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Program Studi Pendidikan Bahasa Inggris FKIP UNTAN, Universitas Tanjungpura, Jl. Profesor Dokter H. Hadari Nawawi, Bansir Laut, Kec. Pontianak Tenggara, Kota Pontianak, Kalimantan Barat 78115
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Journal of English Education Program (JEEP)
Published by Universitas Tanjungpura
ISSN : -     EISSN : 27216896     DOI : http://dx.doi.org/10.26418/jeep.v2i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Journal of English Education Program (JEEP) publishes multi-disciplinary research and critical review of issues on applied linguistics, English language teaching and English literature in the context of English as a Foreign Language (EFL). JEEP disseminates research results and analysis regarding EFL-related issues that cover the fields of: English Language Pedagogy English language Literacy English for Specific Purposes ELT Materials Development and Evaluation English Language Testing and Assessment Teaching English to Young Learners, English Literature Language Policy and Planning Learning English ICT in Language Education Second Language Acquisition CALL and second language acquisition Computer games in language learning and teaching Research methodology in Language Teaching Social Networking in Language Learning and Teaching
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 10 Documents
 1 
Search results for , issue "Vol 5, No 1 (2024)" : 10 Documents clear
Students' Engagement in the Implementation of Flipped Classroom for English Lessons Sunway, Angelia Widia; Arapah, Elvina; Muth'im, Abdul
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.69756

Abstract

This study aims to describe the students"™ engagement in the implementation of the flipped classroom method in the English lessons during the post Covid-19 pandemic. This research used a descriptive qualitative design, and the techniques of collecting data were observation and interview. The data were obtained from 23 students as research subjects. Findings of this research show that the students have positive engagement with the implementation of the flipped classroom method in the post-Covid-19 pandemic. Positive student engagement can be seen based on students' attitudes, which show indicators in the three dimensions of student engagement: behavioral, emotional, and cognitive engagement in a positive sense. This has been proven by the student response data which show that the students were enthusiastic about the learning activities conducted in the flipped classroom because they already had the knowledge they gained before the meeting. Students feel more prepared to participate in the discussion process in class, enthusiastically participate in the learning activities, and can study independently.
Using Independent Learning Log for Listening Skill Learning Among First Year University Students Salimah, Salimah; Dewanti, Anna
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.72372

Abstract

Students freshly admitted to the English Language and Literature study program has various levels of English proficiency. To maximize their listening skills, independent learning log was administered to the students to support their learning activities outside classroom. This action research was aimed at investigating the benefits of the log for the students"™ listening skills, and for the students"™ English learning in general. Data was collected from a listening class comprising 42 students. Each student was given an independent learning log and had to complete the log outside the classroom. Classroom discussions during the log completion were carried out in several meetings throughout the semester. In addition, the independent learning reflection was conducted at the last week of the semester. The findings indicate that the benefits of using the independent learning log for students were self-paced learning, more personalized choices, and more peer collaboration. Specifically, students became more self-directed and autonomous. Furthermore, they shared learning resources, forming a class-based learning community. Collectively, all of these benefit their future learning.
Utilizing Artificial Intelligence in Language Learning: What About Engineering Students"™ Perception? Persulessy, Sylvia Irene; Nikijuluw, Reynold P. J. Vigeleyn; Jakob, Juvrianto Chrissunday
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71159

Abstract

Presented as a technological innovation set to usher in significant changes globally, artificial intelligence (AI) enters various segments of life, especially in the field of education. Civil engineering students, as part of their learning journey, try to apply it in class, especially in aspects of engineering English vocabulary. In the current study, students used the English Language Speech Assistant (ELSA) application. The research method used was descriptive research, where the research subjects were taken from 1 class of 29 students. In this study the questionnaires were used as instruments to collect research data. Based on the results of survey analysis and data collected, it was revealed that students had very good and positive perceptions of using the ELSA application. Students exhibit great joy and enthusiasm in learning engineering English vocabulary using the ELSA application. In addition to offering an effective means of pronouncing vocabulary words, this application's feedback also serves as a motivational factor to learn engineering English vocabulary. Thus, the student's positive perspective on this application of AI can be an indicator of the success of students' language learning in the future.
EFL Students' Voices of Blended Collaborative Learning in Completing Digital Comic Projects Utomo, Dias Tiara Putri; Ahsanah, Finaty; Ryandini, Elda Yulia
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71928

Abstract

Advances in technology have made it possible to conduct collaborative learning online via the Internet. Blended collaborative learning combines online knowledge with on-site meetings to allow students to complete tasks and projects together in a group. This research aimed to elaborate voices of freshmen EFL students toward blended collaborative learning including perceived benefits, challenges, and how the students overcame the challenges, especially in completing digital comic projects. This phenomenological study was conducted at a private university in Indonesia. A total of 18 students participated in this study. They were interviewed face-to-face to obtain the data. The data were analyzed by qualitative data analysis by preparing the data, coding, and generating themes. The findings indicate the perceived benefits which included academic improvement, social and psychological benefits, and digital technology mastery. Additionally, challenges were found in terms of having different perceptions and ideas, lack of motivation and low responsibility to participate, and digital technology barriers. To tackle the problems, some efforts were made including building effective communication via collaborative tools, distributing various and equal roles, and learning from various sources.
The Effect of Bumper Stickers Strategy to Improve Students"™ Reading Comprehension Viewed from Students"™ Reading Interest Saptarina, Eva; Sartika, Dewi; Amelia, Kiki Rizki
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71190

