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All Journal Journal of English Education Program (JEEP)
Dini Andriani
Universitas Galuh
Languange, Linguistic, Communication & Media Other

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TEACHING SPEAKING THROUGH THINK PAIR SHARE TECHNIQUE Dini Andriani
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1864

Abstract

This paper reports on the implementation of “think pair share technique” in teaching speaking. Twenty two students at seventh grade of MTsN Buniseuri, were taken as the sample of this study. The study employed a qualitative research design. The data were obtained from several instruments, including classroom observation, questionnaires to the students and interview to the teacher. The result of the data from classroom observation and interview showed that the teacher used “think pair share technique” in teaching speaking, as suggested by Lyman (1978). Afterward, the result of the data from questionnaires showed that after the teacher taught by using think pair share technique, the students felt confidence during learning process. It can be seen when they did not prefer to sit at the back of the class in English lesson. The Students’ self-confidence during learning process can be seen also when the students did not worry about making mistake when they speak. Besides most of the students felt that English lesson was fun. It can be concluded that think pair share technique has significant effect on students’ self-confidence. Based on the result of study it is recommended that Think-Pair-Share technique can be used in teaching speaking since it can stimulate the students’ self-confidence in learning speaking and it can create fun and enjoy atmosphere in the classroom.
Animated Films as a Tool for Vocabulary Acquisition in Vocational Education Dini Andriani; Iskhak Said; R. Bunga Febriani
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).v13i2.20906

Abstract

Vocabulary mastery is a crucial aspect of language learning, but it poses a challenge for vocational high school (SMK) students due to limited learning media. Previous studies have mostly used non-animated films as learning media, while animated films are still rarely explored. This study aims to investigate students' perceptions of using animated films as a vocabulary learning medium. The research employs a qualitative descriptive method, involving 20 participants from Grade X at SMK Al-Huda Turalak. Data collection techniques include observation and semi-structured interviews. The results of the study indicate that animated films can increase students' interest, engagement, and confidence in learning and using new vocabulary directly. Students can understand and remember new vocabulary through animated films, which are visual and contextual in nature and have proven to be effective. Therefore, animated films can be an attractive and effective alternative learning medium in the context of vocational schools.
Co-Authors Iskhak Said R. Bunga Febriani