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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 12 Documents
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Search results for , issue "vol. 7 no. 2 (2026)" : 12 Documents clear
Unearthing the Perceptions of ChatGPT in Supporting Students’ Autonomous Learning Rizqullah, Nadila Tsaqif; Saraswati, Girindra Putri Dewi
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.104007

Abstract

Despite the growing use of AI tools in EFL education, few studies have thoroughly explored undergraduate students' perceptions of ChatGPT as a facilitator of autonomous learning, especially in resource-constrained Indonesian contexts where hybrid learning environments prevail. This study aimed to explore the perceptions of English undergraduate students regarding ChatGPT as a tool supporting their autonomous learning, focusing on perceptual orientations, experienced benefits, and encountered challenges. Employing a descriptive qualitative design to prioritize depth over breadth, data were drawn from a purposive sample of 21 active users at a public university in Indonesia through a preliminary questionnaire, followed by in-depth semi-structured interviews with five participants to reach data saturation. Findings revealed predominantly positive perceptions, with students valuing ChatGPT for enhancing language skills, boosting confidence, providing personalized resources, and enabling self-directed objective-setting in a judgment-free environment. However, challenges such as over-reliance, output inaccuracies, and internet dependency were also noted. These results highlight ChatGPT's potential to scaffold autonomous learning processes while emphasizing the need for guided integration within similar EFL settings. The study provides contextual insights for educators on how to integrate AI tools ethically to foster proactive learner agency.
Comparative Effects of Inquiry-Based and Task-Based Learning on Students’ Reading Comprehension Across Levels of Learning Interest Solihin, Rully Khoeru; Muhria, Lanlan; Kurnihayati, Kurnihayati; Nurkholidah, Endang Siti
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.105178

Abstract

This study examined the effects of Inquiry-Based Learning (IBL) and Task-Based Learning (TBL) on EFL students’ reading comprehension across varying levels of learning interest. Utilizing a 2 × 3 factorial quasi-experimental design, 72 eleventh-grade students from SMAN 1 Jatitujuh were categorized into high, medium, and low learning interest groups and assigned to either IBL or TBL instruction. Data were collected using a validated reading comprehension post-test and a learning interest questionnaire, then analyzed via two-way ANOVA. Results revealed a significant main effect of the instructional model, F(1, 66) = 64.18, p < 0.001, η² = 0.493, with the IBL group outperforming the TBL group. Learning interest also demonstrated a significant main effect, F(2, 66) = 74.75, p < 0.001, η² = 0.694. Crucially, a significant interaction effect was found between instructional models and learning interest, F(2, 66) = 14.22, p < 0.001, η² = 0.301, indicating that IBL was particularly effective for students with high learning interest. These findings underscore the need to align pedagogical models with learners’ motivational profiles to optimize reading instruction in EFL contexts.
Sustainable Digital Formative Assessment in Vocational ELT: A Self-Determination Theory Analysis of Kahoot’s Motivational Affordances Nurbayani, Aneu; Purnawarman, Pupung
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.106220

Abstract

As English language education increasingly integrates digital technologies to foster sustainable, globally competitive learning, it becomes essential to critically examine how these tools shape formative assessment practices and learner motivation, particularly in vocational contexts. This study investigates how Kahoot, a gamified student response system, facilitates formative assessment of the passive voice in an Indonesian vocational English Language Teaching classroom. Drawing on Self-Determination Theory (SDT), it specifically explores how primary digital affordances, real-time feedback, leaderboard visibility, and time-bound interaction, support or constrain learners’ experiences of autonomy, competence, and relatedness. Using a qualitative exploratory approach, data were collected through semi-structured interviews with 15 Grade XI students and supported by classroom observations. The data were analyzed using Reflexive Thematic Analysis. The findings indicate that real-time feedback helped students feel more competent and increased their awareness of passive voice structures, while the leaderboard feature encouraged peer interaction and a sense of relatedness. However, time pressure and public ranking created stress for some lower-performing students and reduced opportunities for self-paced learning, raising concerns about equity. These patterns suggest that Kahoot’s motivational effects are uneven across learners. In this study, sustainable digital formative assessment is understood as assessment practices that can maintain learner motivation and support psychological needs over time, while remaining responsive to vocational learning goals and classroom realities. The findings suggest that Kahoot can support motivating formative assessment, but its sustainability depends on how well its features are pedagogically aligned with students’ psychological needs and the practical demands of vocational English learning.
Artificial Intelligence Literacy and Academic Writing Practices among EFL University Students Nugroho, Arif; Milaningrum, Elisabeth; Lailiyah, Nur; Triana, Yunika; Wijayanti, Farida Indri
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.106541

