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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 9 Documents
 1 
Search results for , issue "Vol 7, No 1 (2026)" : 9 Documents clear
DIGITAL READINESS IN ESP LEARNING: EVIDENCE FROM VOCATIONAL MARITIME EDUCATION Rahmawati, Yusi
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.99836

Abstract

Digital technology changed the way people studied English for specific purposes, including vocational education focused on maritime careers. However, it was necessary to examine in more detail how prepared students were to use technology for learning. This study examined the effects of students' digital readiness and skills in ESP learning. This study used a quantitative approach, as it employed numerical data. It adopted a survey method, which involved asking students from one of Indonesia's maritime polytechnics a series of questions. The research instrument was a questionnaire based on six independent variables: academic needs, technology, teaching methods and content, ease of access, learning motivation, efficiency, and effectiveness. Multiple linear regression was used to analyze the data. The results showed that all six variables had a significant impact on students' digital readiness, with an adjusted R-square value of 0.837. This indicated that the proposed model explained 83.7% of the variance in digital readiness. Each variable had a significant positive influence. These findings demonstrated that digital readiness depended not only on technology but also on content relevance, ease of access to support, learners’ motivation, and learning performance. This study suggested that maritime vocational students' digital readiness could be improved by integrating digital ESP materials into the curriculum, supported by adaptive learning infrastructure and institutional policies.
STUDENTS’ PERCEPTION OF THE USE OF PROBLEM-BASED LEARNING IN ENGLISH LANGUAGE LEARNING IMPLEMENTED BY PROFESSIONAL TEACHERS Ni'ma, Sita Lailatun; Imaniar, Fahmy; Rachmania, Andriani
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.100353

Abstract

This study investigates how students view the use of Problem-Based Learning (PBL) in learning English, especially when taught by teachers who have followed training. PBL is considered a student centered learning method that can increase motivation, cooperation, and critical thinking skills. But, the success of this method depends not only on the teacher's ability but also on how students experience and view PBL in practice. The purpose of this study is to describe students' views on PBL in English classes and to identify the aspects that are considered positive and negative. This study used a quantitative descriptive method involving 111 students from three high school classes. Data were obtained through a questionnaire consisting of 20 questions, divided into three indicators: student interest, teacher guidance quality, and the impact of training. To analyze the data, descriptive statistical methods were used to calculate the average value of each indicator. Based on the results of the study, it shows that in general students like PBL. The average score ranges from 3.18 to 3.97. The highest aspect is teacher professional development, while the lowest aspect is student preference for PBL. These results indicate that although PBL is effective in increasing participation, critical thinking skills, and teaching quality, there is an additional need to improve students' confidence in communicating and make them more fond of this method. In conclusion, this study emphasizes the importance of teacher training and qualifications in the successful implementation of PBL.
EFL LEARNERS’ SELF-REGULATION SKILLS IN TECHNOLOGY-ENHANCED FACTUAL AND CRITICAL WRITING Fitriati, Sri Wuli; Wijayatiningsih, Testiana Deni; Farida, Alief Noor; Hapsari, Christianti Tri
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.102756

Abstract

This study aimed to examine how EFL learners' self-regulation skills manifest during technology-enhanced factual and critical writing. This study combined platforms such as WhatsApp, Zoom meetings, and e-learning to explore students' metacognition, self-concept, self-monitoring, motivation, and strategy formation in writing factual and critical texts. Employing a descriptive approach, this study used a five-point Likert-scale questionnaire to investigate 35 EFL students' self-regulation during writing. A genre-based approach was implemented in class to improve students' self-regulation skills in four stages: creating and activating prior information, talking, modelling, memorizing, supporting, and independent performance. This study found that students' self-regulation of factual and critical writing showed metacognition through preparation, goal setting, and reducing disruptions. Second, critical thinking and learning styles revealed the students' self-concept. Self-monitoring was observed based on students' awareness, activities, and self-management. Students were motivated in terms of driving, willingness, and self-confidence in writing skills. Finally, students' strategy formation involves topic knowledge, student needs analysis, searchability evaluation, feedback, idea generation, writing initiation, outlining, drafting, revision before submission, and proofreading. Self-regulation in factual and critical writing was achieved through staged activities: material activation, interaction, modelling, memorization, support, and independent performance, leading students to cognitive and affective mastery in critical writing. In conclusion, this study confirms that students' success in factual and critical writing is closely linked to their self-regulation. These findings imply that writing instruction should explicitly scaffold self-regulation through sequential activities, as presented in this study.
AI INTEGRATION IN AUTONOMOUS ENGLISH LEARNING: EVOLVING OPPORTUNITIES AND DETERMINED CHALLENGES Fitriati, Rahima; Mafruudloh, Naajihah; Tasaufi, Bila Nastiti; Zamzami, Muhammad Rizal Akbar; Rahmawati, Zurriat Nyndia
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.100757

