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All Journal Journal on English as a Foreign Language (JEFL) EDULITE: Journal of English Education, Literature and Culture English Education Journal Indonesian EFL Journal Journal of English Education and Teaching (JEET) JALL (Journal of Applied Linguistics and Literacy) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Jurnal Wahana Pendidikan Akrab Juara : Jurnal Ilmu-ilmu Sosial Journal of English Education Program (JEEP)
Bambang Ruby Sugiarto
English Education Department, Universitas Galuh
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Journal : Journal of English Education Program (JEEP)

 1 
MODALITY REALIZED ON HORTATORY EXPOSITION TEXTS USED IN SENIOR HIGH SCHOOL GRADE XI TEXTBOOK Hani Suciati; Bambang Ruby Sugiarto
Journal of English Education Program (JEEP) Vol 8, No 1 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (522.934 KB) | DOI: 10.25157/(jeep).v8i1.5212

Abstract

This research is aimed at analyzing types of modality and the interpersonal meaning through modality system realized in hortatory exposition texts that is used by senior high school grade XI textbook. This study employed Systemic Functional Grammar (SFG) based on Halliday and and Matthiessen’s framework since it can seek and identify the level of language structure which makes kinds of meaning. There are five hortatory exposition texts that were analyzed based on modality system and interpersonal meaning. The first finding showed that there was modality system in all of clauses indicating  author’s interpersonal meaning with the use of language value that is different in the texts. The second finding showed that different types of language value and polarity also indicated the author’s interpersonal meaning in the texts. The types of modality which were found in the five texts were dominated by modalization with positive polarity and median value. In addition, this analysis concluded that five texts comprised several modalization and modulation types which occurred in different ranks. This study suggested that further researchers investigate various texts and other aspects of mood and modality. Keywords: hortatory exposition text, interpersonal meaning, modality, textbook
INVESTIGATING TEACHER’S PREFERENCES ON ONLINE TEACHING APPLICATIONS IN ESP SPEAKING CLASSES DURING COVID 19 PANDEMIC Gunawan Tri Ramdani; Bambang Ruby Sugiarto
Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.505 KB) | DOI: 10.25157/(jeep).v9i1.7573

Abstract

This research investigated teachers’ preferences on online teaching applications in ESP speaking classes during COVID-19 pandemic. A case study methodology was used in this research, and data were collected through transcribing and coding with observation and interviews with English teachers. It is analyzed by transcribing and coding with results from observations and interviews with English teachers in one of the Vocational High Schools in Pangandaran. The findings revealed that learning using ESP Speaking class is very important in student activity; so that English teachers must prepare and understand the teaching materials from English teachers that will be carried out. This did not made the students just silent and the gains achieved are stinging because of the lack of readiness of students in active learning in class. The application of ESP speaking classes should emphasize the teacher’s preferences on online teaching applications in ESP speaking classes during COVID-19 pandemic by motivating students.
Teachers Questioning Techniques for Classroom Interaction In English Speaking Class Erna Irmayanti; Andi Rustandi
Journal of English Education Program (JEEP) Vol 4, No 1 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i1.305

Abstract

ABSTRACTEnglish is a main subject in Chinese English classes, which requires plenty of practice, needscooperation between theteacher and students in class to jointly fulfill the verbalcommunication and the teaching-learning procedure. Classroom questioning, the skill of theelicitation method of teaching that is student-oriented and advocated today, gives an incentiveto communicative activities in English. Raising questions effectively is a major method of theteacher who guides his students to think actively, fostering students’ ability of analysis andcreation. It is also an essential way for the teacher to output information and obtain feedback,and an important channel to exchange ideas between the teacher and students. Therefore, theteacher must pay great attention to the skill of asking questions in English class. Eachquestion must be presented to accomplish the teaching objective and task. Only in this waymay the English teachers ask question effectively and improve the skill of questioning so asto make contribution to our Chinese English education. To begin with some elementaldefinitions, this paper discusses some basic knowledge of questions, and then explores theskill of questioning in English class about the preparing, designing, controlling andevaluating of questioning. Finally the benefit of the skill is studied with abundant teachingcases. The paper analyzes tentative in English class by integrating theory with practice. Thus,the skills of questioning are further understood in English classes.Keywords: English teaching, Questioning, Skills, Interaction teaching.
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.
Integrating Peer Feedback and Digital Flashcards in Writing Recount Text at Junior High School: A Case Study Rahayu, Ayu Puji; Rohayati, Dedeh; Sugiarto, Bambang Ruby
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).v12i1.17608

