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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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Journal : Journal of English Education Program (JEEP)

 1 
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).
Teachers’ And Students’ Perspectives On The Impact Of English Clubs On Students’ Speaking Proficiency Iman, Fazar Khoirul; Herlina, Rina; Tarwana, Wawan
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).v13i1.20018

Abstract

Students learning English as a Foreign Language (EFL) often struggle with speaking skills due to limited exposure to authentic communication and low confidence. These issues underscore the importance of examining how extracurricular activities, such as English clubs, can foster oral language development. This study examined the impact of English club participation on students’ speaking proficiency from the perspectives of both a teacher and students at a senior high school in Ciamis, Indonesia. A qualitative case study approach was employed, involving an interview with one English teacher and the completion of open-ended questionnaires by five English club members. Data were analysed using Braun and Clarke’s (2006) six-phase thematic analysis framework. Findings indicated that the English club was perceived as an effective platform for improving speaking ability. The teacher noted that the club provided meaningful speaking practice, enhanced student motivation, and reinforced classroom learning. Students described the club as enjoyable and supportive, with activities such as debates, storytelling, and role-plays that helped improve fluency and confidence. The findings showed that participation in the English club significantly increased speaking confidence, improved vocabulary use, and fostered more active communication among students. However, challenges such as limited vocabulary, time constraints, and initial nervousness were acknowledged by both the teacher and students. Despite these obstacles, students favoured the English club over traditional classroom methods. The study concludes that English clubs can positively influence speaking proficiency when designed with engaging, student-centred activities and supported institutionally. Future research is recommended to examine the long-term outcomes of participation and to explore the potential integration of digital tools or native speakers to enrich the learning experience further.
Co-Authors Andi Rustandi, Andi Christiana, Zubaidah Didih Faridah, Didih Etika Rachmawati, Etika Fitri Damayanti Herlina, Rina Iman, Fazar Khoirul 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