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All Journal Journal on English as a Foreign Language (JEFL) JALL (Journal of Applied Linguistics and Literacy) Jendela Pendidikan UC Journal: ELT, Linguistics and Literature Journal EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Journal of English Education Program (JEEP) Makara Journal of Technology WELFARE Jurnal Ilmu Ekonomi English Education and Applied Linguistics Journal (EEAL Journal) Jurnal ilmiah teknologi informasi Asia Galuh International Journal of Community Service and Development
Andi Rustandi, Andi
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Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mechanical Engineering Social Sciences Other

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Journal : Journal of English Education Program (JEEP)

 1 
Teacher’s Verbal and Nonverbal Communication on Students’ Motivation in Learning English Sophia, Luci; Rustandi, Andi; Sugiarto, Bambang Ruby
Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v11i2.15562

Abstract

This study focuses on the teacher's verbal and nonverbal communication as well as the student's motivation in EFL classes. The goals of this study were to (1) assess the types of verbal and nonverbal communication used by teachers in EFL classrooms and (2) investigate how verbal and nonverbal communication influences students' motivation. The descriptive-qualitative method was utilized in this study. The research subjects were a teacher and 4 students selected from two classes in tenth-grade at MAN 3 Tasikmalaya. Data were gathered through observation (video recording) and interviews. The findings of this study revealed that the verbal type of FIACS and Schmitz has been fulfilled. There are the seven types of teacher verbal communication used in the classroom by the teacher. However, the researcher discovered that the most dominant type of teacher verbal communication is asking question in this study. In addition, the researcher engages in fourth sorts of nonverbal communication. Regarding the teacher's nonverbal communication, the researcher discovered that the most dominant type is kinesics such us body movement and gestures in this study. The findings also revealed that the teacher's verbal and nonverbal communication had a beneficial impact on their motivation to learn English. Positive effects include a sense of caring, a better understanding, a sensation of pleasure or comfort, an eagerness to learn, a sense of being appreciated and respected, as well as a sense of respect.
Kahoot Application As A Formative Evaluation Media In Students’ Comprehension Of The Aspect Of Writing Narrative Text In Online Class (Qualitative Case Study At One Of Senior High School) Mawardi, Luthfia Nurul Mawaddah; Rustandi, Andi
Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v11i1.13566

Abstract

This article figures out the ways of applying Kahoot as a formative evaluation media in students' comprehension of the aspect of writing narrative text in an online class; and investigates the perceptions of the teacher of using Kahoot as a formative evaluation media in students' comprehension of the aspect of writing narrative text in an online class. The study applied a qualitative research design, employing the case study characteristics. The data were attained from some sources, including classroom observation and interviews. Classroom observation was conducted to 11 MIPA and the interview was administered to an English teacher. The findings revealed that implementing Kahoot in the process of evaluation can increase the student's achievement; so that student's comprehension of the narrative text can be improved. The teacher perceives that Kahoot helped carrying out the formative evaluation process in the online classroom because the teacher can easily see the level of students' understanding of aspects of writing narrative text. However, the evaluation process is hampered by unstable internet connections. The finding of this research recommended English teachers to apply technology, in particular, Kahoot, that can make the learning and evaluation process in online classes easier and more fun. Also, Kahoot helps students practicing and increasing their understanding towards the delivered materials.
The Content Analysis of Cognitive and Psychomotor Domains in an English Textbook for Senior High School Grade XI Halla, Debi Maulana Ahsan; Rustandi, Andi
Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v11i2.15471

Abstract

This research investigated the evaluation of an English textbook. This research aimed to analyze the relevance between the revised edition of the 2013 Curriculum English textbook “Modul Pembelajaran SMA Bahasa Inggris” for Senior High School grade XI to the Core Competence concerning cognitive and psychomotor domains. This research employed content analysis under descriptive qualitative as the research design. The data of this research was collected from the English textbook “Modul Pembelajaran SMA Bahasa Inggris” for Senior High School grade XI. The collected data was categorized into tables and elaborated into each core Competence, Learning Indicator, and Learning process. The data was analysed using a conclusion drawn and then it was interpreted. The results of this research indicated that the relevance between learning indicators to the Basic competencies is adequately relevant for the Cognitive Domain and slightly relevant for the Psychomotor Domain. Besides, the relevance between learning activity to the Basic competencies is barely relevant for the Cognitive Domain and barely relevant for the Psychomotor Domain. The findings came up with the fact that the English textbook has more emphasis on the cognitive domain than the psychomotor aspect. Thus, the teacher should cover the rest of those aspects in the process of teaching and learning so that the students can achieve the Basic competencies optimally.
EFL Students’ Perceptions on the Use of Quillbot Paraphrasing Tool in Essay Writing Nuraeni, Ayu; Febriani, R. Bunga; Rustandi, Andi
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17817

