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Urai Salam
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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 6, No 2 (2025)" : 10 Documents clear
Gamification in Teaching English to Young Learners: A Review of Recent Studies Gunawan, Iwan Dudy
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.94890

Abstract

Few studies have thoroughly examined gamification's effects on integrated language abilities in Teaching English to Young Learners (TEYL), especially at the upper elementary level, even though it has grown in popularity as an interesting teaching strategy. By doing a comprehensive literature analysis of 14 empirical studies published between 2020 and 2025, this study seeks to close that gap by examining the ways in which gamification affects the vocabulary, reading, writing, speaking, and listening development of EFL learners between the ages of 7 and 12. To find current trends, pedagogical methods, and difficulties, the papers were chosen from a variety of geographic contexts and subjected to thematic synthesis analysis. The results show that when gamification is in line with specific learning objectives, it increases learner motivation, encourages active engagement, and improves holistic language development. While infrastructural constraints and teacher preparedness were identified as implementation difficulties, blended gamification and multimodal techniques were shown to be especially successful. By providing useful advice for creating learner-centered gamified instruction, this review advances the subject and makes recommendations for future research and professional development in basic EFL situations.
Cooperative Principle Maxims Mechanisms in Samsung Indonesia Instagram Reels"™ Captions Pratama, Hendi; Setiani, Imas; Amalia, Widya; Putri, Stephanie Priyanto
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.89938

Abstract

This study explores the application of cooperative principles and illocutionary force in Samsung Indonesia"™s Instagram Reels captions from August 2024. The study aims to evaluate how Grice"™s maxims"”quality, quantity, relevance, and manner"”are employed in captions and how these principles trigger illocutionary acts, particularly calls to action (CTAs). A qualitative approach was used to analyze the linguistic and pragmatic strategies of the captions, focusing on their effectiveness in engaging audiences and influencing behavior. The analysis reveals a strong adherence to the maxims of relevance and quantity, with captions effectively aligning with Reel content and providing sufficient actionable information. However, occasional lapses in the maxims of quality and manner indicate areas for improvement, such as reducing promotional ambiguity and simplifying overly complex phrasing. These improvements could enhance the captions"™ clarity and factual precision. Illocutionary force analysis highlights a predominant use of directive acts, with CTAs designed to prompt specific audience actions, such as exploring products or participating in events. Expressive acts, aimed at evoking emotional responses, were present but less frequently, reflecting a focus on action-oriented engagement. Commissive and assertive acts were minimally observed, indicating a preference for short-term engagement strategies over trust-building. This study concludes that Samsung Indonesia effectively integrates pragmatic principles with strategic CTAs to drive audience interaction and brand engagement. These findings provide valuable insights into optimizing linguistic strategies for social media marketing and contribute to the broader understanding of digital communication practices.
Cadet Experience in Learning English for Specific Purposes (ESP) Through Teaching Factory and Micro Internship Wibowo, Amiruddin Hadi; Oktavia, Wahyuni; Amrullah, Romanda Annas; Onivehu, Adams Ogirima; Muharlisiani, Lusy Tunik
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.93195

Abstract

In the global maritime industry, English proficiency is essential for cadets to perform effectively in international settings. However, English for Specific Purposes (ESP) instruction in maritime education often lacks contextual application. This study explores how the integration of Teaching Factory (TEFA) and micro internships influences cadets"™ learning experiences in ESP programs. Drawing on a qualitative case study using narrative inquiry, this research involved 40 cadets from a maritime academy in Surabaya who had completed both micro internship programs. Data was collected through semi-structured interviews, questionnaires, and observations over six weeks, and analyzed thematically. Thematic analysis was employed to identify, analyze, and report patterns (themes) within the data. The Findings of this study showed that TEFA and micro internships provided real-world learning environments where cadets could apply ESP in authentic maritime contexts. Most cadets agreed that the ESP content was relevant to their future work and that these practical experiences improved their confidence and language use. TEFA helped cadets understand industrial communication, while micro internships offered direct exposure to professional situations, enhancing their ability to use English for technical and emergency communication. Additionally, cadets appreciated the industry-based guidance provided by ESP instructors. The study concludes that integrating work-based learning models like TEFA and micro internships with ESP instruction enhances cadets' linguisticompetence, motivation, and job readiness. These findings highlight the need for ESP curricula to be closely aligned with industry demands and call for stronger collaboration between educational institutions and maritime industries. This research contributes to the ongoing development of contextualized and applicable ESP programs in maritime education.
An Analysis of Primary School English Teachers"™ Proficiency in Technolgy Using Bloom"™s Digital Taxonomy Framework Mahendra, Made Wahyu; Sari, Ni Luh Gede Nanda Paramita; Suhardiana, I Putu Andre
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.93364

