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Fostering Students’ Listening Skills Through Youtube Videos Integrated with Edpuzzle Online Platform Margawidjaya, Dwiseptiani; Herlina, Rina; Irianti, Leni
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).v11i2.15477

The aim of this study is to determine the goodness of using YouTube videos integrated with the EdPuzzle online platform on students' listening skills and students' perceptions on the use of the EdPuzzle online platform. The researcher applies a mixed-methods design, with the type of an embedded design. Regarding the quantitative paradigm, quasi-experimental one-group pre-test and post-test was employed. The subject of the research consisted of thirteen students sitting in the eleventh grade who were taken using a random sampling technique. The instruments to collect the data were tests and questionnaires. Data were collected by giving a pre-test followed by giving one treatment to thirteen vocational students after that the students were given a post-test and a questionnaire. The post-test which has a higher score than the pre-test proves the effectiveness of YouTube videos integrated with EdPuzzle as a medium to increase students’ listening skills. It is obvious that the use of YouTube videos integrated with EdPuzzle in teaching listening has a significant and effective impact on increasing students' listening skills. The result showed that the hypothesis is accepted in that there is the significant difference found in students' listening skills prior to and after being taught through YouTube videos that are integrated with the EdPuzzle online platform. In conclusion, the result of data analysis indicated quite clearly that the use of YouTube videos integrated with the EdPuzzle online platform is effective in increasing students' listening skills.

Utilizing Quizzes on the Duolingo to Promote Students Vocabulary Mastery Rahma, Tanjila; Irianti, Leni
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).v11i2.15564

This research aims to find out the effectiveness of Duolingo games to help students' vocabulary mastery and describe students' perceptions of learning English using the Duolingo application. One of problems found in learning English is a lack of vocabulary that can make it difficult for students to understand texts, speak, listen, and write effectively. Limited student emphasis on acquiring vocabulary in class. In addition, schools that still use conventional learning methods make students bored. This research was conducted using qualitative methods using questionnaires and interviews to determine student perceptions. This research was conducted in one of Islamic senior High School in Tasikmalaya involving 33 students from class X participants. The results of this study indicate that students give a positive perception about the Duolingo application because most students (79%) agree more with learning English vocabulary using the Duolingo application as a medium of learning vocabulary. Apart from it, there are several advantages that can be drawn from using the Duolingo application as a medium for learning English vocabulary: 1) the Duolingo application make the students easy to understand the material; 2) the Duolingo application made the students more enthusiastic in learning English vocabulary; 3) the Duolingo application can eliminate boredom in learning; and 4) the Duolingo application encourage the students for generating new idea in learning.

Teachers’ Challenges in Optimizing Students’ Speaking Skills by Using Flipped Classroom Sutrisno, Trisno; Rohayati, Dedeh; Irianti, Leni
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).v11i2.15566

The majority of people are concentrating on using technology for many things, including communication. Technology significantly affects learning outcomes in educational environments. It depends on the teacher's technological know-how and competence. With technology, it might be simpler to decide whether a teacher should join the class in person or virtually. Delivering lectures with a creative and engaging design is a wonderful way to get students excited. The flipped classroom is a new paradigm in learning that has been utilized by teachers. In this approach, the teacher can present the lectures online and then discuss them offline during the following meeting. Since the pandemic had nearly coming to an end and teachers should be able to switch between online classes and offline classes, flipped classrooms have grown in popularity. This research is a narrative study that aims to identify the teachers' challenges in optimizing students' speaking skills by using flipped classroom. Speaking has a crucial part in determining a student's success in language learning. In order to confirm the beneficial effects of flipped classroom in speaking classes, the present research aims to elaborate teachers' perceptions in improving students' speaking skills through flipped classroom. The participants in this study were 4 English teachers from two senior high schools in East Priangan, West Java. The research employed a qualitative approach to gather data, by using a diary and an interview. The diary includes a few questions on their experiences with the flipped classroom implementation process, and the interview covers the challenges, strategies, and perspectives faced by doing so in order to improve students' speaking abilities. The results of this study proved that employing flipped classrooms made teachers feel more supported and students' speaking abilities increased. Additionally, flipped classrooms have a beneficial effect on learning activity because they may foster active learning.

Enriching Students’ Vocabulary through Quizlet in Reading Class Pitriani, Pitriani; Friatin, Lilies Youlia; Irianti, Leni
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).v11i2.15453

This study explored teaching media “Quizlet” to enrich students’ vocabulary in reading class. This study aimed to analyze the students’ perceptions on the use of Quizlet as teaching media in reading class. This qualitative case study research was conducted in one of an Islamic Senior High School in Ciamis. This study involved a tenth- grade consisted of seventeen students which were chosen purposively as the sample of the study. The data were collected by using questionnaire. The results of this study indicate that students have positive perceptions about using Quizlet as a learning media to enrich their vocabulary. Students agreed that the Quizlet application motivated them to learn English vocabulary and improved their learning performance. It can be concluded that the Quizlet application is considered as a useful and fun learning media to enrich students' vocabulary. Furthermore, the researcher recommends that further researchers investigate the use of Quizlet at various levels of education to get more in- depth and specific results regarding the use of Quizlet media in learning vocabulary.

