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All Journal Pedagogia: Jurnal Pendidikan Journal of Empowerment Community UC Journal: ELT, Linguistics and Literature Journal Journal of English Education Program (JEEP) Journal of Education, Language Innovation, and Applied Linguistics
Etika Rachmawati, Etika
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Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Journal of English Education Program (JEEP)

 1 
Teacher Barriers in Utilizing Google Meet in Speaking Class Inayatillah, Iin; Rachmawati, Etika; Tarwana, Wawan
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).v11i2.15550

Abstract

E-learning developments are almost relevant with the use of current famous learning technology like Google Meet which can be recommended to build communication between teachers and students. This research was carried out to find out how the teacher utilizes Google Meet and reveals the teacher’s barriers to practicing Google Meet in speaking class. This research adopted a qualitative case study and with online classroom observation and semi-structured interviews as the instruments of the study. Research participants embraced in this research were an English teacher and fifteen students of class 1B in the first semester of an English education department at a University in Ciamis. In processing the data of online classroom observation, the researcher classified and interpreted the classroom observation data. Then, the interview data were transcribed, translated it into English, analyzed, interpreted, and concluded. The findings showed that there were three key elements of the present research. First, Google Meet is beneficial in online learning. Second, Google Meet provided several advanced features that were simple to use. Third, the teacher had some troubles in using Google Meet including bad internet connection, student’ gadget error, and students’ distracted in learning.
Total Physical Response (TPR) Method in Teaching English Classroom Interaction for Young Learners Jayanti, Sri; Rachmawati, Etika
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).v12i1.17390

Abstract

This paper focused on the TPR method as a learning media for English as a foreign language to young learners. This study was designed to investigate the teachers’ experience in using the TPR method as a means of teaching English to young learners. The research design of this study was a narrative inquiry and the participant of this study was an English teacher at one of the non-formal education institutions in Ciamis. The subject of this research were students and an English teacher in non-formal education Ciamis. The data collection included classroom observation and semi-structured interviews. The results of the study found that the TPR method had a positive influence as a means of learning English as a foreign language, particularly when the teacher teaches vocabulary. From the five-question indicators, it can be concluded that the TPR method is also quite effective to be applied as a learning medium for young learners since young learners have a good memory to input the vocabulary that is being taught. Moreover, it is easier for the teacher to provide learning students’ enthusiasm for learning clearly appears that makes the class not boring.
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.
Pre-Service EFL Teachers’ Anxiety in Teaching English Speaking Skills Fitriani, Indah; Rachmawati, Etika; Faridah, Didih
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).v12i2.19345

Abstract

This study discusses pre-service EFL teachers’ anxiety in teaching English speaking skills focusing on the strategies to reduce the anxiety and how it affects the quality of teaching. The qualitative case study is conducted in a University in Ciamis involving 23 pre-service EFL teachers. Questionnaires were used to gather the data. The first result reveals that pre-service EFL teachers need to implement some strategies to motivate students and reduce anxiety in teaching English as a foreign language. Meanwhile, the second result shows that pre-service EFL teachers’ were mentally anxious related to all teaching English speaking skills activities, but for most of them, it did not really diminish their confidence while performing in front of class. Promoting learning activities without excessive pressure, emphasizing language importance, evaluating errors, and maintaining ethical conduct can reduce anxiety in teaching English speaking skills as pre-service teachers. For future researchers, the writer suggests they investigate the anxiety of pre-service EFL teachers assisted with psychologists to find a better solution.
Co-Authors Andi Rustandi, Andi Bambang Ruby Sugiarto Dedeh Rohayati, Dedeh Didih Faridah, Didih Febriani, R Bunga Gantina, Audi Inayatillah, Iin Indah Fitriani Jayanti, Sri Lilies Youlia Friatin Lystiana Nurhayat Hakim Maulani, Dwi Siska Restianti, Reska Sundari Purwaningsih Tarwana, Wawan