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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
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Other

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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.
THE USE OF AUDIO TRIMMER AS AN ONLINE APPLICATION TO IMPROVE STUDENTS' ABILITY IN ENGLISH LISTENING CLASS Rina Herlina; Etika Rachmawati; Bambang Ruby Sugiarto
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.v6i2.8547

Abstract

This study focuses on the use of an online application-based Audio Trimmer in learning Listening in the English study program. The aim is to find out how the lecturer applies this Audio Trimmer application to Listening class and to find out the level of student satisfaction with the use of Audio Trimmer in Listening learning. Audio Trimmer is an online application that can adjust the audio tempo. So, no matter how difficult listening is, it will be resolved by using this application. Audio Trimmer has indeed been used as a learning medium in the Listening course for two semesters and there are indicators of student satisfaction with the use of the application. Therefore, this research is qualitatively designed with a case study approach with the research subject being all students from two listening classes, namely Extensive Listening and Academic Listening, and the data collection was obtained from student questionnaires in the form of a Likert scale questionnaire in the form of ten statements, class observation, and documentation of student achievements in listening courses. Then the research analysis includes data reduction, data display, and data verification. There are two findings from this study. First, the audio trimmer is used in listening courses at the whilst-activity and post-activity stages. Second, the student's perception shows that the audio trimmer is very supportive of listening learning. In conclusion, the audio trimmer in learning listening is very useful and of course highly recommended for English learners who will listen to English audio.
Teacher Oral Corrective Feedback In Video Conference Applications For Online Learning Anugrah, Yuda; Friatin, Lilies Youlia; Sugiarto, Bambang Ruby
Wahana Pendidikan Vol 11, No 2 (2024): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v11i2.15126

Abstract

This qualitative case study investigates the strategies employed by teachers to provide oral corrective feedback during online learning sessions via video conferencing applications and identifies the challenges encountered in this process. Data were gathered through observations and semi-structured interviews with one English teacher and four tenth-grade students from a Vocational High School in Tasikmalaya. The study addresses the central issue of delivering effective oral corrective feedback in an online learning environment. The findings indicate that teachers utilize various feedback types, such as recast, explicit correction, and repetition. Nevertheless, challenges like poor internet connectivity and technical disruptions hinder the communication and feedback process. This study highlights the complexities involved in delivering oral corrective feedback online and underscores the need to address technical obstacles to improve feedback efficacy.
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.
Comparative Study of Intercultural Awareness Between Indonesia and Ghana in ELT Arifin, Nurul; Friatin, Lilies Youlia; Sugiarto, Bambang Ruby
JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v8i2.15969

Abstract

The globalization of education and increasingly multicultural nature of the classroom, English teachers must develop intercultural awareness and competence. However, comparative studies that specifically focus on the experiences of foreign English teachers are limited. Thus, the research aims to investigate and compare the similarities and differences of the intercultural awareness and practices of Indonesian and Ghanaian English teachers in the context of English language teaching. As well as the strategies of teaching materials and techniques they employ to promote intercultural understanding among their students. This research used qualitative methods within the framework of a comparative study design and data were collected through semi-structured interviews. The participants were 2 EFL teachers from Ghana and Indonesia. The researcher analyzed it to identify patterns by organizing, coding and summarizing the data into themes. The study's findings indicated the critical importance of integrating intercultural awareness in English teaching, emphasizing the recognition and value of cultural diversity. This motivates teachers to foster an inclusive, tolerant environment using culturally appropriate teaching materials and techniques, ensuring all students feel valued. The Ghanaian teacher in international schools promotes global cultural acceptance or called as intercultural awareness, blending diverse cultures into lessons, while the Indonesian teacher prioritizes local culture or basic cultural awareness in English teaching. However, this research has limitations on the application of integration, teaching materials and techniques in intercultural awareness in English language teaching. So that future research can explore these aspects more broadly and varied.
Lexical Cohesion in English – Indonesia Machine Translation Output: The Realization of Manual Post-Editing Sugiarto, Bambang Ruby; Siregar, Bahren Umar
JALL (Journal of Applied Linguistics and Literacy) Vol 7, No 1 (2023)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v7i1.9862