Abstract

This research discusses about EFL Students’ Perceptions On The Use Of Quillbot Paraphrasing Tool In Essay Writing. The objective of this study was aimed to elaborate on how EFL students implement the QuillBot Paraphrasing Tool in essay writing and EFL students perceive of use the QuillBot Paraphrasing Tool in essay writing. This study used a descriptive qualitative method, involved 25 students’ of English Education who used QuillBot Paraphrasing Tool In Essay Writing. Brief rating scales questionnaires were used to gather the data. The results showed that students responded positively to the use of the QuiillBot Paraphrasing Tool In Essay Writing. Most students agree that using QuillBot makes the process of paraphrasing in writing easier and more efficient. QuillBot can help students paraphrase and avoid plagiarism in their writing. While this tool is powerful, Quillbot may be a useful tool for EFL students, but it's important to remember that it shouldn't be overly relied on. Students should continue to concentrate on improving their paraphrasing skills while using Quillbot to complement their endeavors and students should use it wisely. The researcher suggests that future researchers are expected to be able to examine more sources and references related to paraphrasing using QuillBot.
Enhancing Student’s Persuasive Writing Achievement Using Internet Meme Pictures Jihad, Naufal Ibnu; Rustandi, Andi; Tarwana, Wawan
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17432

Abstract

The purpose of this study was to investigate whether or not: (1) there was a significant difference in Persuasive Writing achievement among the eleven grade students of one high school in Calipari Cilacap, Central Java was taught by using internet meme pictures and (2) there was no significant difference in Persuasive Writing achievement between the students who were treated using internet meme pictures and those who were not. There were 40 students of XI MIPA 1 and XI MIPA 2 as the sample of this study. In data collection, each group was treated with a pre-test and post-test of writing. The data were processed using Paired Sample t-test and Independent Sample t-test in SPSS version 35. The results of Paired Sample t-test revealed that there was a significant difference in Persuasive Writing achievement before and after students were taught using the internet Meme Pictures. The result from the dependent Sample t-test of the post-test in both experimental and control groups revealed that there was a significant difference in Persuasive Writing achievement between the students who were treated using Internet Meme Picture and those who were not as the P-value both of Paired Sample t-test and Independent Sample t-test results were lower than 0.05 (0.000 < .05).
An Analysis of Teachers' Questioning Strategies During Classroom Interaction in Senior High School (A Case Study at One of Senior High School in Pangandaran) Ardani, Ni’ma Faroidatul; Rohayati, Dedeh; Rustandi, Andi
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19338

Abstract

Questioning is known as the most influential teaching skill and frequently used as efficient strategy for teachers in classroom teaching. A question proposed by the teachers can stimulate the students’ learning, gain knowledge, help students build understanding to think critically and creatively, and know the output of the students before or after teaching. Unfortunately, asking questions to the students does not always work well. Sometimes, the teacher fails to engage the students to answer the questions. Therefore, teachers should consider the use of questioning strategies to improve students’ engagement in learning. This study aimed to find out the English teachers’ questioning strategies used by the teachers to improve students’ engagement in classrooms, and to explore the students’ responses toward of the teachers’ questioning strategies. In this study, the method of this study is qualitative research involving one English teachers at on of Senior High School in Padaherang and the students. To collect the data, the researcher used observation and interview. The result of the study showed that the teacher used some questioning strategies,that were: yes/no questions, type short answer/retrieval-style question and display questions. The teacher used their question it’s also related with the condition and material using native language and giving students wait time to think the answers. students' responses to the teacher's questioning strategy, that is has a good effect and can influence class interaction. That students like to answer questions posed by the teacher. When they have difficulty answering these questions in English, they will use Indonesian language. Therefore, the researcher suggested that teachers should be more aware of their questioning skills and use them to improve the students’ engagement in classroom.
Co-Authors Agusandra, Ayuninda Ardani, Ni’ma Faroidatul Bambang Ruby Sugiarto Buang, Nor Aishah Darmawati , Darmawati Dedeh Rohayati, Dedeh Enriko Fadly, Enriko Etika Rachmawati, Etika Febriani, R. Bunga Gantina, Audi Grasia, Else Halla, Debi Maulana Ahsan Haryaka, Usfandi Jihad, Naufal Ibnu Kemal Gibran, Kemal Lestari Komarlina, Dwi Hastuti Mawardi, Luthfia Nurul Mawaddah Muhammad Adyutatama, Muhammad Norman Subekti, Norman Nuraeni, Ayu Rachmawati, Chintya Fitria Rusliana, Nanang Said, Iskhak Sophia, Luci Sugiawardana, Ruli Tarwana, Wawan Thoyyibah, Luthfiyatun Umar, Huzaifah