Abstract

The increasing use of generative artificial intelligence (GAI) in higher education has affected students’ academic writing practices. However, there is little evidence informing how EFL university students’ AI literacy influences their writing outputs in EFL contexts. Noting the gap, this study was conducted to explore EFL students' AI literacy and their use of GAI in academic writing, as well as analyzing the students’ writing samples. This exploratory qualitative research design was conducted in Surakarta municipality, Indonesia. The participants were selected using purposive sampling which resulted in twelve (12) EFL students from two public universities in Surakarta. The data collection instruments were semi-structured interviews and document analysis. The analysis techniques were thematic analysis and comparative document analysis, in which the writing samples were analyzed in terms of argument construction, text structure, language use, and authorial voice, before doing the cross-case comparison of the three AI literacy profiles. The findings indicated that there are three major trends regarding their AI literacy, varying from surface-oriented users, strategic users, and critical-reflective users. It was further found that they primarily use AI tools for assistive purposes such as brainstorming, outlining, language editing, and other means to improve their writing. The findings further revealed differences in the qualities of writing among the three different levels of AI literacy, with essays written by critical-reflective users possessing better analysis and reasoning skills compared to surface-oriented users. These findings suggest the value of developing critical AI literacy in EFL writing instruction, particularly to support ethical, purposeful, and reflective engagement with AI tools.
The Practical-Evaluative Dimension of English Teachers’ Agency in the Enactment of HOTS: A Case Study Dakoranis, Fatwadika Adinia; Astuti, Puji
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.106779

Abstract

Although teacher agency has been extensively studied in the context of policy reform, research linking it to specific pedagogies such as HOTS remains very limited, particularly in Indonesia. This study aimed to fill this gap by exploring the practical-evaluative dimensions of teacher agency in the enactment of HOTS in English language learning. A qualitative approach and a case study research design were used, with three selected high school teachers as participants in Tangerang Regency. The ecological model of teacher agency by Priestley et al (2015) was used as the framework, and Bloom’s Revised Taxonomy as the supporting theory. The instruments used were semi-structured interview questions and observation sheets. The data were analyzed through thematic analysis. Findings showed that the practical-evaluative dimension of teacher agency in the enactment of HOTS was reflected in teachers' strategic decision-making in classroom settings, including the selection of teaching approaches, learning activities, methods, and techniques to facilitate HOTS-oriented learning, as well as the barriers. This study suggests that the success of HOTS-oriented learning depends not only on curriculum policies but also on how EFL teachers exercise their agency in negotiating contextual barriers and aligning them with pedagogical objectives, and it contributes to the theoretical understanding that teacher agency can be negotiated between teachers’ individual capacities and the environment.
Active and Passive Clause Transformation in Banggai and English Mukmin, Mukmin; Ndekano, Iga Murti; Hardianti
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.107420

Abstract

The research is motivated by the limited comparative studies that systematically analyze clause transformation across local and international languages, particularly in identifying structural correspondences and divergences that may influence language learning. This study examines the similarities and differences in active and passive clause transformations between the Banggai language (Seasea dialect) and English. This research employed a qualitative descriptive design with a contrastive analysis approach. The data were obtained from five native speakers of the Banggai language from Babang and Pandaluk villages. Data collection was conducted through structured interviews. The data were analyzed using contrastive linguistic analysis, focusing on syntactic structures, verb forms, and sentence patterns in both languages. The results of the study revealed one similarity and three differences. The similarity lies in the pattern of movement transformation with non-human doer: S+P+O becomes S+P+A, which is similar in both languages. The differences include: (1) the deletion of agents is optional in English, but in Banggai (Seasea), human agents and agent determiner are obligatory deleted; (2) English inserts a new word, while Banggai (Seasea) does not; and (3) the verb changes to V3 in English, while Banggai (Seasea) uses the affix ‘in’ as prefix and infix. These findings extend current knowledge of cross-linguistic voice alternation by demonstrating that passive transformation cannot be explained solely through universal syntactic movement but must also account for language-specific morphological and grammatical mechanisms. The implications of this study offer useful insights for future studies in contrastive linguistics and may serve as a reference for researchers and educators interested in local language documentation and cross-linguistic analysis.
The Double-Edged Sword of AI in EFL Learning : A Dual-Perceptions from Indonesian Higher Education Pujiani, Tri; Ramadani, Fitra; Apriyanti, Chusna; Sain, Zohaib Hassan
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.107484

