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All Journal Script Journal: Journal of Linguistic and English Teaching Journal of English Education and Teaching (JEET) JALL (Journal of Applied Linguistics and Literacy) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Journal of English Education Program (JEEP) Mangente: Jurnal Pengabdian kepada Masyarakat Jadila: Journal of Development and Innovation in Language and Literature Education
Didih Faridah
Universitas Galuh
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Teachers’ Challenges in Teaching English Pronunciation (A Case Study at One of the Senior High Schools in Ciamis) Alya Handaya Putri; Didih Faridah; Rina Herlina
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).v13i2.20972

Abstract

Pronunciation is a crucial component of English communicative competence and plays a vital role in ensuring intelligibility in spoken interaction. In the Indonesian EFL context, teaching pronunciation remains challenging due to limited exposure to authentic language, mother-tongue interference, and insufficient resources. Despite previous studies on pronunciation pedagogy, research integrating the psychological, linguistic, and pedagogical dimensions of teachers’ challenges, particularly at the high school level, remains limited. The present study aims to investigate the obstacles EFL teachers face in teaching pronunciation and to identify the strategies the EFL students employ to address these obstacles. This research uses a qualitative case study involving three EFL teachers in a senior high school in Ciamis, Indonesia. Data were gathered through classroom observations and semi-structured interviews, then analysed using thematic analysis. The findings reveal five primary challenges: low student self-confidence, limited time and resources, difficulties in linking spelling and pronunciation, first-language interference, and inconsistent practice. Teachers addressed these constraints through ice-breaking activities, contextualised repetition, constructive feedback, bilingual explanations, and materials connected to students’ interests. The study concludes that effective pronunciation instruction requires balancing technical accuracy with affective support, providing consistent practice opportunities, and adopting adaptive strategies tailored to learners’ needs. Overall, the findings emphasise that addressing both cognitive and emotional factors is essential for enhancing pronunciation learning in the EFL classroom.
Teachers’ Pedagogical Techniques in Delivering Speaking Assessment: Secondary Level of Education Putri Rahmawati Oktapiani; Luthfiyatun Thoyyibah; Didih Faridah
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).v13i2.20705

Abstract

Speaking assessment plays a critical role in English language teaching, especially in developing students’ oral communication skills in junior high schools. Teachers often rely on limited or repetitive speaking assessment methods, which may not fully support the development of students’ speaking skills. Therefore, this study aimed to explore the types of speaking assessment techniques used in the classroom and the considerations behind the teacher’s choices. A qualitative case study approach was employed, involving one English teacher as the participant. Data were collected through classroom observations and semi-structured interviews. The findings revealed that oral presentation was commonly used, especially in the teaching of procedural texts. Other techniques mentioned included interviews, role plays, group discussions, and picture descriptions. The assessment process was supported by clear instructions, the use of rubrics, a one-on-one delivery format, and sufficient time allocation for both preparation and performance. The teacher’s decisions in choosing assessment techniques were influenced by practicality, validity, student anxiety, and attention to key speaking components such as pronunciation and intonation. The study concludes that speaking assessments can be more effective when adapted to the classroom context and student needs through flexible and student-centred approaches.
Model Fun Fruit Learning Learning sebagai Inovasi Pembelajaran untuk Pengembangan Literasi Sehat, Bahasa dan Numerasi Anak Usia Dini Luthfiyatun Thoyyibah; Adang Effendi; Kurniati Devi Purnamasari; Didih Faridah; Taupik Sopyan; Almaura Aldist; Salsabila Fauziah; Auliya Nur Hajah Patimah
Abdimas Galuh Vol 8, No 1 (2026): Maret 2026
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v8i1.22593

