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All Journal English Review: Journal of English Education TLEMC (Teaching and Learning English in Multicultural Contexts) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat English Teaching and Linguistics Journal (ETLiJ) Jurnal Wahana Pendidikan Journal of English Education Program (JEEP) English Education and Applied Linguistics Journal (EEAL Journal) Interdisciplinary International Journal of Conservation and Culture Scientific Development Journal Galuh International Journal of Community Service and Development
Thoyyibah, Luthfiyatun
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Social Sciences Other

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Journal : Journal of English Education Program (JEEP)

 1 
Using Canva to Improve the Students’ Writing of Greeting Card (A Case Study at One of Senior High School in Tasikmalaya) Aulanisa, Ersa; Thoyyibah, Luthfiyatun; Rohayati, Dedeh
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19343

Abstract

Teacher and students can utilize technology-based learning media, such as the Canva. The aim of this study was to explore the use of Canva as a digital tool in English language learning. The study was conducted at a senior high school in Tasikmalaya. Qualitative case study was applied as data collection methods were research question observations and interviews. The researcher conducted observation and interviews to five students from class X-9. Semi-structured interview data were collected through one-on-one interviews and audio recordings for further analysis. The findings indicate that Canva has a positive or effective influence to improve students’ mastery of writing skills. Moreover, the findings suggest that students perceive Canva to be a potentially beneficial tool for improving their writing skills, digital literacy, and creativity. However, the results of the study revealed that students’ perceptions about Canva were various. Despite the challenges encountered by students, most of students perceived it as being a potential benefit to improve their writing abilities. The teacher further support the use of Canva for creating student greeting cards, demonstrating its effectiveness in enhancing their design skills and personal expression. In conclusion, the findings suggest Canva is a popular and influential medium for students, giving them a chance to express themselves, enhance their language abilities, and discover new talents. In addition, incorporating structured educational interventions or guided Canva assignments may prove beneficial in supporting students’ language learning journey through Canva. Understanding the influence of cultural and societal factors on students’ Canva preferences can foster cross-cultural communication and enhance their English language development.
Technology Entertainment Design (TED) Talks to Stimulate Extensive Eistening Skills Rahmawati, Taufikah Anisa; Thoyyibah, Luthfiyatun; Irianti, Leni
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.20872

Abstract

Listening in a foreign language can be challenging for learners. In the present era of education, technology plays a crucial role in facilitating learning through various tools. Mobile apps that utilize TED Talks for language learning can offer an innovative and effective approach to improving language skills. This research aims to investigate how students learn extensive listening through TED Talks and to determine the benefits of using TED Talks in extensive listening classes. This research is a case study under the approach of qualitative research and using case study. Participants in this research consisted of fourteen students majoring in English education at one of the higher education institutions in Ciamis, who were selected using a purposive sampling technique. The data collection method used in this current study included questionnaires, interviews, as complementary methods. To confirm the analysis of reliability, the researcher used a source of triangulation data by collecting, sorting, interpreting and concluding data. The results of research on the use of TED Talks to stimulate listening skills extensively showed that 50% of the students chose "interesting" and 50 % of the students chose “Translation” and “Transcription” as strategies for learning using TED Talks. The results of the questionnaire analysis showed that the use of the TED Talks method was effective in helping students with extensive listening. From the results of interviews, students stated that the TED Talks were recommended tools for learning material to stimulate extensive listening skills. It can be concluded that TED Talks can improve students' ability to develop extensive listening skills, stimulate their English listening, and motivate them to learn more.
Digital Fable Containing Asking And Giving Opinion To Stimulate Critical Thinking In EFL learners’ Speaking (A Case Study of 8 Grades at Junior High School in Tasikmalaya) Nuraulia, Salma; Rohayati, Dedeh; Thoyyibah, Luthfiyatun
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).v13i1.20104

Abstract

This study aims to measure the effectiveness of digital fables and analyze EFL students’ perceptions of digital fables containing asking and giving opinions to stimulate critical thinking in EFL learners' speaking. The population and sample consisted of eighth-grade students at a junior high school in Tasikmalaya. The method used was a mixed method with an explanatory model. Quantitative data were collected using a quasi-experimental design and data collection through pre-tests and post-tests on the control group and experimental group. Qualitative data used a case study design, with data collection through EFL learners' perceptions from interviews. The results of the hypothesis testing showed that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected, with a p-value of 0.011 < 0.05, indicating that the results were effective. To measure the level of effectiveness, the N-Gain result was used, yielding a value of 51%, indicating that the results fall into the “less effective” category. Although the quantitative results indicate less effectiveness, the qualitative data show positive student responses, as they improved self-confidence, motivation, and enjoyment in learning. Therefore, the researcher suggests using digital fables in other subjects to enhance student enthusiasm.
Exploring a lecturer’s reader-response strategy to foster university students’ critical thinking Yohana, Adila; Friatin, Lilies Youlia; Thoyyibah, Luthfiyatun
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).v13i1.20459

Abstract

Critical thinking is a vital 21st-century skill, yet many Indonesian students struggle to develop higher-order thinking abilities. This study investigates the use of the reader-response strategy to stimulate university students’ critical thinking, particularly in areas such as interpretation, analysis, and evaluation. The study aims to examine how the lecturer implements the strategy, identify the challenges faced, and explore students’ perceptions of its effectiveness. A qualitative case study design was employed. Data were gathered through non-participant observation, a semi-structured interview with a lecturer, and a questionnaire distributed to 24 students enrolled in an Introduction to Literature course. Thematic analysis was used for the observation and interview data, while exploratory data analysis was applied to the questionnaire responses. The findings revealed that the lecturer implemented various reader-response activities, such as personal reflection, written responses, interpretive freedom, and classroom discussion—encouraged students to analyze textual meaning, justify interpretations, and consider multiple perspectives. These are core aspects of critical thinking. However, some students remained passive or reluctant to express opinions. The lecturer addressed this by using scaffolding strategies and small-group discussions. Most students stated the strategy improved their text comprehension, confidence in sharing ideas, and class participation. Based on the findings, the study concludes that the reader-response strategy effectively supports the development of critical thinking in EFL literature classrooms when combined with appropriate instructional support.
Co-Authors Agus Yuniawan Isyanto Andi Rustandi, Andi Aulanisa, Ersa Dedeh Rohayati, Dedeh Didih Faridah, Didih Fatimah, Ai Tusi Fecilita, Benfika Fiden Fitriani, Rani Ligar Herdiana, Ade Ida Bagus Nyoman Pascima Irawaty, Inna Irianti, Leni Lilies Youlia Friatin Melati, Mela Millah, Ana Samiatul Nurani, Desi Nuraulia, Salma Pebriani Permana, Sherly Rachmawati, Chintya Fitria Rahmawati, Taufikah Anisa RATNAWATI Ratnawati Ratnawati Salsabila, Widya Sidiq, Maulana Slamet Riyadi Supriatman, Rian Dwicahya Sutrisno, Trisno Tarwana, Wawan Tusriyah Yohana, Adila