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All Journal JALL (Journal of Applied Linguistics and Literacy) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Journal of Empowerment Community Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Journal of English Education Program (JEEP) The Journal of English Literacy Education
Dedeh Rohayati
Prodi Pendidikan Bahasa Inggris FKIP Universitas Galuh
Agriculture, Biological Sciences & Forestry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Social Sciences Other

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The Use of Video as an Authentic Materials in Improving Students’ Writing Skills of Recount Text Dita Anisa Pratiwi; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9683

Abstract

This research was purposed to measure the significant difference on the use of video as an authentic material to improve students’ writing skills and investigate the use of video as authentic material in students’ writing skills on recount text. The present study applied cluster random sampling technique that implemented a mixed-method with the type of true-experimental design. A series of pretest-posttest for the quantitative data and interview for the qualitative data were utilized. The sample of the present study employed 30 students as the experimental and control group. The documentation of students’ tests was used to extract the data. The result showed that there was significant difference in students’ writing skills before and after being taught by means of video as an authentic material.  Meanwhile, the interview showed that students with high, middle and low achiever gave positive responses about using video as an authentic material in improving writing recount text. The study concluded that the use of video as an authentic material has contributed a good impact to students’ writing recount text with high, middle and low achiever, although it did not give significant impact in students’ learning outcomes particularly in writing recount text.
INVESTIGATING THE IMPACT OF E-LEARNING ASSESSMENT USING PORTFOLIO ON WRITING ENGAGEMENT: INDONESIAN ISLAMIC EFL HIGH SCHOOL STUDENTS’ PERCEPTION Annisa Diah Nur Alamsyah; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.133 KB) | DOI: 10.25157/(jeep).v9i2.8554

Abstract

This paper reports an analysis of students’ perception on the impact e-learning assessment using portfolios on writing engagement. This research employed a case study approach. Questionnaires were used as data collection instruments. The participant of this study was students of Islamic High School of grade 10 in Garut and the data collection was obtained from the questionnaire with EFL Students. The results showed that the use of e-learning assessment through portfolio was very influential on students in collecting assignments. The results also show that the student's perception of e-learning assessment through the portfolio is very influential on students ' writing engagement.
Peer Feedback to Stimulate Students’ Writing Process: A Case Study At a Vocational School in Ciamis Ai Haiva Ingdriawati; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9699

Abstract

In the process of writing, the teacher always provides feedback to students even though it usually takes to do so. Thus, this study was designed to elaborate the use of peer feedback, the type of peer feedback, and students' perceptions of peer feedback to be compared with previous related research. The research site was at a Vocational High School in Ciamis. The data were gathered from observations and documents of students' writing. Then, the questionnaires were handed to 10 students who practice peer feedback in the writing class. The results showed that students used two types of feedback. They were direct feedback and indirect feedback. Furthermore, students' perceptions of peer feedback received a positive response and the most of students agreed that the implementation of peer feedback was more beneficial and it helped them improving their writing.
DIFFERENTIATED INSTRUCTION TO IMPROVE STUDENTS' SKILLS IN WRITING OPINIONS ON ARGUMENTATIVE TEXT Alin Fir Handayani; Linia S.R.R; Dedeh Rohayati; Lilis Tugiawati
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i1.60

Abstract

To facilitate effective learning, Differentiated Instruction-a teaching approach designed to accommodate students' diverse needs by adjusting teaching methods based on their learning styles, readiness levels, and interests-was implemented in a classroom setting. This study aims at examining the improvement of students' ability to express opinions in argumentative writing through its application. The study was conducted using classroom action research. The subject of this study were 32 students from class VIII F SMPN 2 Ciamis. The research process was divided into two cycles, consisting of preparation, action, observation, and reflection. Data were collected through pre tests and post-tests. To analyze the findings, the researcher employed a quantitative approach using mean score analysis. The research results show that Differentiated Instruction can improve students' skills in writing opinion texts. Improving students' writing skills lies in constructing sentences that comply with language rules and according to context. Additionally, students' progress was reflected in their test scores. The average score in the pre-test was 59, which increased to 67 in post-test 1 and further improved to 81 in post-test 2. These findings suggest that Differentiated Instruction can enhance students' writing skills, particularly in expressing opinions within argumentative texts.
Co-Authors Ade Rohana Ai Haiva Ingdriawati Alin Fir Handayani Andi Rustandi Anisa Oktaviani Annisa Diah Nur Alamsyah Budi Rianto Didih Faridah Dita Anisa Pratiwi Etika Rachmawati Rachmawati Indah Nurkhasanah Iskhak Iskhak Lilies Youlia Friatin Lilis Tugiawati Linia S.R.R Meita Nurdini Lestari R. Bunga Febriani Rina Herlina Wawan Tarwana Yustin Kustina