Abstract

Kegiatan Pengabdian kepada Masyarakat (PkM) ini dilaksanakan untuk memperkuat literasi sehat, kemampuan berbahasa, dan numerasi anak usia dini melalui penerapan model Fun Fruit Learning berbasis pengalaman langsung. Kegiatan ini berlatarbelakang dari kondisi rendahnya capaian literasi–numerasi anak serta minimnya ketertarikan siswa terhadap konsumsi buah dalam program Makan Bergizi Gratis (MBG). Pelaksanaan kegiatan dilakukan melalui tahapan observasi awal, Focus Group Discussion (FGD) dengan guru dan orang tua, praktik pembelajaran di kelas, serta pendampingan orang tua melalui workshop literasi sehat. Program ini melibatkan 60 siswa RA level A, 8 guru, dan 20 orang tua. Hasil kegiatan menunjukkan bahwa 95% siswa menghabiskan buah dari target 70%, 85% siswa mampu menyebutkan nama buah dalam Bahasa Inggris dari target 60%, serta 100% siswa berhasil menghitung angka 1–10 dan mengelompokkan buah berdasarkan warna dan bentuk dari target masing-masing 75% dan 60%. Temuan ini menunjukkan bahwa Fun Fruit Learning efektif mendukung peningkatan literasi dasar dan kesadaran gizi, serta layak direkomendasikan untuk diterapkan di satuan pendidikan usia dini lain.
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
Investigating Pre-Service English Teachers’ Perception on the Use of Multimedia in EFL Teaching and Learning Process: Pedagogical Implication Didih Faridah; Leni Irianti; Reska Laila Fachriyani
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 2 (2020): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i2.102

Abstract

This paper reports on investigating pre-service English teachers’ perceptions on the use of multimedia in EFL teaching and learning process: pedagogically implication. This research aimed to investigate the pre-service English teachers’ perception toward the use of multimedia in EFL teaching and learning process and to observe kind of multimedia are used by the pre-service English teachers’ in EFL teaching and learning process. The participant of this research was the 63 senior students of English Department Galuh University. The questionnaire and interview were the instruments used in this research to collect the data. Survey monkey application was used in analyzing the questionnaire by displaying it into the figure and data interpretation based on the answer from a close-ended questionnaire, while the data from telephone interviews were analyzed by displaying data interpretation from the interviewees. After having the findings, the research showed that the students had a positive attitude towards multimedia. Most of the participants agreed that they like multimedia because it helped them in the teaching and learning process. In this era, we can easily found multimedia. PowerPoint, YouTube Videos, Podcast, Canva, PowToon, Picture, CALL, MALL, Digital Comic, Song, PowToon, and Movie are some the kinds of multimedia that can be used by pre-service English teachers' as the solution to make the learning process more interesting and enhance the students' language pedagogy. This research concludes that using multimedia in the teaching and learning process was important to improve their achievements, understanding, performances, and to achieve objectives of language pedagogy.
EFL Learners’ Attitude toward Two Major English Varieties: From Perplexity to Prejudice Rina Herlina; Didih Faridah
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 2 No. 1 (2021): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v2i1.174

Abstract

For EFL learners, English language is a part of the main course to consume at school. However, some of them and even English teachers are not too familiar with 2 major English varieties (EV). They are American English (AE) & British English (BE). So far, that issue doesn’t bring up responsive concern, but some questions from EFL learners prompt such an inquiry. One of those questions is; which one of those EVs has more economical benefit for their future? In addition, frequent debate might occur among EFL learners about the correct version between kid or child, lorry or truck, taxy or cab, flat or apartment and many others. This chaotic mix-up is undeniable. Thus, this study investigates learners’ attitude on both English varieties, BE and AE, in terms of learners’ prejudice and perplexity which are encountered in learning process. This survey embraced 50 university students to put forward their own perspectives on an open-ended questionnaire consisting of four questions. Next, all answers were grouped into three categories to be interpreted. The survey shows that 50% of students insist that AE is the most well-acceptable English across the globe that could contribute to their better future socially and economically, and the rest percentage shows various contradictive arguments. It is suggested that English teachers are supposed to consider the differences between BE and AE in designing teaching material to avoid EFL learners’ perplexity and prejudice on both EVs.
Co-Authors A. M. Surachmat Adang Effendi Almaura Aldist Alya Handaya Putri Asep Dudi Kurnia Auliya Nur Hajah Patimah Bambang Ruby Sugiarto Debby Almira Dedeh Rohayati Dini Haryanti Etika Rachmawati Ira Adinegara Kinanty Kintamani Kurniati Devi Purnamasari Leni Irianti Lilies Youlia Friatin Luthfiyatun Thoyyibah Neng Eva Agustuna Putri Rahmawati Oktapiani R. Bunga Febriani Ratnawati Ratnawati Reska Laila Fachriyani Rina Herlina Rina Herlina Salsabila Fauziah Sopyan, Taupik Syifaulkaromah Syifaulkaromah Wila Suswika