Articles
<![CDATA[Engaging Multimedia into Speaking Class Practices: Toward studentsâ Achievement and Motivation ]]>
<![CDATA[Ratnawati, Ratnawati]]>;
<![CDATA[Faridah, Didih]]>
<![CDATA[ Script Journal: Journal of Linguistic and English Teaching Vol 2, No 2 (2017): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v2i2.135
<![CDATA[The present study reports several impacts of implementing multimedia toward teaching and learning process in speaking class at second grade students of Galuh University, Ciamis. Further, the study came from insights on studentsâ boredom during speaking class which affected their achievement and motivation. Mixed method research design (Creswell, 2013) then employed to answer several proposed hypotheses. For proving the result of its application, observation, questionnaire, pre and post-test were administered to collect the data while both quantitative and qualitative approaches were applied to analyze the collected data from classroom practices. The research findings indicates that  multimedia in speaking class got positive responds from students in term of motivation and accomplishment. The great look portrayed from the class that students were enthusiastic, got involved and interested in multimedia provided by teacher during learning process. Moreover, pre and post-tests that are performace-based tests were greatly used to test the effectiveness of multimedia effects during the class. In this side, the researcher employed experiment of two equivalent groups: control and experimental group. It then reported that t-test related is 2.04 out of 1.70 for t- distribution which points out that there is significant difference between the results of both tests. It means that the result of this research agreed that multimedia has good effects for teaching speaking in the scope of studentsâ interests, feedback and their cognitive aspects. In line with above statements, the further studies is also necessary  dealing with other multimedia for obtaining more positive effects toward learning process and those result enables to increase quality of education.     ]]>
<![CDATA[PROMOTING STUDENTS’ CRITICAL THINKING THROUGH PEER FEEDBACK IN ORAL COMMUNICATION CLASSROOM ]]>
<![CDATA[Faridah, Didih]]>;
<![CDATA[Thoyyibah, Luthfiyatun]]>;
<![CDATA[Kurnia, Asep Dudi]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
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DOI: 10.33603/perspective.v8i1.3348
<![CDATA[Being able to speak critically requires think critically. This study explicates students? perception on the use of oral peer feedback/review in establishing their speaking ability and critical thinking. Peer feedback/review is commonly employed in the classroom learning process especially in writing and oral communication classroom. The study acquired a qualitative case study design. Questionnaires and interviews were disseminated to gain the data. The eighteen undergraduates? students of the English education program taking oral communication classroom entailed in this study. Findings indicated that most of the students perceived the beneficial use of oral peer feedback to enhance their oral communication speaking and critical thinking skills. They found that their peer feedbacks/review were very functional in establishing their oral communication skill. Defining the oral peer feedback/review, the students elucidated that it helped them in describing, analyzing, and evaluating critically what they had experienced. Concerning the findings, the students were able to reflect on their previous speaking performance and become more critical in analyzing and evaluating each of the performance sessions. Also, they were more aware of their comprehension of the materials taught in the classroom from the previous feedbacks/review. The findings profound that regular practices of oral peer feedback/review can be accomplished to develop students? critical thinking to speak critically. Future studies might explore the extent to which these peer feedback activities have a quantitative effect on students' critical thinking skills.]]>
<![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 ]]>
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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[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 ]]>
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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[The Impact of Repetitive Methods to Enhance Students' Pronunciation in The Post-Pandemic ]]>
<![CDATA[Djuhari, Asy Rahmania]]>;
<![CDATA[Faridah, Didih]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i2.15476
<![CDATA[The obstacles that students face when learning pronunciation in the post-pandemic becomes the topic of the present study. This study aims to explore the impact of repetitive methods on the pronunciation phenomenon that affects high school students to address this issue. The present study used a qualitative case study. To gather the data, first, a questionnaire was administered to 23 students of the tenth grade from one of the Islamic Senior High School in Ciamis. Then, interview was conducted to an English teacher and three students as representatives of three pronunciation levels. To address the problem, the purpose of this study is to investigate the impact of repetitive methods on the pronunciation phenomenon that appears in Islamic Senior High School students. This study explores the obstacles encountered, the possible causes of the obstacles, the state of English-speaking ability, and the use of repetitive methods in pronunciation learning based on the perspectives of students and the teacher. The findings of the study showed a significant positive impact experienced by students from the use of repetitive methods as seen from several statements, namely increased confidence, fluency, and memory related to the pronunciation they learned during the post-pandemic. In addition, this study provides new insights into the use of repetitive methods as a powerful method in improving students' English-speaking ability.]]>
<![CDATA[The Use Of Youtube Vlogs In Learning Speaking To Perform Descriptive Text ]]>
<![CDATA[Fadillah, Ahmad]]>;
