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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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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.
A case study of an international teaching practicum program in Thailand: Indonesian EFL teacher trainees’ teaching strategies, challenges, and intercultural sensitivity level Rustandi, Andi; Agusandra, Ayuninda; Sugiarto, Bambang Ruby; Febriani, R. Bunga
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9041

Abstract

Research on international teaching practicum (ITP) has revealed challenges for teacher trainees, particularly in advancing their teaching strategy in the context of intercultural context. However, other studies suggest that the program holds the potential for the development of teachers trainees’ skills. This study examines the teaching strategies and difficulties encountered by Indonesian EFL teacher trainees and their intercultural sensitivity level during the ITP program in Thailand. This case study involved three Indonesian EFL teacher trainees participating in the ITP program in Thailand. Data were obtained from questionnaires, observation, and interviews. The quantitative data were analyzed statistically, while qualitative data were analyzed thematically. The findings revealed that participants employed a variety of teaching tactics, including goal setting, working examples, noting similarities and differences, providing recognition, assigning homework, providing feedback, practicing, visual scaffolding, modeled discourse, the grammar-translation approach, and facing some cultural barriers. Furthermore, the intercultural sensitivity level demonstrated that all teacher trainees can interact, appreciate differences, be confident, enjoy, be attentive, and value different perspectives when communicating in multicultural circumstances. The study implies that the ITP program should be continued by facilitating a bridging course to cope with intercultural context.
CROSS-LANGUAGE PRACTICES AND SPEAKING TECHNOLOGY IN HIGHER EDUCATION FOR STRENGTHENING ENGLISH COMMUNICATION COMPETENCE Ervina CM Simatupang; Heri Heryono; Lilies Youlia Friatin; Bambang Ruby Sugiarto
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11877

Abstract

Accomplishment in higher education recently depends on the ability to communicate effectively in English; due to increasingly globalized academic setting. This essay investigates the creative ways that speaking technology and cross-language exercises might be combined to improve students' proficiency in English communication. By utilizing students' current linguistic resources, cross-language practices, which entail the purposeful use of different languages, can promote deeper comprehension and retention of English language abilities. When combined with cutting-edge speaking technology, such AI-driven language learning tools and speech recognition software, these approaches provide a dynamic and engaging means of honing English communication skills. With a focus on practical application in academic and professional contexts, the study investigates the effects of these combined techniques on students' language proficiency. This research is a comparable passage that has been adjusted for the study's setting. The study involved 45 students from different academic disciplines, 60% of whom were female and 40% of whom were male, and used a sequential explanatory mixed-method approach to investigate their views and experiences about cross-language practices in combination with speaking technology. Surveys, pre- and post-speaking evaluations for descriptive analysis, and reflective notebooks for qualitative insights were all used in the data collection process. The study of descriptive data was done using theme analysis. As evidenced by the overwhelmingly favorable response from participants, the data showed that integrating student languages alongside English, backed by speaking technology, dramatically increased their English communication skills.
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.
Analyzing TikTok Videos as Digital Resources for Developing EFL Speaking Skills: A Qualitative Content Study Fatimah, Sara Laila; 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).v13i1.20206

Abstract

Speaking English is a crucial part of learning English as a foreign language (EFL), yet many Indonesian students struggle with vocabulary, grammar, pronunciation, and fluency. While numerous studies have been conducted on mobile-assisted language learning (MALL), little is known about the precise function of TikTok videos as a self-help tool for speaking acquisition, particularly in studies that do not consider the user's perspective. This study examines how TikTok videos can help improve English speaking skills, with an emphasis on vocabulary, grammar, pronunciation, and fluency. Three TikTok videos were selected using a qualitative content study. The results indicate that these videos demonstrate authentic and spontaneous English speaking techniques that can help users improve their speaking skills through unstructured digital content. This implies that TikTok videos can be used as supplementary speaking examples for students learning English as a second language (EFL). Teachers and content producers can learn more about the educational potential of social media platforms from this research.
Cultural and Gender Variation in Argumentative Coherence: A Corpus-Based Study of Indonesian and Japanese EFL Learners Sugiarto, Bambang Ruby
JALL (Journal of Applied Linguistics and Literacy) Vol 10, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v10i1.23462

Abstract

This study examines how cultural background and gender relate to argumentative coherence in English writing among Indonesian and Japanese EFL learners. Although intercultural rhetoric research has explored cross-cultural variation in argumentative structure, limited corpus-based studies have compared learners at controlled proficiency levels using a structured analytical framework. Drawing on 20 B1_2-level essays from the ICNALE corpus, this study applies the Toulmin Argument Pattern (TAP) framework to analyze the distribution of claims, data, counterclaims, and rebuttals. Argumentative quality was further assessed using an adapted coherence-level scale. The findings reveal clear cross-cultural variation: Indonesian learners produced a higher frequency of claims and supporting data, reflecting a predominantly linear argumentative structure, whereas Japanese learners more frequently incorporated counterclaims and rebuttals, resulting in more structurally complete argumentative cycles. Gender-related differences were observed in the distribution of argumentative elements; however, these patterns should be interpreted cautiously due to the exploratory sample size. Overall, the study highlights the role of culturally shaped rhetorical preferences in EFL argumentative writing and demonstrates the usefulness of TAP as a diagnostic tool for examining intercultural variation in coherence. Pedagogical implications and directions for future research are discussed.
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