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All Journal Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture EDUCATIO : Journal of Education Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Voices of English Language Education Society Faktor Jurnal Ilmiah Kependidikan Journal of English Education and Teaching (JEET) JALL (Journal of Applied Linguistics and Literacy) Jurnal Wahana Pendidikan Journal of Empowerment Community Akrab Juara : Jurnal Ilmu-ilmu Sosial Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Jurnal Ilmu Sosial dan Humaniora Journal of English Education Program (JEEP) Tamansiswa International Journal in Education and Science (TIJES) Journal of Education, Language Innovation, and Applied Linguistics Mangente: Jurnal Pengabdian kepada Masyarakat International Journal of Innovation and Education Research
Lilies Youlia Friatin
Universitas Galuh
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Other

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Students’ self-consciousness of comic strips as narrative writing teaching aids Lilies Youlia Friatin; Angelo Osunero
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 4 No 1 (2022): October 2022
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v4i1.13333

Abstract

The use of comic strips as teaching aids for narrative writing is the subject of this study. This study used comic strips in the context of narrative writing to examine students' feelings of self-consciousness. The researchers conducted a case study to gather qualitative information for this study. A questionnaire was used as a research instrument in this study. The form of the questionnaire used by the researchers is a close-ended question with a short rating questionnaire (strongly agree, agree, neutral, disagree or strongly agree) which consists of ten statements. To analyze the data, the researchers used the formula of the computation for calculating the data to be a percentage of each student's response to each questionnaire item by presenting them on the table and then described it as the questionnaire was examined. The findings indicate that using comic strips as teaching aids for the narrative writing curriculum is well received by students. It showed that the students gave positive responses towards the implementation of comic strips as teaching media in narrative learning material. Almost all of the students in the classroom were interested and enjoyed it while the researchers implemented the comic strips. The students are active in class activities. They felt using the comic strips as a learning media makes them better able to develop their imagination and create ideas for developing the stories discussed because, in the comic, the explanations accompanied by pictures and dialogues make it easier for them to interpret the stories or material discussed, even though in terms of language skills and vocabulary are inadequate.
Teacher’s Barriers in Using Flashcards as Interactive Media in Teaching English Vocabulary Sri Lestari; Lilies Youlia Friatin; Etika Rachmawati
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.20099

Abstract

Vocabulary plays a fundamental role in English language acquisition as it supports the development of language skills. Vocabulary mastery can be developed by optimizing the use of interactive media such as flashcards which offer an effective and engaging activity in teaching vocabulary, especially for young learners. This study was carried out to explore the barriers faced by an English teacher in using interactive flashcards in an elementary school in Ciamis and how the teacher overcomes the barriers found. This study used a qualitative case study and was taken through classroom observation and semi-structured interviews as research instruments. Thematic analysis was used to analyse the data from the classroom observation and interviews. The research participants involved in this study were a second grade English teacher. The findings revealed three main challenges: (1) students' limited reading and writing skills; (2) difficulty in time management due to varying student response times and lack of time management features in the flashcard application; and (3) different levels of vocabulary mastery among students, which affected the overall effectiveness of teaching. To overcome these challenges, the teacher implemented various adaptive strategies such as verbal repetition, adjusted time allocation, and differentiated teaching based on the needs of each student. This study highlights the importance of teacher adaptability to ensure the effective use of interactive media in teaching vocabulary.
Translanguaging as a Pedagogical Strategy for Enhancing Students' English Reading Comprehension Azlya Alizara Dilrahman; Dedeh Rohayati; Lilies Youlia Friatin
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.20096

