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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) Jadila: Journal of Development and Innovation in Language and Literature Education Journal of English Education Program (JEEP)
Didih Faridah
Universitas Galuh
Languange, Linguistic, Communication & Media Other

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AN ANALYSIS OF ONLINE PEER FEEDBACK TO FOSTER STUDENTS' CRITICAL THINKING Syifaulkaromah Syifaulkaromah; R. Bunga Febriani; Didih Faridah
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.909 KB) | DOI: 10.25157/(jeep).v8i2.6432

Abstract

The aims of this study is to find out the students' responses to the practice of peer feedback in online learning and to investigate how online peer feedback foster students' critical thinking. In collecting the data, the study used qualitative method especially case study. Questionnaire and students' peer feedback documentations were the data collection. Purposive sampling was used to select twelve students as participants. Open ended questionnaire and students' peer feedback documentations were the data collection. The writer analysed the students’ responses to the implementation of online learning using percentage computation and interpreted it qualitatively. The students’ peer feedback documentations also analysed by using content analysis. The result indicated that using peer feedback in online learning could improve students’ critical thinking skills which was relevant with Bloom’s Taxonomy. In responding to the second research questions, there were six students who think critically that could be seen from how they criticized the peer’s assignment based on their ability to state opinions clearly and concisely.  Moreover, the most of students agreed that the implementation of online peer feedback was more useful and helped them to improve their writing assignment through giving comments to peers and got comments from peers. Therefore, this research has proved that online peer feedback could foster students’ critical thinking and improved their writing skills especially in the subject Academic Writing.Keywords: Online, Peer feedback, Critical thinking
OPTIMIZING STUDENTS’ SELF REGULATED LEARNING THROUGH ENGLISH PRONUNCIATION APPLICATION IN LEARNING PRONUNCIATION DURING PANDEMIC ERA Didih Faridah; Lilies Youlia Friatin; Dedeh Rohayati
JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 2 (2022)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v6i2.8252

Abstract

The use of mobile technology, especially MALL (Mobile Assisted Language Learning) grows popularly in pandemic era. Most of teacher use it to help students while they are learning at home. This study is aimed at interpreting students' perceptions towards the use of English Pronunciation application on students’ self-regulated learning and investigating the use of English Pronunciation application in optimizing their self-regulated learning in learning pronunciation. Researchers applied a qualitative case study as the research design of this study. The data were collected through questionnaires and interviews. This research involved 25 students of the freshman of English Education Program in a private university in Ciamis. The result shows that the students respond positively on the use of English Pronunciation application in learning pronunciation since it helped them in overcoming their problems in learning pronunciation, especially in pandemic era where they situated to learn at home. The results also indicate that the use of English Pronunciation application in learning pronunciation is effective to optimize students’ self-regulated learning. 
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.
Co-Authors A. M. Surachmat Alya Handaya Putri Asep Dudi Kurnia Debby Almira Dedeh Rohayati Dini Haryanti Etika Rachmawati Ira Adinegara Kinanty Kintamani 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 Syifaulkaromah Syifaulkaromah Wila Suswika