Articles
<![CDATA[Pemanfaatan grup whatsapp pada pengajaran bahasa inggris terhadap pramusaji seafood restaurant di pasar ikan pantai timur pangandaran ]]>
<![CDATA[Tanjung, Raisa Siska]]>;
<![CDATA[Rohayati, Dedeh]]>
<![CDATA[ Jurnal Kepariwisataan dan Hospitalitas Vol 3 No 2 (2019): Vol.3,No.2,2019 ]]>
Publisher : <![CDATA[DIPLOMA IV TOURISM PROGRAM STUDY, TOURISM FACULTY,UDAYANA UNIVERSITY ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1003.41 KB)
|
DOI: 10.24843/JKH.2019.v03.i02.p015
<![CDATA[Penelitian ini bertujuan untuk menyelidiki bagaimana pemanfaatan aplikasi grup whatsApp dalam pengajaran Bahasa Inggris kepada pramusaji seafood restaurant dan melihat asistansi yang diperoleh dari pramusaji dan pengajar dari pemanfaatan aplikasi ini. Metode penelitian menggunakan deskriptif kualitatif. Data diperoleh melalui wawancara dan observasi, dengan teknik purposive sampling dalam memilih subjek penelitian. Terdiri dari 10 orang pramusaji di restoran makanan laut di Pasar Ikan, Pantai Timur, kabupaten Pangandaran. Data dianalisis berdasarkan metode Miles & Huberman yaitu reduksi data, tampilan data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa grup whatsapp dapat digunakan sebagai media pengajaran dan sangat bermanfaat sebagai aplikasi yang memudahkan pramusaji untuk belajar Bahasa Inggris. Data hasil belajar menunjukkan bahwa dari 10 orang pramusaji terdapat 80% diantaranya yang berhasil menggunakan Bahasa Inggris dalam melayani tamu asing. Asistansi yang diperoleh pramusaji adalah pemahaman terhadap materi Bahasa Inggris yang terdiri dari 5 jenis topik diantaranya, greeting, explaining menu, servicing menu, handling problem, dan payement. Dan asistansi yang diperoleh pengajar online adalah trik dan tips menarik dalam mengembangkan model pengajaran. Adapun temuan dari penelitian ini adalah perlunya sebuah rancangan pembuatan program aplikasi di ponsel pintar khusus pengajaran Bahasa Inggris for seafood restaurant. Kata kunci: Pengajaran Bahasa Inggris, grup WhatsApp, pramusaji seafood restaurant.]]>
<![CDATA[BBC Learning English YouTube Channel as an Authentic Material to Improve Students’ Listening Skill ]]>
<![CDATA[Herlisma, Intan]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Faridah, Didih]]>
<![CDATA[ Wahana Pendidikan Vol 11, No 2 (2024): Agustus ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/jwp.v11i2.15065
<![CDATA[This research aims to investigate 1) how the teacher implements the BBC Learning English YouTube Channel as authentic material to improve student listening skills; and 2) what the students’ perceptions of using BBC Learning English YouTube Channel as authentic material to improve students' listening skills. Case study was used as a research design in this study involving the participants of an English Teacher and six twelve-grade Vocational High School students. The data of this study were collected from observation and students’ interviews. The results of class observation showed that BBC Learning English YouTube Channel as authentic material is effective and helps the teacher in improving students’ listening skills. Meanwhile, the students' interview indicates the students’ positive perceptions on the implementation of the BBC Learning English YouTube Channel as authentic material. They argued that learning listening by using BBC Learning English YouTube Channel can motivate them to learn. The video shown assisted them to identify the topic of the material in the listening class and can improve their listening skill. Both results of observation and interviews showed that BBC Learning English YouTube Channel became an effective assistance for the teacher and students in teaching and learning listening skills.]]>
<![CDATA[Responding To Drama: The Efl Students’ Reader-Response Literary Analysis ]]>
<![CDATA[Febriani, R Bunga]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Wahana Pendidikan Vol 11, No 1 (2024): Januari ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/jwp.v11i1.12861
<![CDATA[This article presents the EFL students' reader-response literary analysis of an English drama. The study aims to investigate the EFL students' engagement in reading drama as one of the literary genres and the way they make a Reader-Response literary analysis of the drama. The writer carried out the present research by analyzing the students' reflective essays in which they respond to an English drama entitled "The Other Player" written by Owen G. Arno. The study consists of 9 student participants enrolling in the Introduction to Literature subject at an English Education Program of one private university in West Java. Introduction to Literature subject was taught to English as a Foreign Language students in the university and is a subject that introduced the students to literature and literary works and led the students to evaluate, describe, and analyze literary works. In responding the given drama, the students were asked several questions. Then, the students answered the questions based on their interpretation and understanding. The study revealed several findings. The findings of the first part revealed that the students showed active engagement in the reading of drama because they were able to tell their enjoyment of the story, make a relation between the story and the other's life experiences, and make judgments and arguments about the things happened in the story. The finding of the second part revealed that the student participants were able to actualize themselves upon the drama they were reading and put it into the reflective essays or reflections.]]>
<![CDATA[Padlet as Learning Media to Improve Students’ Writing Skills: EFL Teacher’s and Students’ Perspective ]]>
<![CDATA[Novianto, Ahmad]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Faridah, Didih]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v11i1.13563