Abstract

This study aimed to reveal the extent of the proficiency level of Primary School English Teachers in integrating technology into instructions based on Bloom"™s Digital Taxonomy and to examine the factors influencing it. The researcher employed an explanatory sequential mix method research design where the first phase was quantitative and the second phase was qualitative. In this study, 20 different primary schools in North Denpasar, Indonesia. were the sample with a total of 21 English teachers as the subjects. The data were collected through several means covering questionnaire, semi-structured interview, observation, and document analysis. The results of the questionnaire were analyzed using descriptive statistics and the semi-structured interview, observation, and document analysis were analyzed through data condensation, data display, and data interpretation. This study found that primary school English teachers"™ proficiency level incorporating technology into instructions based on BDT framework assessment is at the C3-Applying. Therefore, the factors influencing it are classified into external and internal factors. The external factors are facilities offered by the school, heavy workloads, digital training, students' factor, curriculum demand, and ⁠collaborative factors. Then, the internal factor is teachers"™ willingness to learn. Additionally, teachers fully utilize technology for TPACK components. Thus, this study suggests further researchers to conduct study about analyzing the application of TPACK and BDT in teaching in various subjects at different levels of education or examine the impact of the use of TPACK and BDT in the classroom on the learning experience of students with special needs.
Siri As a Tool for Speaking Practice: A Case Study of EFL Learner Interaction with Intelligent Assistants Siddiq, Aditya Fadhilah; Sumarni, Sumarni
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.89121

Abstract

This study explored the experience of an EFL learner, Emily, a non-native English Speaker who has utilized Apple"™s Siri since 2015 for a wide range of daily talks as a complementary language learning tool for English as a Foreign Language (EFL) learners. The data were collected through semi-structured interviews and log conversations with Siri. The findings show Emily"™s experience with Siri. The study found that Emily frequently used Siri with a wide range of utilization such as basic voice commands to aid her in writing and sending text messages, searching for learning resources, and setting her schedule. In addition, the study also revealed that Siri has facilitated Emily through its voice control abilities in providing a feedback mechanism. Emily often clarified, rephrased, or repeated the command when Siri could not understand it. Emily can see the voice control display screen on her Apple device, which provides a visual transcript of the performance flow alongside audible responses from Siri. However, the study also identified challenges associated with using Siri, such as the misunderstandings of requests due to pronunciation issues and Siri"™s limitations in handling complex requests. Overall, this research contributes valuable insights into the benefits and limitations of using general-purpose AI tools like Siri to support language learning.
Exploring Communication Strategies in EFL Conversations: A Study of Job"‘Seeker and Employee Students in an English Course Haryani, Haryani; Febrianto, Aziza Restu; Rahmawati, Yusi; Sulistyorini, Dwi
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.95534

Abstract

When learning English as a foreign language, students sometimes need help, such as a lack of competence and practice; they know the language but must learn how to use it correctly. For those reasons, students need a communication strategy to solve their problems. Therefore, this study aims to identify and analyze the communication strategies used by job seekers and employee students in an English Course Semarang during their conversation class. Employing a qualitative research method, data were collected through classroom observations, interviews, and transcription of audio recordings conducted over two weeks in February 2024. The study applied Tarone and Casper's theoretical framework to classify communication strategies. The findings reveal that topic avoidance and language switching were the most frequently used strategies (each 25.38%), followed by code-switching (20.78%), appeal to authority (19.24%), and message abandonment (9.23%). These findings underscore the importance of fostering an engaging classroom atmosphere that encourages learners to communicate actively and confidently in English. The practical implications of this research enable teachers to enhance speaking activities with guided reflection, allowing students to analyze and refine their strategies in real time.
Toward AI"‘Infused ELT in the Indonesian Context: A Needs Analysis for a Digital"‘Literacy Course Tatipang, Devilito Prasetyo; Iskandar, Iskandar; Alrajafi, Gali; Liando, Nihta Vera Frelly; Wuntu, Ceisy Nita; Budiman, Jeihn; Ganap, Nindy Nource
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.93783

