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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 11 Documents
 1   2 
Search results for , issue "Vol 5, No 2 (2024)" : 11 Documents clear
Exploring Listening Strategies, Activities, And Resources of English Education Department Lecturers Lestari, Tri Indah; Nor, Hidayah
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.72263

Abstract

Listening is essential for understanding spoken language, and lecturers must use various strategies, activities, and resources appropriate to students' skills to ensure effective learning. The purpose of this study is to explore the listening strategies, exercises, and resources EFL lecturers use when teaching listening courses. Using narrative inquiry for the methodology, the data for this study were gathered through interviews with two lecturers teaching listening courses. The collected data were subjected to a narrative analysis. The results of this study show that lecturers follow several important guidelines, such as incorporating listening into more general language skills, applying intrinsic motivation strategies, and encouraging the growth of listening strategies. Lecturers"™ techniques for listening activities included gap-fill exercises, storytelling, and question-and-answer sessions. Additionally, to improve the learning process, lecturers primarily use authentic materials, including authentic printed materials
Teaching IELTS Speaking Skills: How Is the Students"™ Preparation For Taking the Test? Fitria, Tira Nur
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.75380

Abstract

This research describes teaching IELTS Speaking Speaking and students"™ preparation for taking the IELTS Speaking. This research is library research. The analysis shows that The IELTS Speaking test consists of three parts: Introduction, Cue Card, and Follow-up Questions. The Introduction section introduces the interviewer and asks simple questions related to everyday life to help participants feel comfortable. The Cue Card section allows participants to prepare answers on a predetermined topic, usually related to personal experiences or specific situations. The Follow-up Questions section tests participants' ability to organize and convey ideas in a clear and structured manner. The IELTS Speaking construct is characterized by four areas: Fluency and Coherence, Lexical Resource, Grammar Range and Accuracy, and Pronunciation. Preparation for the test involves regular practice, understanding basic grammar, paying attention to intonation and pronunciation, and avoiding mistakes. To prepare, organize the schedule, ensure optimal physical and mental conditions, get enough sleep, and bring necessary documents and equipment. Developing English-speaking skills and honing communication skills can help students achieve a good score on the IELTS Speaking test and improve their overall English-speaking skills. To produce quality students with good IELTS skills, students should be familiar with IELTS and have experience completing IELTS simulation tests. By preparing well and practicing regularly, students can improve their English proficiency and score higher on the IELTS Speaking test.
Students"™ Learning Needs in Critical Writing: What Do the Teachers Say? Nugroho, Arif; Putro, Nur Hidayanto Setyo Pancoro; Syamsi, Kastam
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.79230

Abstract

Despite the growing attention to EFL students"™ development of critical writing, research identifying their learning needs for this language skill remains more paucity of evidence. The present study aims to explore EFL teachers"™ perspectives on students"™ learning needs of critical writing course in university setting. Drawing on exploratory qualitative research, this study invites eight EFL teachers teaching critical writing course at some universities in Surakarta municipality, Indonesia. The required data are elicited using semi-structured interviews to reach in-depth understanding about the research issue. The findings yield a number of issues conveyed by the EFL teachers related to students"™ learning needs of critical writing. First, teaching critical writing plays a crucial role in shaping students"™ profile toward the twenty-first century skills. Second, a learning model of critical writing instruction, including the syllabus and plannings, learning technique and media, instructional materials, and assessment model, must be developed. As the pedagogical implication, ELT practitioners and policy makers can use this study"™s findings as references in taking policy related to teaching critical writing in university setting.
EFL students"™ perceptions on the use of Instagram to foster learner autonomy in speaking Dewi, Rohmatul Fitriyah; Fajriyah, Latifatul; Abidah, Darini Yusrina
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.72217

Abstract

To perceive the 21st  century and digital literacy issue,  Instagram  could be one of the solutions to engage learners"™ autonomy in the learning process, especially in speaking performances. However, few studies are concerned with the relationship between speaking performance and learner autonomy. Therefore, this current study intends to know the non-English major students"™ perceptions of the utilization of  Instagram as  digital literacy, their learning autonomy toward  Instagram, and their"™ speaking performances in utilizing  Instagram.  This research used a qualitative approach. The data were obtained through interviews and observations to gather richer and deeper information about the issues. Data were analyzed in three stages: reduction, display, and verification. The study results revealed that understanding the use of digital literacy was basic knowledge for students. It was because the students, as the users of those literacies, could be left behind in their daily activities. Moreover, students believed that blending digital literacy had positive impacts, including increased communication abilities, autonomy awareness, and readiness for future technology needs in the learning process and academic setting. The  Instagram  account was not just ordinary social media, it was not only an influential medium that carried engagement and interactivity among users but also covered interesting ways of serving as a powerful medium for self-expression. As a result,  for students, the utilization of  Instagram  achieved a benefit in enhancing their learners"™ autonomy in the aspects of learners"™ confidence and creativity.
Students"™ Motivation to Write Argumentative Essay Writing Surmiyati, Surmiyati; Rezeki, Yanti Sri
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.81948

Abstract

Motivation to write argumentative essays constitutes an integral contribution to support students in developing their writing skills. This affective trait needs to be studied as one of the influential supports for language learning. The research focuses on investigating the trend of students"™ level of motivation to write by describing the overall score and the kinds of motivation they employed. The design of the study was quantitative, using a questionnaire delivered to 20 participants. The findings showed that students"™ level of motivation was moderate. Overall, the range of motivation level 3.01 "“ 3.03. The findings indicate that students are motivated to write. The items in each of the components show that the students are willing to receive feedback from the instructors, put a lot of effort into revising their writing by employing strategies to produce better writing, and believe that writing skills are important for future careers. This implication suggests that although students show positive motivation to write, conscious encouragement to be aware of their motivation is needed when dedicating time to writing argumentative writing.
Teaching English in Eastern Part of Indonesia: Challenges and Opportunities Nakul, Devi Syahfira; Murtafi'ah, Banatul
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.72227