Abstract

Lexical cohesion is fundamentally dependent on linguistic cohesiveness. However, whether lexical coherence remains as texts are translated from English into Indonesian has yet to be determined. Considering this, the purpose of this study was to characterize the structure of the lexical cohesion in English-Indonesia Machine Translation (MT), and Post-Editing (PE) outputs and determine whether there were any differences in the use of lexical cohesion. A qualitative descriptive study was conducted. The fifth book in J.K. Rowling's (2013) Harry Potter and the Order of the Phoenix contains the data used in this study. Baker’s (2018) equivalence at the word, above word, grammatical, and textual level, and Halliday & Matthiessen (2014) model of lexical cohesion were used to analyze and interpret the data. It was found that there aren't many differences between the lexical cohesion used in the ST, MT, and PE. While the study explores the application of lexical cohesion, additional problem equivalences, such as those at the word and above-word levels, are added to the PE recommendation.
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.
Pragmatic and Grammatical Competence Interface in Second Language Acquisition: Conceptual Framework and Construction Rustandi, Andi; Febriani, R. Bunga; Sugiarto, Bambang Ruby
JALL (Journal of Applied Linguistics and Literacy) Vol 9, No 1 (2025)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v9i1.17802

Abstract

This study investigated the interface between pragmatic and grammatical competence in second language acquisition. This study aims to discover the conceptual framework of how pragmatics competence interfaces with grammatical competence. This study employs three research questions such as (1) how pragmatics competence and grammatical competence are interfaced with each other, (2) what kind of pragmatics competence should be learned by the learner of a second language, and (3) to what extent grammatical construction interface with the pragmatic domain. This study used the groundwork of the library research method, which forms the theoretical framework of this study by searching, reading, and evaluating some journals from the online journal that deals with the topic. The result revealed that pragmatic competence and grammatical competence are interfaced with each other since grammatical construction in the utterance contributes to the language use expression.
WRITING ARGUMENTATIVE ESSAY IN ONLINE ACADEMIC WRITING CLASS: STUDENTS’ VOICE, DIFFICULTIES, AND WRITING ENJOYMENT Rohayati, Dedeh; Rustandi, Andi
Akrab Juara : Jurnal Ilmu-ilmu Sosial Vol. 6 No. 4 (2021)
Publisher : Yayasan Azam Kemajuan Rantau Anak Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The present study is aimed at finding out 1) students’ voices and their difficulties towards Academic Writing, and 2) students’ awareness of Argumentative essay. This study employs a qualitative case study involving twelve six semester students of English Department and enrolling Academic Writing course. The class is conducted online using Google Meet. The participants are selected purposively and divided into two category: six students with six years writing enjoyment and six students with three years writing enjoyment. The primary data are obtained through semi structured interview and students’ document Argumentative text conducted online. The result of interview are transcribed, categorized, coded, and interpreted. Meanwhile, the students’ document of Argumentative text are analyzed by utilizing the generic structure checklist of argumentative essay adopted from Derewianka (1990). The findings reveals that all of students perceived Academic Writing positively. Meanwhile, all of students’ writing ability are hampered by their less ability in organizing idea systematically, grammar, vocabulary and diction. Specifically, students who have six years writing enjoyment faces difficulties in Academic writing due to their lack of understanding the instruction and managing assignment. In contrary, the students with three years writing enjoyment find Academic Writing difficult due to low management of revision and less enthusiastic and motivation. The result of students’ document of Argumentative texts indicate that students’ awareness on Argumentative essay still need improvement. It is recommended for the further research on related topic to investigate the novel cases using the different method.
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.
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 Fatimah, Sara Laila 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