activities. This study suggests that educators use more diverse storytelling formats and provide targeted feedback to enhance the effectiveness of storytelling in improving pronunciation skills. In addition, the findings also indicate the need for strategies that can address students' anxiety and encourage a more relaxed learning atmosphere. Future research should investigate the long-term effects of storytelling on pronunciation and explore the integration of technology in storytelling activities to further engage students and enhance their learning experience.
Co-Authors Andi Rustandi Devi Ayu Wulandari Erica Putri Amalia R. Bunga Febriani