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All Journal Journal of English Education Program (JEEP) Galuh International Journal of Community Service and Development
Said, Iskhak
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Journal : Journal of English Education Program (JEEP)

 1 
The use of wordless picture book to stimulate EFL students’ oral descriptive text production in speaking class: a case study at junior high school in Ciamis Fadilah, Muhamad Rizky; Said, Iskhak; Febriani, R. Bunga
Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v11i1.13555

Abstract

This research discusses the use of Wordless Picture Books to stimulate EFL students’ oral descriptive text production in speaking class. Particularly, the purpose of this study was to find out students' perceptions of using Wordless Picture Books to stimulate EFL students’ oral descriptive text production in speaking class. This qualitative case study was conducted in one of the Junior high schools in Ciamis, involving 15 students. Likert scale questionnaires were used to gather the data. The results of this study showed that students responded positively to the use of Wordless Picture Books to stimulate their oral descriptive text. Most of them agree that a Wordless Picture Book for learning descriptive text makes the process more enjoyable, easy, and fascinating. Wordless Picture Books can help students relax, confident and reduce anxiety. For the other researchers, it is suggested to conduct research concerning the implementation of using Wordless Picture Books in teaching other skills, such as teaching writing, teaching reading, etc. In addition, it is recommended that further research concern the use of Wordless Picture Book in descriptive text, by different approach, skills, and ways which was used in the present study.
Teacher’s Strategies for Implementing TPACK in Teaching Writing: A Case Study at a Technical Vocational School in Malangbong Yanti, Lisna; Said, Iskhak
Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v11i2.15554

Abstract

This study was designed to find out the EFL Vocational School teacher’s implementation of TPACK and its dominant strategies implemented by EFL Vocational School teachers in teaching writing. This qualitative case study was conducted at a technical vocational school in Malangbong using observation, interviews, and documentation. Research participants were purposively recruited for this study including an English teacher at a technical vocational school in Malangbong. The results of this study showed that teacher has good knowledge about technological advances for teaching writing, especially in the aspects of CK, PK, PCK, TPK, and TPACK. Thus, an EFL teacher must have more concern on developing the TPACK framework of mind. Several problems emerged with its implementation including students' experiences with unsteady internet connections and electrical troubles, such as occasionally occurring in teaching activity that leads to pend or even cancel lessons, and it greatly disrupts the learning process. Concerning the challenges encountered by teachers, schools must always find out ways to solve problems in teaching and understand the concepts of the TPACK framework. Thus, teaching writing using the TPACK framework can be carried out effectively.
Exploring How Exposure to Pop Culture English Movies Enriches Vocabulary Alfaiz, Muhammad Keivan; Said, Iskhak; Irianti, Leni
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17815

Abstract

EFL students frequently face challenges in understanding cultural references, idioms, and slang, which can hinder vocabulary acquisition and overall language comprehension. This issue raises important questions about the accessibility and effectiveness of various language learning tools for learners from diverse linguistic and cultural backgrounds. This study explored the impact of using pop culture English movies for vocabulary acquisition among EFL college students. A qualitative case study method was employed, involving 40 participants, with 10 students from each grade level completing a questionnaire and 10 participating in follow-up interviews. Data were collected through Likert-scale questionnaires to explore students’ perceptions and semi-structured interviews to investigate the strategies for learning vocabulary through movies. The results indicated that students generally found movies valuable for vocabulary acquisition, particularly enhancing their listening skills and contextual understanding. Most students reported increased confidence in using new vocabulary learned through movies. They employed various strategies, including note-taking, subtitles, and engaging in peer discussions. However, challenges such as difficulty understanding cultural references and the fast pace of dialogues were significant obstacles. Despite these, many students preferred learning vocabulary through movies over traditional classroom methods. The study concluded that pop culture English movies can be an effective tool for vocabulary acquisition, provided that students are guided in using appropriate learning strategies. Future research should focus on the long-term impact of movie-based learning on vocabulary retention and the potential benefits of different movie genres for language learning.
Male-female young learners' perspective on the use of crossword puzzle aids to enrich their vocabulary Berliana, Nina; Friatin, Lilies Youlia; Said, Iskhak
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17392

Abstract

Vocabulary is very essential in communication, but the fact indicates that lack of vocabulary still hampers the effective communication. This paper investigates the perspective of young female and male learners on the application of Crossword puzzle aids to enrich their vocabulary. The goal of this study is to find out male and female young learners’ perspectives on the use of crossword puzzle aids to enrich their vocabulary. The research design of this current study uses the type of case study so that twenty-one students from grade seven in a Junior High School in Ciamis were involved. The data come from a questionnaire which deals with the perspective of young female and male learners on the application of Crossword puzzle aids to increase their vocabulary. The close-ended questionnaire data are then analyzed and proceeded. The result shows that the young female and male learners perceive the application of Crossword puzzle as the aids to enrich their vocabulary. In learning, vocabulary can enrich their vocabulary with different skills based on gender because gender differences can influence young and female learners to increase their vocabulary skills. Besides that, Crossword puzzle aids are interesting, gives many opportunities, and helps male and female learners to receive and understand the vocabulary more easily. Further, using crossword puzzles aids learning vocabulary and can increase the achievement of male and female young learners. Also, it makes change towards the situations such as playing games when learning vocabulary process.
Students' perceptions of digital decoding technique to improve reading comprehension in digital text Amalia, Erica Putri; Febriani, R. Bunga; Said, Iskhak
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 Wulandari, Devi Ayu; Rustandi, Andi; Said, Iskhak
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 Alfaiz, Muhammad Keivan Amalia, Erica Putri Andi Rustandi, Andi Berliana, Nina Buang, Nor Aishah Fadilah, Muhamad Rizky Febriani, R. Bunga Irianti, Leni Lilies Youlia Friatin Sugiawardana, Ruli Wulandari, Devi Ayu Yanti, Lisna