Article Per Year (5 Year)
p-Index From 2021 - 2026
2.875
P-Index
This Author published in this journals
All Journal Jurnal Abdi Insani Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Jurnal Kepariwisataan dan Hospitalitas Jurnal Wahana Pendidikan Journal of Empowerment Community Akrab Juara : Jurnal Ilmu-ilmu Sosial AJARCDE (Asian Journal of Applied Research for Community Development and Empowerment) Journal of English Education Program (JEEP) Interdisciplinary International Journal of Conservation and Culture Perwira Journal of Community Development (PJCD)
Dedeh Rohayati, Dedeh
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Social Sciences Other

Published : 20 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search
Journal : Journal of English Education Program (JEEP)

 1 
Padlet as Learning Media to Improve Students’ Writing Skills: EFL Teacher’s and Students’ Perspective Novianto, Ahmad; Rohayati, Dedeh; Faridah, Didih
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).v11i1.13563

Abstract

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.
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 Dewisejati, Lovian Puspita; Friatin, Lilies Youlia; Rohayati, Dedeh
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).v11i1.13552

Abstract

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.
Teachers’ Challenges in Optimizing Students’ Speaking Skills by Using Flipped Classroom Sutrisno, Trisno; Rohayati, Dedeh; Irianti, Leni
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).v11i2.15566

Abstract

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.
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.
An Analysis of Teacher and Students’ Talk in their Online Public Speaking Class Interaction Via Zoom Cloud Meeting (Qualitative Research) Nurfitriani, Ine; Faridah, Didih; Rohayati, Dedeh
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).v12i1.17393

Abstract

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.
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.
Using Canva to Improve the Students’ Writing of Greeting Card (A Case Study at One of Senior High School in Tasikmalaya) Aulanisa, Ersa; Thoyyibah, Luthfiyatun; Rohayati, Dedeh
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).v12i2.19343

Abstract

Teacher and students can utilize technology-based learning media, such as the Canva. The aim of this study was to explore the use of Canva as a digital tool in English language learning. The study was conducted at a senior high school in Tasikmalaya. Qualitative case study was applied as data collection methods were research question observations and interviews. The researcher conducted observation and interviews to five students from class X-9. Semi-structured interview data were collected through one-on-one interviews and audio recordings for further analysis. The findings indicate that Canva has a positive or effective influence to improve students’ mastery of writing skills. Moreover, the findings suggest that students perceive Canva to be a potentially beneficial tool for improving their writing skills, digital literacy, and creativity. However, the results of the study revealed that students’ perceptions about Canva were various. Despite the challenges encountered by students, most of students perceived it as being a potential benefit to improve their writing abilities. The teacher further support the use of Canva for creating student greeting cards, demonstrating its effectiveness in enhancing their design skills and personal expression. In conclusion, the findings suggest Canva is a popular and influential medium for students, giving them a chance to express themselves, enhance their language abilities, and discover new talents. In addition, incorporating structured educational interventions or guided Canva assignments may prove beneficial in supporting students’ language learning journey through Canva. Understanding the influence of cultural and societal factors on students’ Canva preferences can foster cross-cultural communication and enhance their English language development.
Digital Fable Containing Asking and Giving Opinion to Stimulate Critical Thinking in EFL learners’ Speaking Nuraulia, Salma; Rohayati, Dedeh; Thoyyibah, Luthfiyatun
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).v13i1.20104

Abstract

This study aims to measure the effectiveness of digital fables and analyze EFL students’ perceptions of digital fables containing asking and giving opinions to stimulate critical thinking in EFL learners' speaking. The population and sample consisted of eighth-grade students at a junior high school in Tasikmalaya. The method used was a mixed method with an explanatory model. Quantitative data were collected using a quasi-experimental design and data collection through pre-tests and post-tests on the control group and experimental group. Qualitative data used a case study design, with data collection through EFL learners' perceptions from interviews. The results of the hypothesis testing showed that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected, with a p-value of 0.011 < 0.05, indicating that the results were effective. To measure the level of effectiveness, the N-Gain result was used, yielding a value of 51%, indicating that the results fall into the “less effective” category. Although the quantitative results indicate less effectiveness, the qualitative data show positive student responses, as they improved self-confidence, motivation, and enjoyment in learning. Therefore, the researcher suggests using digital fables in other subjects to enhance student enthusiasm.
Co-Authors Andi Rustandi, Andi Ardani, Ni’ma Faroidatul Aulanisa, Ersa Ayu Puji Rahayu Bambang Ruby Sugiarto Dewisejati, Lovian Puspita Didih Faridah, Didih Egi Nurholis Etika Rachmawati, Etika Febriani, R Bunga Febriani, R. Bunga Herdiana, Hasya Ajriya Herlisma, Intan Ida Farida Irianti, Leni Kosasih, Fauzy Rachman Lilies Youlia Friatin Nana Supriatna Novianto, Ahmad Novianty, Ane Nuraulia, Salma Nurfitriani, Ine Nurulia, Aulin Permatasari, Hani Arum Putri, Cantika Rofi’i, Agus Sutrisno, Trisno Syafryadin, Syafryadin Tanjung, Raisa Siska Thoyyibah, Luthfiyatun Tugiawati, Lilis