Abstract

The improvement of Artificial Intelligence (AI) offers abundant profits for educational practices, especially in English learning for university students. This paper observes the application of AI tools by students in preparing presentation tasks. Descriptive qualitative research using a questionnaire is used as a research methodology. Data were collected from 51 English for Specific Purposes (ESP) students majoring in Law and Informatics Engineering. A questionnaire consisting of Likert-scale and open-ended items was utilised to discover students’ perception of benefits, challenges, as well as their critical concerns about using AI. Quantitative data from Likert-scale items were analysed using descriptive statistics, while qualitative responses were analysed to discover key benefits, challenges, and ethical concerns related to AI-assisted autonomous English learning. The findings reveal that students frequently used several AI tools, such as ChatGPT, Canva AI, and Grammarly, to support autonomous learning, such as vocabulary development, grammar mastery, and speaking practice. However, limitations appeared, including imprecise outputs, lesser human interaction, potential overreliance on AI, and anxieties related to data privacy and limited consideration of AI instruments. These challenges highlight the need for reinforced digital literacy as well as clear guidance and instruction from the lecturer to preserve meaningful communication and appropriate use of AI tools. The study hints that while AI effectively enhances autonomous English learning, its implementation must be supervised by educators to ensure responsible usage, promote critical thinking, and preserve the human interaction aspects of language education.
IMPROVING STUDENTS' WRITING SKILLS THROUGH CHATGPT IMPLEMENTATION: A CLASSROOM ACTION RESEARCH Komalawati, Komalawati; Yuliana, Yohanes Gatot Sutapa; Susilawati, Endang
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.99844

Abstract

Writing instruction in Indonesian vocational education faces significant challenges in engaging students and providing personalized feedback, yet limited empirical research has examined systematic ChatGPT integration in vocational English contexts. This classroom action research investigated and successfully improved tenth-grade students' writing skills at SMK Amaliyah Sekadau through systematic ChatGPT implementation following Kemmis and McTaggart's model across three instructional cycles. Twenty-six Computer and Network Engineering students participated, with data collected through observation checklists, field notes, writing assessment rubrics, and student response questionnaires. Results demonstrated a 37-percentage-point cumulative improvement from baseline 42.4% to post-Cycle 3 79.0% across five writing components: content, vocabulary, grammar, spelling, and mechanics. Student engagement increased significantly, with 85% expressing enhanced motivation and 88% perceiving ChatGPT as highly useful for writing development. This study revealed that systematic ChatGPT integration provided immediate personalized feedback, enhanced learner autonomy, and improved writing competence in vocational contexts, contributing empirical evidence for AI-infused English language teaching aligned with Indonesia's Merdeka Curriculum framework.
STUDENTS’ PERCEPTIONS TOWARD THE USE OF INSTAGRAM FOR LEARNING ENGLISH WRITING Margareth, Margareth; Susilawati, Endang
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.101049

Abstract

Research into the use of Instagram for learning writing has mostly focused on how Instagram was used by teachers to improve students’ writing skills rather than how it is used by students in self-directed learning. To fill this gap, this research aimed at uncovering students’ perceptions towards Instagram for learning writing skills in their natural settings without any intervention to any variables. The data were derived from Likert Scale questionnaires distributed to 53 students and interviews with selected students. The data revealed that the students tended to have positive perceptions toward: 1) caption and photo feature (M=4.06), 2) Instagram social media interaction (M=3.81), and 3) Instagram direct message (M=3.89) to learn English writing. The students believed that they could explore ideas, learn vocabulary, and grammar through the caption and photo feature. They added that interactions through comment and direct message feature on Instagram allowed them to exchange ideas and promote their writing skills. The research also revealed that the students could receive feedback to correct the mistakes in grammar and vocabulary from other online users although it happened occasionally.
IMPROVING TOEFL SCORES THROUGH STRUCTURED ONLINE COACHING AND MOBILE APPLICATIONS: CLASSROOM ACTION RESEARCH Al Qadrie, Imam Hidayatullah; Yuliana, Yohanes Gatot Sutapa; Susilawati, Endang
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.99845