Abstract

This study investigates how translanguaging serves as a teaching strategy to improve students' English reading skills in higher education. The study aims to examine students' implementation and perspective on translanguaging in reading activities. Translanguaging refers to the application of all language skills in a flexible way to achieve comprehension in learning a foreign language. This research applied a qualitative method with a case study approach, and data were obtained through observations and interviews. The participants of this study were purposively selected, consisting of one class of first-year student, and one lecturer for observation. Six students and one lecturer were interviewed based on their level of participation in learning activities to triangulate the data and validate the opinions. The results of this study show that the implementation of translanguaging can improve comprehension in reading English. Students naturally applied translanguaging through discussion, note-taking, retelling, and expressing their understanding. They used Indonesian, Sundanese, and also multimodal, such as gestures. In addition, students gave a positive perspective on translation; they felt relaxed, motivated and more confident when reading texts in English. Although students found it useful, its implementation should be regulated to ensure that it does not cause excessive dependence on the original language. In summary, translanguaging can serve as an effective approach to improve learners' comprehension by giving them the opportunity to utilize all they language resource.
Upaya Meningkatkan Eco-Literacy Siswa Sekolah Dasar melalui Tell a Story sebagai Media Pembelajaran di Komunitas Belajar Lilies Youlia Friatin; Didih Faridah; Bambang Ruby Sugiarto
MANGENTE: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol. 3 No. 2 (2024): PENINGKATAN PEMBELAJARAN, ECO-LITERACY, DAN PENYULUHAN KESEHATAN GIZI
Publisher : UIN ABDUL MUTHALIB SANGADJI AMBON

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

Abstract

Penelitian ini menyelidiki penggunaan bercerita sebagai alat pedagogi untuk meningkatkan literasi lingkungan di kalangan siswa sekolah dasar dalam komunitas belajar. Penelitian ini bertujuan untuk menilai efektivitas pengintegrasian pengalaman pembelajaran berbasis narasi dalam menumbuhkan pemahaman konsep lingkungan hidup secara komprehensif. Melalui sesi bercerita yang mendalam, siswa terlibat dengan tema ekologi untuk mengembangkan pengetahuan, sikap, dan perilaku yang selaras dengan keberlanjutan. Penelitian ini menekankan pembelajaran kolaboratif dalam komunitas, menciptakan ruang untuk berbagi pengalaman dan diskusi terkait literasi lingkungan. Komunitas pembelajar ini berfungsi sebagai platform untuk kegiatan partisipatif, yang mendorong pendekatan holistik terhadap pendidikan lingkungan. Penelitian ini menggunakan metode kualitatif dan kuantitatif untuk mengevaluasi hasil jangka pendek dan jangka panjang, dengan mempertimbangkan dimensi kognitif, afektif, dan perilaku. Dengan mengeksplorasi dampak bercerita terhadap kesadaran lingkungan, penelitian ini memberikan wawasan bagi para pendidik dan pembuat kebijakan yang ingin memasukkan pendekatan inovatif ke dalam kurikulum sekolah dasar. Temuan-temuan ini bertujuan untuk meningkatkan kesadaran dini dan kewarganegaraan lingkungan yang bertanggung jawab, mengatasi kebutuhan penting akan literasi lingkungan di tahun-tahun formatif pendidikan. Kata kunci: Eco-literacy, Siswa Sekolah Dasar, Storytelling, Komunitas Belajar, Pendidikan Lingkungan
Exploring a lecturer’s reader-response strategy to foster university students’ critical thinking Adila Yohana; Lilies Youlia Friatin; Luthfiyatun Thoyyibah
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 A.M. Surachmat Aa Surahmat Adila Yohana Ai Siti Nur Fauziah Andi Rustandi Angelo Osunero Anugrah, Yuda Avita Tri Rahayu Azlya Alizara Dilrahman Bambang Ruby Sugiarto Berliana, Nina Dedeh Rohayati Dedeh Rohayati Dedeh Rohayati Dedeh Rohayati, Dedeh Dewisejati, Lovian Puspita Diana Lestari Didih Faridah Ervina CM Simatupang Etika Rachmawati Etika Rachmawati Etika Rachmawati Etika Rachmawati Etika Rachmawati, Etika Hega Nurazizah Herlina, Rina Heryono, Heri Imannisa Nabilah Irianti, Leni Iskhak, Iskhak Jamilah Jamilah Leni Irianti Leni Irianti Luthfiyatun Thoyyibah Luthfiyatun Thoyyibah Lystiana Nurhayat Hakim Maulani, Dwi Siska Mulyana, Restu Putra Nurul Arifin Pebby Pixtilany Nur Saputri Pitriani, Pitriani Putri, Hilmaliana S R. Bunga Febriani R. Bunga Febriani Ratnawati Ratnawati Rizal Fahmi Said, Iskhak Sri Lestari Suhada, Karina Sukmara, Edi Sumi Handayani Syafryadin Syafryadin Tarawana, Wawan Tarwana, Wawan Umi Jauharoh Widiyaningsih Widiyaningsih Widya Agustina Zia Nurfauziah