Abstract

While peer feedback has increased exponentially in recent decades, especially in English as foreign language writing classes, little attention has been paid to 1) framing peer feedback as part of multiple frames of written class; and 2) processed learning behaviors while emerging picture-based as visual assistance into account for young EFL learners in high school. It picked the interest of the writer to conduct a study to investigate the use of peer feedback and digital flashcards in teaching writing recount text. This study aims 1) to figure out the teacher’s steps in integrating peer feedback and digital flashcards in teaching writing recount text; and 2) to find out how students experienced it in the class. This study employed a qualitative method with a case study design and data were collected through observation, interview, and students’ documents of recount text. Observation data was analyzed using thematic analysis; interview result was transcribed reduced, categorized and interpreted; and students’ document recount text were analyzed to confirm the generic structure of recount text. The participants were the English teacher and 20 students experienced in learning writing recount text by integrating peer feedback and digital flashcards. The findings revealed that the English teacher integrated peer feedback and digital flashcards in teaching recount text in the eighth grade at an Integrated Islamic Junior High School in Pangandaran. The findings also showed that students felt peer feedback and digital flashcards positively affected their motivation to write recount text and improve their writing skills, especially writing recount text. Based on the findings, it was established that peer feedback and digital flashcards can be used as a teaching method to motivate students in writing recount text. In addition, it was a beneficial framework to stimulate them to produce better text easier and more engaging way. The writer suggests further research to examine the related topic on other aspects of English at different levels and with different numbers of participants.
The use of ice-breaking to overcome students’ speaking anxiety Restianti, Reska; Rachmawati, Etika; Sugiarto, Bambang Ruby
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).v12i2.15251

Abstract

Speaking anxiety is the fear felt by students when speaking English. There are several ways that teachers can deal with student speaking anxiety. One of them is by using ice-breaking which can be done at the beginning, middle, or end of the lesson. This study was conducted to find out how teacher use ice breaking and students’ perceptions about ice breaking in overcoming speaking anxiety. The aim of this study is to find out whether ice breaking can really reduce speaking anxiety felt by students. This study used qualitative method and case study as research design. The participants in this study are one English teacher and 29 students at vocational high school in Ciamis. The data collection used interview and closed-ended questionnaire. The findings of this study are that ice breaking can reduce speaking anxiety experienced by students in the learning process, but has not been able to improve students' public speaking and self-confidence. It can be concluded that ice breaking has a positive impact on the teaching and learning process.
Learning Daily Colloquial Vocabulary English of a Digital Movie Hermawan, Dhalfa Michele; Iskhak, Iskhak; Sugiarto, Bambang Ruby
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).v12i2.20852

Abstract

This research explores the adequacy of utilizing computerized motion pictures to instruct day-to-day colloquial English lexicon to junior high school students. It addresses the constrained lexicon and elocution challenges confronted by Indonesian students learning English. The think about analyzes how computerized motion pictures can improve students' vocabulary acquisition and talking abilities, making the learning  handle more locks in and successful compared to conventional strategies. This is a qualitative paradigm with the type of case study involving 20 students and one teacher as research participants. Data collection was gathered from student interviews to assemble information on their learning experiences and challenges. The discoveries recommend that computerized motion pictures, with English subtitles, altogether help in vocabulary learning by providing context and pronunciation cues, subsequently improving comprehension and speaking confidence. In any case, a few downsides include innovation availability issues and potential diversions. The inquiry about underscores the potential of computerized motion pictures as a profitable instrument in dialect instruction, advertising viable experiences for teachers, pointing to coordinated mixed media assets into their educating methodologies to improve language learning results.
Investigating the impact of digital textbooks on students’ digital literacy Darmawan, Danil; Sugiarto, Bambang Ruby; Irianti, Leni
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20761

Abstract

The integration of digital textbooks in English as a Foreign Language (EFL) classroom has become more common, particularly as digital literacy grows in importance for 21st-century learners. While many digital learning tools are available, there is limited research that closely examines how digital textbooks contribute to students’ digital literacy development in real classroom practice, especially in EFL contexts. This study aimed to explore how the use of digital textbooks contributes to students’ digital literacy development in EFL learning from both student and teacher perspectives. A qualitative case study was conducted involving classroom observations and semi-structured interviews with students and an English teacher. The analysis was guided by Hague and Payton’s digital literacy framework by covering eight aspects: functional skills, creativity, critical thinking and evaluation, cultural and social understanding, collaboration, ability to find and select information, effective communication, and safeguarding. The findings indicated that digital textbooks supported several aspects of digital literacy, particularly functional skills, information selection, and critical evaluation. However, certain aspects, such as creativity and safeguarding, were less frequently observed. The study concludes that digital textbooks have the potential to foster digital literacy in EFL settings, but their effectiveness depends on how actively features are utilized and supported through guided classroom practices.
Co-Authors Agusandra, Ayuninda Ahmad Sofwan Andi Rustandi Andi Rustandi, Andi Anugrah, Yuda Ayu Puji Rahayu Bahren Umar Siregar Darmawan, Danil Dedeh Rohayati, Dedeh Dewi Nasita Djoko Sutopo Erna Irmayanti Ervina CM Simatupang Etika Rachmawati Etika Rachmawati, Etika Febriani, R. Bunga Gunawan Tri Ramdani Hani Suciati Hega Nurazizah Heri Heryono Hermawan, Dhalfa Michele Irianti, Leni Iskhak Said Iskhak, Iskhak Jonathan Rante Carreon Lilies Youlia Friatin Luthfiyatun Thoyyibah Nia Siti Hadiyati Nurul Arifin R. Bunga Febriani Restianti, Reska Rina Herlina Sazuliana Binti Sanif Sophia, Luci