<![CDATA[This study was designed to find out if there are significant differences in writing skills between students who are taught by means of Padlet and those who are not, and to find out the teacher’s and students’ perceptions of the implementation of Padlet in teaching writing. This mixed method study used quantitative data completed with a quasi-experimental pre-test and post-test control group design, and with a semi-structured interview for the qualitative data. The study engaged 20 students as the experimental and control group. Based on the statistical data, after the teacher's treatment using Padlet on students' writing recount text, the t-observed value was higher than the t- table value. Thus, the null hypothesis (H0) was rejected and the alternative hypothesis (HI) was accepted. So, Padlet in the class on writing recount text reveals that there are differences in the improvement of students' abilities. Furthermore, the perceptions of teachers and students from the results of both interviews are of the notion that Padlet can improve writing skills, particularly in writing recount text. The finding showed that Padlet is effective as a media to improve students' writing skills. Some recommendations are addressed, particularly for the teacher and future research. Teachers are recommended to use the Padlet application as a media in teaching writing recount text and as one of the effective technology media. Since the present study only focus on mean differences in student improvement, the next researcher are expected to find out the significance of changes or differences in student achievement.]]>
<![CDATA[Teacher Experience of Using Podcast As Media In Teaching EFL Students' Listening Skills: A Narrative Inquiry In A Private Islamic Senior High School In Ciamis ]]>
<![CDATA[Dewisejati, Lovian Puspita]]>;
<![CDATA[Friatin, Lilies Youlia]]>;
<![CDATA[Rohayati, Dedeh]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v11i1.13552
<![CDATA[This study discusses teacher’s experience of using podcasts to teach listening. A qualitative method with the type of narrative inquiry approach has been used in this research. Researchers used interviews to answer research objectives. An interview was conducted with a teacher using a semi-structured interview technique. The results of this study show that podcasts are comfortable media that are used anywhere in class or outside of class. Podcasts have the potential to be a good media for listening teaching strategy because it is easy to use. Also, it helps teachers to get available teaching material resources and transcripts while listening to native speakers which makes teaching more fun, and thereby it supports the listening and teaching-learning process. Podcasts are used effectively for teaching so that they have a positive impact on EFL students after teaching using podcasts is implemented. Students become confident and more sensitive to what is heard, and students' abilities improve, develop, and are stimulated when listening to native speakers. Podcasts are digital recording media that are distributed by the internet supply which is part of MALL language learning that allows users to study independently anywhere without time and place restrictions. MALL is a mobile-assisted language learning practiced by developing the use of technology to guide students and to benefit from the use of technology. Researchers also found the challenges of teaching students at the first time they used a podcast as well as the difficulties in teaching during the pandemic era. This study also provides suggestions for future researchers who have the same topic in more broadened insight.]]>
<![CDATA[Teachers’ Challenges in Optimizing Students’ Speaking Skills by Using Flipped Classroom ]]>
<![CDATA[Sutrisno, Trisno]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Irianti, Leni]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v11i2.15566
<![CDATA[The majority of people are concentrating on using technology for many things, including communication. Technology significantly affects learning outcomes in educational environments. It depends on the teacher's technological know-how and competence. With technology, it might be simpler to decide whether a teacher should join the class in person or virtually. Delivering lectures with a creative and engaging design is a wonderful way to get students excited. The flipped classroom is a new paradigm in learning that has been utilized by teachers. In this approach, the teacher can present the lectures online and then discuss them offline during the following meeting. Since the pandemic had nearly coming to an end and teachers should be able to switch between online classes and offline classes, flipped classrooms have grown in popularity. This research is a narrative study that aims to identify the teachers' challenges in optimizing students' speaking skills by using flipped classroom. Speaking has a crucial part in determining a student's success in language learning. In order to confirm the beneficial effects of flipped classroom in speaking classes, the present research aims to elaborate teachers' perceptions in improving students' speaking skills through flipped classroom. The participants in this study were 4 English teachers from two senior high schools in East Priangan, West Java. The research employed a qualitative approach to gather data, by using a diary and an interview. The diary includes a few questions on their experiences with the flipped classroom implementation process, and the interview covers the challenges, strategies, and perspectives faced by doing so in order to improve students' speaking abilities. The results of this study proved that employing flipped classrooms made teachers feel more supported and students' speaking abilities increased. Additionally, flipped classrooms have a beneficial effect on learning activity because they may foster active learning.]]>
<![CDATA[E–writing activity using Instant Messaging to ignite EFL students’ critical thinking in writing English argumentation on a conservation issue ]]>
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Kosasih, Fauzy Rachman]]>
<![CDATA[ Interdisciplinary International Journal of Conservation and Culture Vol 1 No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[Badan Kemitraan Inovasi dan Kewirausahaan Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/iijcc.v1i1.2908