Abstract

Reading is essential for information acquisition, but students often struggle with understanding descriptive writing. To improve reading comprehension, educators could employ the Bumper Sticker strategy, using color-coded lists to help students grasp the text's main ideas. This study reports the effectiveness of the bumper sticker reading strategy in fostering students' reading interests. The quasi-experimental study comprised two groups of seventh-grade students, each consisting of 40 students. Data were gathered through a reading interest questionnaire and a multiple-choice reading comprehension test. Results reveal that the Bumper Sticker strategy effectively enhances reading comprehension aligned with students' interests. Notably, the conventional strategy also improves comprehension in alignment with students' interests. Lastly, the Bumper Sticker strategy is particularly effective for highly interested students. The recommendation is to employ the bumper sticker strategy, enabling students to create color-coded lists, thereby enhancing their comprehension of the material.
Perception and Problem of English Pre-service Teachers in Applying Merdeka Belajar Curriculum During Teaching Practice Achadiyah, Rachmawati; Azmi, Muhammad Ulul
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71757

Abstract

Curriculum is updated according to the era's demands which aims at actualizing qualified human resources. The great concept of the curriculum will be superfluous without the teachers"™ role. The objective of this research is to examine English preservice teachers"™ perceptions and problems they encounter in understanding and implementing the new curriculum during their teaching practice. Ten English preservice teachers who completed their teaching practice took part in this research. They were assigned to schools that implement the Merdeka Belajar curriculum. Since the data was gathered and analyzed in two ways, this research is a mixed-method study. The findings of the study revealed that English preservice teachers have a negative perception of understanding and implementing the Merdeka Belajar curriculum in their teaching practice, incapability in designing flow of learning objectives and teaching modules, incapability to conduct differential learning, lack of knowledge on how to integrate Profil Pelajar Pancasila into teaching-learning process contributes to the negative perception of English Pre-Service Teacher. Additionally, the problem was made worse because the university did not properly prepare English pre-service teachers for the latest curriculum.
Cultural Representation on The Functional Grammar Exercises in an Indonesian Junior High School English Textbook Fauzi, Ashar; Dewi, Tiara Ayu Kusuma
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71519

Abstract

Studies on English language textbook analysis rarely incorporate cultural values in the functional grammar exercises since it is a crucial learning material in the English textbook. To address this gap, we aim to pinpoint the representation of cultural values in the functional grammar exercises in an Indonesian junior high school English textbook. By employing critical discourse study as the research methodology, we analyzed both the visual and textual data presented on the functional grammar exercises in the textbook. We adopted two analytical tools for analyzing data, i.e. transitivity analysis; and critical discourse analysis. The result shows that there are 28 functional grammar exercises that facilitate students in making meaning. Meaningful cultural representation from many social practices was found. This study suggests incorporating its findings into teaching to explain cultural values to students. Further studies need to focus on providing teacher experiences in teaching functional grammar exercises.
Assessment of Bukavu Finalist Pupils' English Active Vocabulary Knowledge Trésor, Mihigo Bienfait
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.70643

Abstract

The Congolese national program of English instructs that secondary school pupils be equipped with 2,000 active words in the four years of English training (based on 500 active words per year), so that they can be able to communicate effectively in English. However, the Congolese State Exams do not evaluate finalist pupils"™ level of English active vocabulary knowledge to check whether this objective is reached or not. Consequently, the finalist pupils"™ actual level of English active vocabulary knowledge at the end of their secondary school education remains unknown. To have an idea on the level, this study aimed at assessing Bukavu finalist pupils"™ English active vocabulary knowledge. After a random sampling of 35 (10%) Bukavu secondary schools with the final year, the data were collected from 1506 Bukavu finalist pupils of the scholar year 2021/2022 through a test of English active vocabulary knowledge, which comprised multiple choice and traditional questions. The data, compiled in Excel for easy handling, showed the following English proficiency levels among Bukavu finalist pupils: below elementary 4.1%, elementary 69.9%, pre-intermediate 22.8%, intermediate 2.8%, upper-intermediate 0.4%, and advanced 0.0%. In summary, most pupils in Bukavu secondary schools end their English training with an "elementary level," possessing an average of 594 (29.7%) active words instead of the expected 2,000. Finally, relevant recommendations were made to the Congolese legislator, teachers of English and Bukavu secondary school pupils for the increase of the level.
Exploring the Impact of Youtube on Public Administration Students"™ Communication Skills Sholikhi, Fu'ad; Zuliansadewi, Sikha
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71626

Abstract

The transition from traditional classroom-based language learning to online learning outside the classroom particularly in response to the global Covid-19 pandemic has transformed the way educators and learners approach teaching and learning activities. This research provides insights into the views of twelve Public Administration students on the use of YouTube videos for learning English digitally outside the classroom in their speaking class. The investigators utilized a qualitative research approach, conducting thorough in-depth interviews and observations. The initial step in analyzing the data of Public Administration students"™ perception was data reduction, which was subsequently followed by additional data reduction and the drawing of conclusions. The results revealed that many of the participants concurred that YouTube had a substantial impact on their speaking class. Despite a small number of students encountering network-related issues, such as quota limitations or Fair Usage Policy (FUP) and advertisements, the study also demonstrated that this web application provided a free supplementary learning course for the speaking class.
Prospects of the Use of Mobile-Assisted Language Learning (MALL) Applications in Public Speaking Courses Alonto, Anifa
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.72334

Abstract

This study explores the effectiveness of mobile-assisted language learning applications in enhancing the speaking skills of university students enrolled in a public speaking course. Two applications were employed to target fluency and pronunciation. Peer evaluation assessed fluency using one application, while informal teacher evaluation focused on pronunciation with another. Students provided feedback on the functionality of both applications. Results indicated that participants found the applications helpful, expressing a positive reception to incorporating such technology to supplement their course learning.

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