Abstract

Though several researchs regarding teaching English in rural areas has massively been conducted, most of them focused on the challenges and none to few of them discussed the opportunities. This research, therefore, aims to look at the challenges and opportunities of the teaching experience of a pre-service English teacher when participating in the Kampus Mengajar program in the eastern part of Indonesia. The research method used is a qualitative study that specifically employed phenomenology as the design. Furthermore, this research was conducted in Serui City, Papua with data collected in the form of video and audio recordings from teaching grade 4 and 5 students of elementary school as well as the interviews with the principal of the school. The results of this study showed four challenges including: the absence of English teachers; lack of English competence (vocabulary, spelling, pronunciation); students"™ lack of confidence; and sources of learning. Despite the challenges, there were also opportunities that emerged from this research, such as: enthusiasm (excitement and interest); expectation; and courage and willingness to communicate. Further recommendations are also proposed in this article
Students"™ Perception of the Use of Watching Korean Dramas with English Subtitles for Vocabulary Learning Masduqi, Harits; Khairunnisa, Siti
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.71665

Abstract

Learning vocabulary can be accomplished not only by watching English movies, but also by watching Korean dramas. This research aimed to explore students' perceptions of the use of watching Korean dramas with English subtitles for vocabulary learning. Learning vocabulary can be accomplished enjoyably by watching Korean dramas with English subtitles. The students freely chose the Korean dramas they wanted to watch and learned new words through them. The participants were the eleventh-grade science students. Before collecting the data, the students were assigned to watch Korean dramas for two weeks as an independent study. The data were obtained from an online questionnaire that was distributed through a WhatsApp group. This showed that the majority of students had a positive perception of watching Korean dramas with English subtitles. They felt improvement in vocabulary mastery, including recognizing spelling and word usage. Students agreed that learning vocabulary by watching Korean Dramas with English subtitles was fun and motivated them to learn English vocabulary.
Challenges Faced by English Education Students in Mastering Vocabulary Through Online Learning Systems Sadewi, Ni Ketut Asta Denny; Mahardika, I Gusti Ngurah Agung Wijaya; Mahendra, Made Wahyu
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.69604

Abstract

Vocabulary is the primary skill EFL students need to speak English fluently. It is not as simple as one may think of learning English vocabulary by simply recalling words"™ meanings and pronunciations; there are many other factors to consider as well, such as their usage and connotation. Therefore, this research aims to discover the difficulties English education students face in mastering English vocabulary during the online learning system and the factors underlying these difficulties. A descriptive design was used.   Questionnaires, observations, and interviews were used as data collection techniques. The data analysis techniques used were Likert-scale analysis for quantitative data and condensation, data display, and conclusion drawing/verification. The results showed that students had linguistic difficulties, such as range, connotation, idiomaticity, length and complexity, pronunciation, grammar, and meaning. Based on these difficulties, there were linguistic and non-linguistic factors that underlie the challenges faced by students
Exploring Students"™ Smartphone Habits in A Project-Based Online Speaking Class Rohmah, Farida Noor; Albanna, Dzar
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.71854

Abstract

This study aims to analyze the students"™ smartphones usage in a project-based learning speaking online class. It has become essential to inquire into how smartphones are affecting academic activities given their increasing use and integration into daily life. This descriptive qualitative research was conducted to a class engaged in an English-speaking project at one of the private universities in Yogyakarta with semi-structured interview and document analysis technique. The findings highlight that smartphone were utilized by the students for accessing language learning resources, accessing online dictionary, participating in classroom activities, facilitating students"™ communication and interaction, and content creation. However, certain disadvantage was also found, namely the possibility of becoming dependent on the smartphone. The study's conclusions highlight the significance of supporting appropriate and intentional integration of smartphones into educational settings to maximize the positive effects while minimizing any potential negative effects.
Enhancing Reading Comprehension Through Extensive Reading Fergina, Ana; Ghazy, Ahmad; Prancisca, Stella; Aminah, Syarifah; Ananda, Elsa
Journal of English Education Program Vol 5, No 2 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i2.71717

Abstract

Numerous studies support extensive reading as beneficial for second language learners, enhancing vocabulary, grammar, writing, and overall English proficiency. However, there is still a small number of research on how this technique influences students' ability to answer reading comprehension questions. Extensive reading and reading comprehension have quite different reading goals. Extensive reading aims to make readers enjoy reading material and can choose reading materials according to the reader's level. Meanwhile, reading comprehension emphasizes students' level of understanding about the details of reading material. This research aims to look at the effect of extensive reading strategies on students' ability to answer reading comprehension questions. The method used in this research is experimental by using "One Group Pretest-Posttest Design". This design requires to conduct pre-test before implementing the treatment then followed by conducting post-test once it"™s done. The results of this study indicated that the extensive reading strategy applied to class A of Islamic Economics Study Program for 1 semester can significantly improve the quality of students' understanding in answering Reading Comprehension questions. This improvement can be seen from the results obtained in the pretest and post-test which have been conducted before and after treatment (Extensive Reading). By conducting the extensive reading it can bolster students' academic scores by cultivating a deep-seated comprehension, vocabulary breadth, and critical thinking skills. Through consistent exposure to diverse texts, students enhance their overall literacy, fostering a solid foundation for improving academic performance

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