Abstract

Healthcare students at Poltekkes Pontianak face significant challenges in achieving the mandated TOEFL score of 400 necessary for graduation. This classroom action research investigated the effectiveness of integrating structured online coaching with mobile-assisted language learning (MALL) applications to enhance TOEFL preparation outcomes. The study employed Kemmis and McTaggart's cyclical action research model over 12 weeks, involving 30 healthcare students. Data collection included pre-, mid-, and post-tests, mobile application engagement logs, reflection journals, and focus group discussions. Quantitative data were analyzed using paired sample t-tests and Pearson correlation analysis, while qualitative data underwent thematic coding. Results indicated significant improvements in TOEFL performance, with mean scores increasing from 332.17 (SD=11.24) to 397.67 (SD=15.83), representing a gain of 65.50 points (t(29)=28.45, p
STUDENTS’ PERCEPTIONS OF MICROLEARNING FOR ENGLISH LEARNING IN AN ISLAMIC BOARDING SCHOOL Hidayah, Waqiatun Nurul; Shofiya, Arina
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.102573

Abstract

The current research offers fresh insight into the context of Islamic boarding schools (pesantren), which have received limited attention in microlearning literature. It focuses on the implementation of microlearning in English learning sessions for Grade 9 students at a junior high school that enforces restricted use of digital devices. Microlearning refers to a learning approach that presents material in short, focused pieces through digital media such as brief videos, vocabulary exercises, infographics, quick quizzes, or short audio, allowing learners to study flexibly and more easily according to their needs. This research employed a qualitative descriptive design involving nine students who responded to ten open-ended questions through written-based interviews. The data were analyzed through repeated reading to gain a thorough understanding of the context of the responses, followed by assigning initial codes, grouping the codes into themes, reviewing the themes for their relevance to the findings, naming the final themes, and developing a comprehensive narrative to represent the results. The result of the research indicates that students received very limited learning support from devices because of the ban on mobile devices in the institution, making it a setback for the students' use of devices, resulting in a lack of literacy of devices' functions, which in turn led to the inability of students to analyze learning content from devices. Despite this, findings from the research indicate that students' interest in learning is highly enthusiastic toward microlearning, especially with visual supports, which clarifies that microlearning meets the requirements of students' cognitive load as well as learning interests. The research also showed that microlearning is useful when assisted by learning facilitators, because students highly count on learning facilitators' explanation on the interpretation of learning content from devices.
AI-BASED PRONUNCIATION TRAINING TOOLS FOR ENGLISH LANGUAGE LEARNERS: A SYSTEMATIC REVIEW Avrianti, Neneng; Gatot Sutapa Yuliana, Yohanes; Ikhsanudin, Ikhsanudin
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.99864

Abstract

Proficiency in English pronunciation is essential for effective communication, especially among English language learners (ELLs). This systematic review synthesizes findings from 22 studies published between 2016 and 2024 on the use of AI-based pronunciation training tools in English language education. The analysis shows growing interest in this field, with a notable rise in publications in 2022. AI tools, particularly ELSA Speak, have been shown to enhance pronunciation accuracy, learner confidence, and engagement through personalized feedback and interactive practice. Text-to-Speech (TTS) and Automatic Speech Recognition (ASR) technologies also contribute to improved motivation and pronunciation development. However, gaps remain regarding the role of AI in teacher training and its impact on educators’ pronunciation skills. Most studies focus on students, highlighting the need for research on teachers’ experiences and effective classroom integration. Overall, this review provides evidence-based insights into the pedagogical use of AI for pronunciation learning. The results indicate that AI-based pronunciation tools improve accuracy, confidence, and engagement, but challenges such as technological barriers, feedback limitations, and insufficient educator-focused studies persist. Addressing these gaps is essential to optimizing AI’s role in language learning.

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