Abstract

This study explores the integration of Artificial Intelligence (AI) in English Language Teaching (ELT) and its impact on enhancing students"™ digital skills, specifically within the context of digital literacy. Utilizing a questionnaire and interviews with students, the research examines perceptions regarding the necessity and relevance of AI in digital literacy learning. Findings indicate that a significant majority of students recognize the benefits of AI, including improved digital literacy, increased confidence in understanding technology, enhanced critical thinking skills, and greater creativity. Specifically, 64% of respondents reported that AI usage helps them improve their digital literacy skills, while 60% expressed heightened confidence in navigating digital technologies. However, challenges remain, with many students noting difficulties in adjusting to AI tools, emphasizing the need for adequate support and training. The results align with existing literature that highlights the potential of AI to personalize learning experiences and foster critical analysis among students. Despite the positive feedback, it is crucial to address the challenges associated with AI integration to ensure that all students can fully benefit from these advancements. Recommendations for educators include developing comprehensive training programs, providing ongoing support, and fostering a learning environment that encourages exploration of AI technologies. Overall, this study underscores the transformative potential of AI in ELT, offering insights into its role in preparing students for the demands of the digital age while highlighting the importance of supportive frameworks for effective implementation.
Analyzing a Coursebook with International Maritime Organization-Standards and English-as-an-International-Language Principles Rahmawati, Yusi; Fitriati, Sri Wuli; Widhiyanto, Widhiyanto; Wahyuni, Sri
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.93090

Abstract

The practice of ESP learning in maritime colleges is heavily depended on the coursebook. This study evaluates the coursebook 'Bahasa Inggris untuk Perwira Kapal Niaga' used by nautical cadets at Politeknik Bumi Akpelni. Using Daous and Celce-Murcia (1979) checklist, this study attempt to assess the alignment of coursebook content with International Maritime Organization (IMO) standards and the principles of English as an International Language (EIL). Using a qualitative research approach, the study combined content analysis of the coursebook focusing on aspects such as linguistic accuracy, relevance of topics, integration of language skills, and intercultural elements with interviews involving lecturers, officers, and cadets. The findings reveal that while the coursebook incorporates several IMO standards, such as the language and the content, more EIL principles must be covered, particularly regarding linguistic diversity and adaptability in real-world scenarios. For instance, the coursebook lacks exposure to varied English accents, non-native speaker interactions, and culturally diverse communication contexts that cadets may encounter in multinational crews. Interviews highlighted the book"™s strengths in providing foundational maritime terminology but noted its limitations in fostering practical cross-cultural communication skills. The study emphasizes the importance of integrating EIL principles with IMO standards in maritime English education to enhance the communicative competence of future seafarers. The recommendations, including revising the coursebook to incorporate more interactive and culturally diverse exercises, can significantly improve cadets"™ preparation for global maritime operations. This research contributes to the ongoing discourse on improving maritime English education and curriculum development.
Perceptions of Anxiety in Speaking English Among Students Sukarno, Berliana Sukma Tri; Fitria, Sri Ade; Kurniawan, Ricky Ilham; Iskandar, Andy Basoka
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.78627

Abstract

This study examines how students perceive anxiety when speaking English at Senior High School. It specifically focuses on text anxiety in formal situations and aims to pinpoint the most prominent indicators of this anxiety. The study's theoretical framework centers on the concept of speaking, encompassing its definition, elements, characteristics, components, and functions. Additionally, it delves into anxiety, covering its definition, types, symptoms, and underlying factors. Employing a quantitative research method, the methodology involves used a questionnaire to gather data from students, which is then analyzed using statistical methods to unveil key findings regarding anxiety indicators in English speaking among senior high school students. The implications of these findings are significant for educators and policymakers, providing insights that can guide targeted interventions aimed at improving the language learning experience, building confidence, and enhancing effective English communication skills among students.
Identity Transformation in Cruella Movie: Psychosocial Development Perspective Rahmasari, Vetty Alfi; Nugroho, Abdillah
Journal of English Education Program Vol 6, No 2 (2025)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v6i2.93919

Abstract

The present study is anchored in the notion that the formation of human identity is inextricably linked to social interaction and the impact of trauma. The film Cruella (2021) has been selected as a case study, as it exemplifies the intricate transformation of the protagonist's identity (Estella to Cruella) through the medium of fashion, expression, and psychosocial dynamics. The objective of the present research is twofold: firstly, to analyse the factors that trigger identity transformation, and secondly, to describe the process of change in the film. The methodological approach adopted is qualitative, incorporating document analysis techniques (e.g., film observation, dialogue transcription, and key scene screenshots). These techniques are then analysed through dialogue segmentation, interpretation of transformation themes, and contextualisation of Erikson's psychosocial development theory. The results of the study indicate the following: (1) The factors that precipitate transformation include the trauma of the mother's death and the Baroness' betrayal as external catalysts, as well as the repression of the dark side (shadow) as an internal driver; (2) The process of change is visualised in three phases: persona formation (the good and obedient false identity of "Estella"), shadow eruption (the aggressive and vengeful identity of "Cruella"), and self-integration (self-realisation) through the acceptance of dual identity.

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