<![CDATA[The 21st-century skill has intrigued all stakeholders in the education context and educational practitioners have a great decision to ignite the implementation of critical thinking in the classroom. This brings the present study to be carried out with the aim of exploring 1) the argument analysis of critical thinking demonstrated by the EFL students in writing argumentative text using Instant Messaging; and 2) students' awareness of the relationship among argumentative text, critical thinking, conservation issue and some challenges in experiencing the activity Instant Messaging. The present study involved five EFL students enrolling in Academic writing in the fifth semester. The qualitative case study theory was utilized so that the primary data was obtained by employing screenshots of students' written argumentation and interview (Instants Messaging Interview). The present study came up with evidence that the quality of students' arguments was not contented. The obvious premises and conclusion are not offered to build a good argument. It is to say that a student's ability to write argumentative text as a tool facilitates students' critical thinking and needs more ignition. Consequently, students' ability in thinking critically also needs improvement. Another result reveals that the inclusion of technical support such as internet access and an E-writing device, namely, instant messaging, helped them a lot in making judgments fast. Searching from Google search in one click made them more aware of several issues in a concise time such as the term critical thinking, strategy in writing a good argumentative text, effects caused by plastic and its recommendation, and offering some alternatives for some challenges. Thus, students experienced technical support as a great assistance to attach accurate data for their writing of Argumentative text effectively and efficiently.]]>
<![CDATA[TikTok for Assisting Low Motivated EFL Students in English Conversation (A Case Study at One of Private Vocational Schools in Ciamis) ]]>
<![CDATA[Herdiana, Hasya Ajriya]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Faridah, Didih]]>
<![CDATA[ Wahana Pendidikan Vol 12, No 1 (2025): Januari ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/jwp.v12i1.17044
<![CDATA[The study highlights the need to accommodate individual preferences and comfort levels in using the TikTok applications for language learning. This study aims to investigate the difficulties students face in performing English conversations and to analyze the students’ perceptions of using the TikTok application to perform English conversations. The present study employed qualitative paradigm using the type of case study and was conducted at one of the vocational schools in Ciamis. Additionally, the researcher used interviews and observation to answer the research objectives. The study discovered that students faced several challenges in creating content. Technical issues, such as video errors and slow upload times, were common obstacles. Additionally, environmental factors, such as background noise, often interfere with the quality of their videos. On a personal level, difficulties with language proficiency and a lack of confidence in content creation further complicated the process. These challenges underscore the importance of providing support and guidance for integrating TikTok as an educational tool effectively. However, the findings showed that TikTok has an appeal as an English language learning medium, particularly in developing speaking skills and boosting student confidence. A highly positive student responds to learning to speak through the TikTok Application because it fosters enthusiasm, motivation, and comfort in English conversation performance.]]>
<![CDATA[Integrating Peer Feedback and Digital Flashcards in Writing Recount Text at Junior High School: A Case Study ]]>
<![CDATA[Rahayu, Ayu Puji]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Sugiarto, Bambang Ruby]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v12i1.17608
<![CDATA[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.]]>
<![CDATA[An Analysis of Teacher and Students’ Talk in their Online Public Speaking Class Interaction Via Zoom Cloud Meeting (Qualitative Research) ]]>
<![CDATA[Nurfitriani, Ine]]>;
<![CDATA[Faridah, Didih]]>;
<![CDATA[Rohayati, Dedeh]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v12i1.17393
<![CDATA[The phenomena of Covid-19 challenges the government in carrying out the classroom activity; for this reason, the government issued a policy to change studying activities which are commonly achieved in the classroom into studying from home throughout the Covid-19. This research discusses teacher and students’ talk in their online public speaking class interaction via zoom cloud meeting. The purpose of this study was aimed to find out the types of teachers and students chatting in their online interaction via zoom cloud meetings, the types of classroom interaction in public speaking class via zoom cloud meetings, and to find out students’ perceptions toward their teacher talk through zoom cloud meeting. The present study used a qualitative paradigm with the type of intrinsic case study. Thirteen students from a 2C public speaking class in an English education program, and an English lecturer participated in this research. The data taken from observation aims to find out types of teacher and students talk in public speaking class via zoom cloud meeting, and types of classroom interaction in public speaking class. Meanwhile, a set of questionnaires was employed to collect data about the students’ perceptions toward their teacher talk through zoom cloud meeting. The data from observation were proceeded by means of FLINT System to interpret teacher and students' talk; regarding the type of classroom interaction was adapted from Malamah-Thomas (1987 as cited in Alifea Asanuary Sharliz, 2017). The questionnaire data were analyzed using the Likert Scale measurement. The findings revealed that the types of teachers and student talk and the types of classroom interaction that occurred in class 2C were dominated by the teacher talk. Although students prefer to talk a lot in class, the results of this study indicated that the teacher talks more in class. The researcher suggests for the public speaking teacher to make changes in classroom activity for the coming semester, i.e., the teacher facilitates students to talk a lot during the process of teaching and learning.]]>