<![CDATA[Herlina, Rina]]>;
<![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 ]]>
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DOI: 10.25157/(jeep).v11i1.13561
<![CDATA[The development of computer and internet technology has greatly contributed to language learning. YouTube vlogging is a popular and influential medium for students, giving them a chance to express themselves, enhance their language abilities, and discover new talents YouTube vlog was one of the methods that could motivate students to learn more about English speaking skills. For students, they use social media in various situations in their daily activities. This study aims to find out students’ experiences and perceptions of speaking learning through YouTube Vlog. The data of this qualitative case study was collected through questionnaires and interviews Twenty (20) students of one of the Senior High schools in Ciamis were employed. The researcher used triangulation to analyze the data. The result, gathered from an interview and questionnaire, demonstrates that students strongly favor personal YouTube Vlogs as a means of self-expression and sharing experiences. A highly positive student respond to learning speaking through YouTube Vlogs because it fosters enthusiasm, motivation, and comfort in descriptive text performance.]]>
<![CDATA[An analysis of students' speaking anxiety in performing impromptu presentation ]]>
<![CDATA[Maulida, Neng Hasna]]>;
<![CDATA[Faridah, Didih]]>;
<![CDATA[Tarwana, Wawan]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i1.13554
<![CDATA[This study explores speaking anxiety among students during impromptu presentations. Speaking anxiety, characterized by discomfort and excessive worry, can impact students' well-being and necessitate social support. The research investigates students’ experiences and influencing factors using a qualitative case study approach. Data was collected from 35 tenth-grade students at MAN 1 Garut through questionnaires and interviews. The questionnaire reached 35 participants from class X-4, while interviews involved 4 selected students. Results reveal that most students experience anxiety during impromptu presentations, manifesting as nervousness, mental withdrawal, and fear of making mistakes or negative judgments. To mitigate speaking anxiety, teachers can employ strategies such as improving body language and eye contact. The study emphasizes the importance of teacher support and motivation in helping students overcome anxiety. For students, the findings underscore the commonality of speaking anxiety and the need for more practice and mental health awareness when facing spontaneous presentations. Teachers' sensitivity and patience are key to addressing this issue effectively.]]>
<![CDATA[EFL TEACHERS AND STUDENTS’ VOICES ON EMERGENCY REMOTE TEACHING IN SPEAKING CLASS ]]>
<![CDATA[Riyani, Riyani]]>;
<![CDATA[Febriani, R. Bunga]]>;
<![CDATA[Faridah, Didih]]>;
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v12i2.5950
<![CDATA[Adapting to the current condition of the COVID-19 pandemic has become crucial to keep teaching-learning going since the shift of traditional classes to emergency remote teaching. Meanwhile, teachers and students have difficulties implementing emergency remote teaching(ERT), especially in speaking classes. Thus, this present research aimed to explore the teachers' and students voices on emergency remote teaching in speaking classes to contribute to the previous related studies by employing a phenomenological study, as the research design, at a private university in Ciamis, Indonesia. The data were collected by distributing close-ended questionnaires and semi-structured interviews with 15 EFL students and 2 EFL teachers who have experienced emergency remote teaching in speaking class. The results of this study revealed that speaking class-based emergency remote teaching could be carried out interchangeably through synchronous and asynchronous platforms, namely Zoom Meeting; Google Meet; Google Classroom; and Video Recording, along with its benefits and drawbacks. Furthermore, the successful implementation of emergency remote teaching could not be separated from the solutions to overcome the problems and the school support in training teachers and students to implement emergency remote teaching and become well-trained in utilizing technology.]]>
<![CDATA[Student perceptions on sustainable entrepreneurship: ecological, social, and cultural dimensions ]]>
<![CDATA[Dadi, Dadi]]>;
<![CDATA[Ratnawati, Ratnawati]]>;
<![CDATA[Fatimah, Ai Tusi]]>;
<![CDATA[Faridah, Didih]]>
<![CDATA[ Interdisciplinary International Journal of Conservation and Culture Vol 2 No 2 (2024): October 2024 ]]>
Publisher : <![CDATA[Badan Kemitraan Inovasi dan Kewirausahaan Universitas Galuh ]]>
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DOI: 10.25157/iijcc.v2i2.4482
<![CDATA[This study examines students' perceptions on sustainable entrepreneurship within cultural diversity context in Asia, focusing on ecological, social, and cultural dimensions. By surveying 144 students from various faculties who attended an international public lecture, the research revealed a comprehensive understanding of sustainability among the participants. The analysis indicated a strong correlation among the three dimensions, suggesting that students view sustainability as an interconnected concept. However, the study also found significant differences in perceptions across different faculties, showing that educational background influences students' understanding on sustainability. These findings emphasize the need to integrate sustainability education into university curricula to equip students with the knowledge and skills necessary to become sustainable entrepreneurs. Additionally, the results of this study offer insights for developing entrepreneurship training programs that are more relevant to the Asian context, encouraging the establishment of businesses that positively impact society and the environment.]]>
<![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 ]]>
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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.]]>
