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All Journal JALL (Journal of Applied Linguistics and Literacy) Journal of English Education Program (JEEP) Scientific Development Journal Journal of Learning on History and Social Sciences
Tarwana, Wawan
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Teacher Barriers in Utilizing Google Meet in Speaking Class Inayatillah, Iin; Rachmawati, Etika; Tarwana, Wawan
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).v11i2.15550

Abstract

E-learning developments are almost relevant with the use of current famous learning technology like Google Meet which can be recommended to build communication between teachers and students. This research was carried out to find out how the teacher utilizes Google Meet and reveals the teacher’s barriers to practicing Google Meet in speaking class. This research adopted a qualitative case study and with online classroom observation and semi-structured interviews as the instruments of the study. Research participants embraced in this research were an English teacher and fifteen students of class 1B in the first semester of an English education department at a University in Ciamis. In processing the data of online classroom observation, the researcher classified and interpreted the classroom observation data. Then, the interview data were transcribed, translated it into English, analyzed, interpreted, and concluded. The findings showed that there were three key elements of the present research. First, Google Meet is beneficial in online learning. Second, Google Meet provided several advanced features that were simple to use. Third, the teacher had some troubles in using Google Meet including bad internet connection, student’ gadget error, and students’ distracted in learning.
An analysis of students' speaking anxiety in performing impromptu presentation Maulida, Neng Hasna; Faridah, Didih; Tarwana, Wawan
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).v11i1.13554

Abstract

This study explores speaking anxiety among students during impromptu presentations. Speaking anxiety, characterized by discomfort and excessive worry, can impact students' well-being and necessitate social support. The research investigates students’ experiences and influencing factors using a qualitative case study approach. Data was collected from 35 tenth-grade students at MAN 1 Garut through questionnaires and interviews. The questionnaire reached 35 participants from class X-4, while interviews involved 4 selected students. Results reveal that most students experience anxiety during impromptu presentations, manifesting as nervousness, mental withdrawal, and fear of making mistakes or negative judgments. To mitigate speaking anxiety, teachers can employ strategies such as improving body language and eye contact. The study emphasizes the importance of teacher support and motivation in helping students overcome anxiety. For students, the findings underscore the commonality of speaking anxiety and the need for more practice and mental health awareness when facing spontaneous presentations. Teachers' sensitivity and patience are key to addressing this issue effectively.
Enhancing Student’s Persuasive Writing Achievement Using Internet Meme Pictures Jihad, Naufal Ibnu; Rustandi, Andi; Tarwana, Wawan
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).v12i1.17432

Abstract

The purpose of this study was to investigate whether or not: (1) there was a significant difference in Persuasive Writing achievement among the eleven grade students of one high school in Calipari Cilacap, Central Java was taught by using internet meme pictures and (2) there was no significant difference in Persuasive Writing achievement between the students who were treated using internet meme pictures and those who were not. There were 40 students of XI MIPA 1 and XI MIPA 2 as the sample of this study. In data collection, each group was treated with a pre-test and post-test of writing. The data were processed using Paired Sample t-test and Independent Sample t-test in SPSS version 35. The results of Paired Sample t-test revealed that there was a significant difference in Persuasive Writing achievement before and after students were taught using the internet Meme Pictures. The result from the dependent Sample t-test of the post-test in both experimental and control groups revealed that there was a significant difference in Persuasive Writing achievement between the students who were treated using Internet Meme Picture and those who were not as the P-value both of Paired Sample t-test and Independent Sample t-test results were lower than 0.05 (0.000 < .05).
Boosting EFL Speaking Skills through Role Play: Evidence from Seventh Grade Students Sukmara, Edi; Friatin, Lilies Youlia; Tarwana, Wawan
JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 2 (2025)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v9i2.21510