The use of BBC English Quizzes Application to enhance EFL students’ motivation in listening (A case study at an English course in Banjar) Alzahara, Daragita; Herlina, Rina; Irianti, Leni
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).v11i1.13553

This study investigated the use of BBC English quizzes application that can help students' learning processes at which researchers pay attention to the lack of motivation of students in learning listening. This research aimed to investigate the implementation and students' perceptions of the use of BBC English quizzes application to enhance students' listening skills. This research used a case study employing questionnaires and interviews in the process of collecting data. The participants in this study were selected purposively, namely, students who studied at one of the English courses in Banjar. This research received a positive and effective response at which students feel happier and enthusiastic about learning and listening by using the BBC English quizzes application. The researcher suggests that future researchers who want to know more about the use of the quizzes application to enhance students' motivation in listening skills, should add more students for participants in formal school because they are more numerous.

The Effectiveness of Georgiana's Podcast on Spotify to Improve Students' Listening Skills Salsabila, Widya; Irianti, Leni; Thoyyibah, Luthfiyatun
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i2.3567

This research reported the issues of using Georgina's podcast on Spotify to improve students' listening skills. This research aimed at figure out the improvement of the students' listening ability in listening skills by using the Spotify application as a tool that focused on listening to Georgina's podcast in subject asking and giving directions. In doing so, the subjects consisted of 20 students who were in tenth grade. The researcher applied a mixed methods design, which type is the embedded design. The instruments were a test and a questionnaire. The sample was taken by using a random sampling technique. The results of the test and the related comparisons, findings showed that Georgina's podcast on Spotify is effective to improve students' listening skills. This can be seen from the mean results of the pre-test was 30.00 and the post-test was 86.67 with the t-test value orientation is greater than the t-table (12.3912.110). As a result of this fact, the post-test score in the class was significantly different after going under the treatment. To sum up, Georgina's podcast on Spotify is an effective medium to improve students' listening skills in subject asking and giving directions. However, the success of podcasting depends on the teacher's ability to use Spotify and the selection of appropriate material in a way that guides students to achieve their learning goals.

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

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.

An Analysis of Senior High School Students' Listening Factors in Learning Listening Yasmee, Miranda; Herlina, Rina; 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).v12i2.20662

This study investigates students' behavior in English class when learning to listen. Using qualitative paradigm with the type of case study, this study employed 15 students as participants from the Eleventh Grade of Islamic Senior High School in Ciamis, Indonesia. The instrument of the research involved classroom observations; open-ended and semi-structured interviews administered to teachers to explore students’ behavior in learning to listen in English class. Coding and reducing data entailed selecting and simplifying data, and classifying the remaining data into more specific categories are data analysis of this research. These themes included incorporating listening practice into English learning, providing a comprehensive approach to language acquisition, and helping students build a solid foundation for effective communication and comprehension. The research findings based on the information gathered reveal that students' behavior during listening activities in English learning can vary, but certain patterns and tendencies are commonly observed. Understanding these behaviors can help educators tailor their teaching methods to better support students. The analysis of student listening behavior in learning English includes, among others, active engagement, listening strategies, reaction to difficulty, use of supplementary resources, behavioral adaptations, interaction and feedback, responses, frustration, and satisfaction. By understanding these behaviors, educators can address students' needs more effectively, adapt teaching methods to improve listening skills and overall language proficiency, and offer significant benefits that can greatly enhance a student's language acquisition.

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

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.

GENDER BASED STUDENTS’ LEARNING AUTONOMY IN ENGLISH FLIPPED CLASSROOM IRIANTI, LENI; SYAFRYADIN, SYAFRYADIN; MONETA WIBOWO, ELDA RESI; FEBRIANI, R. BUNGA
Linguists : Journal of Linguistics and Language Teaching Vol 7, No 1 (2021): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i1.4152

This research is aimed at finding out the effectiveness on applying flipped classroom to enhance learning autonomy and how its impact on gender based students’ learning autonomy. The researchers was applied convergent parallel mixed methods design. The populations of this study were senior high school in Pangandaran and the researchers selected a particular class. The class which participated is X MIPA 4 which consist of 11 male and 19 female as the experimental group and X MIPA 1 as the control one which consist of 12 male and 18 female. The totals of participants are 60 students. The data collected from pre-post Learning Autonomy Questionnaire (LAQ) and pretest-posttest as quantitative data and interview as qualitative data. The questionnaire was analyzed by using SPSS 16.0 for Windows. The result showed there is a significant difference in students’ learning autonomy between students who are taught by means of flipped classroom and those who are not. Moreover, female indicates more autonomy than male in both classes even before or after the treatment. Pretest-posttest indicated although the score of autonomy is increased, it does not have significant impact on their narrative reading comprehension test. On the other hand, based on the interview both female and male students respond positively about applying flipped classroom to enhance their learning autonomy even though there is no huge difference for male. In conclusion, flipped classroom has given a good impact in students’ learning autonomy even for female or male students although not give significant impact in students’ learning outcomes especially in narrative reading comprehension.

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