Abstract

This study investigates the effectiveness of role play in enhancing English as a Foreign Language (EFL) speaking skills among seventh-grade students at SMPN 1 Panawangan, Ciamis. Recognizing speaking as a central yet challenging skill for EFL learners, particularly in Indonesian classrooms where conventional teacher-centered methods prevail, the study sought to determine whether role play could provide more meaningful and engaging communicative opportunities. Employing a true experimental design with a pre-test–post-test control group, 64 students were randomly assigned into experimental and control groups. The experimental group received six sessions of role play–based instruction, while the control group was taught through traditional drills and guided dialogues. Students’ speaking performance was assessed in terms of fluency, vocabulary, pronunciation, and grammar, with inter-rater scoring ensuring reliability. Findings revealed that while both groups showed improvement, the experimental group demonstrated significantly higher gains in overall speaking performance, as confirmed by independent samples t-test results (t-observed = 3.456 > t-table = 2.000, p < 0.05). Role play not only enhanced linguistic competence but also boosted learners’ confidence and reduced speaking anxiety by creating a supportive, interactive environment. These results align with the principles of Communicative Language Teaching (CLT) and socio-constructivist theory, highlighting role play as a learner-centered strategy that fosters authentic communication and equal participation. The study concludes that role play is an effective pedagogical tool for improving junior high school students’ speaking abilities and recommends its integration into EFL curricula to promote fluency, confidence, and communicative competence in real-life contexts.
Speech acts in EFL classroom interaction in speaking class Thoyyibah, Luthfiyatun; Tarwana, Wawan; Melati, Mela
Side: Scientific Development Journal Vol. 1 No. 1 (2024): SIDE: Scientific Development Journal
Publisher : Arbain Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to identify preferred speech act found in EFL classroom interaction in speaking class based on Searle’s theory of speech act classifications and figure out types of speech acts mostly used in in EFL classroom interaction in speaking class. This study applied qualitative descriptive research design on a eleven grades at an Islamic Senior High Schools in Ciamis. The data were collected through observation and interview. Then the data were transcribed and analyzed. From the observation, directives speech act is mostly produced by the teacher than the others speech acts. This can be seen from the high percentage of assertive speech act has 26 utterances (22%), expressive speech act has 19 utterances (16%), directive speech act has 53 utterances (45%), and commissive speech act has 21 utterances (17%). Regarding directive function, the teacher explained through an interview that, directive of commanding, asking, and requesting are used by the teacher. The function of command is to get students focused on learning when the teacher commands them to pay attention. The teacher used a asking to test the understanding of the students. The teacher employs a lot of request sentences in the core activities to get students to participate in their learning. Its purpose is to assess how far the students' knowledge or understanding has progressed
INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) AND DIGITAL TECHNOLOGY IN ENHANCING 21ST CENTURY SKILLS Marda’is; Yeni, Dede; Nugraha, Yudi; Tarwana, Wawan; Ochtora, Danesty; Safitri, Vivi Hariyanti; Christiana, Zubaidah; Damayanti, Fitri
Journal of Learning on History and Social Sciences Vol. 2 No. 12 (2025): Journal of Learning on History and Social Sciences
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jlhss.v2i12.1608

Abstract

Objective: This literature review aims to analyze and synthesize findings from 21 scholarly journals on the integration of digital technology and Artificial Intelligence (AI) in education to enhance 21st-century skills, such as critical thinking, collaboration, and digital literacy. Method: A Systematic Literature Review (SLR) approach was used to identify research issues, methodologies, and key outcomes from studies focusing on AI, digitalization, and student skill development. Results: The synthesis reveals that AI and digital technologies play a significant role in personalizing learning through adaptive systems and Deep Learning, improving Higher-Order Thinking Skills (HOTS), including creativity and mathematical reasoning, and enabling holistic adaptive assessments encompassing cognitive, affective, and psychomotor domains. Novelty: The review emphasizes AI literacy as a fundamental skill and the need for teacher development in utilizing AI platforms. It concludes that the strategic integration of AI and digital technologies, supported by a constructivist framework and curriculum integration, is crucial in producing graduates prepared for the challenges of the 21st century and Society 5.0.
Co-Authors Andi Rustandi, Andi Christiana, Zubaidah Didih Faridah, Didih Etika Rachmawati, Etika Fitri Damayanti Inayatillah, Iin Jihad, Naufal Ibnu Lilies Youlia Friatin Marda’is Maulida, Neng Hasna Melati, Mela Ochtora, Danesty Safitri, Vivi Hariyanti Sukmara, Edi Thoyyibah, Luthfiyatun Yeni, Dede Yudi Nugraha Bahar