Abstract

The advent of artificial intelligence-powered tools like ChatGPT, Grammarly, Quillbot, and DeepL has transformed the way of learning and teaching English as a Foreign Language (EFL) through instant feedback, grammatical accuracy, vocabulary expansion, translations, paraphrases, and writing assistance. The use of such tools has witnessed tremendous growth, but there have been questions about dependence on these applications, loss of critical thinking skills, issues with the authorship of essays, and even plagiarism. This research aimed at finding out the point of view of EFL learners and teachers of English in Indonesia towards the use of artificial intelligence applications in language learning and ethics. Grounded in the Technology Acceptance Model, Self-Regulated Learning Theory, and digital ethics, this study employed a mixed-methods approach. Quantitative data were collected through questionnaires completed by 120 EFL undergraduate students and 14 English lecturers from Indonesian universities, while qualitative data were obtained through semi-structured interviews with six students and six lecturers selected from the survey participants.  Data analysis was conducted quantitatively using descriptive statistics, including mean and standard deviation, whereas qualitative data were coded thematically. The results revealed that AI tools had been positively viewed for grammar, vocabulary, writing fluency, feedback, and idea generation purposes. Still, it was found that there is a delicate balance between the potential of AI as an effective learning aid versus a tool for dependency and ethical issues. The findings suggest that AI-assisted EFL learning should be understood not only as technological adoption but also as a pedagogical and ethical issue requiring lecturer guidance, learner autonomy, academic integrity, and clear institutional regulation.
Metapragmatic Reasoning behind Impoliteness Attribution in Refusals: Javanese EFL Learners and Native Speakers of English Ali Yafi, Mohammad; Pratama, Hendi; Widhiyanto, Widhiyanto
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.107498

Abstract

This study examines the metapragmatic reasoning of Javanese EFL learners (JLE) and native speakers of English (NSE) in attributing impoliteness to refusal utterances, with particular attention to the cultural values and pragmalinguistic features that participants identified as evaluative triggers. A two-phase sequential design was employed, using a Written Discourse Completion Task (WDCT) as a cognitive elicitation trigger followed by Retrospective Verbal Report (RVR) interviews with 10 JLE and 10 NSE participants. Thematic analysis of the RVR transcripts produced seven themes organized across two dimensions: the cultural values and moral orientations underlying impoliteness attribution, and the pragmalinguistic features identified as triggers. The findings indicate that both groups evaluated refusals against shared evaluative structures, including hierarchical legitimacy, moral responsibility, empathetic attentiveness, and epistemic fairness, though the cultural content through which these structures were expressed differed systematically between groups. The absence of lexical mitigation markers was the most consistently cited pragmalinguistic trigger, evaluated as a signal of moral inattentiveness to the relational cost of refusal rather than as a missing politeness formula. These findings reframe impoliteness attribution as a moral-evaluative process operating at two levels simultaneously: a shared evaluative structure and culturally specific content, and a distinction with potential implications for cross-cultural pragmatics theory and EFL pragmatic pedagogy in Indonesia.
Learner Agency and Student Engagement as Co-Emergent Processes in ICT-Supported Student-Generated Video Production Sulistianingsih, Endang; Aflahatun, Nur
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.107723

Abstract

Video-based activities can create many opportunities for students to engage in active learning, but little is known about learner agency or student engagement during student video production. This research addressed how learner agency is expressed, how behavioral, cognitive, and affective engagement emerge, and how these dimensions appear alongside one another in an ICT-focused learning context. The study involved 40 undergraduate students in an ICT in education course and used an integrated mixed-methods design with predominantly qualitative orientation. Data were collected from student videos, reflective journals, and the researcher's field notes during a four-week video production project. The data were analysed through iterative coding, with descrriptive frequancy counts used to identify patterns across the data sources. The coding was guided by learner agency and student engagement dimensions. The coded data showed that learner agency was most evident in decision making (80%), followed by control over the learning process (70%) and the ownership of learning (65%). The study also identified recurring instances in which learner agency and student engagement appeared together across the data sources. This research highlighted how ICT-supported participatory learning processes provided opportunities for planning, feedback, revision, and reflection.
Learn with VANA: An Engaging and Interactive Multimedia for Teaching Grammar to Young Learners Pratiwinindya, Ratih Ayu; Kurniawan, Ferry; Prameswari, Nadia Sigi; Yuliati; Insani, Nur Hanifah; Mat Nashir, Roziani
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.108106

Abstract

One of the challenges in teaching English grammar to elementary school students in Indonesia is the students’ limited prior knowledge, compounded by the insufficient availability of engaging learning materials. An interactive multimedia learning named “Learn with VANA” (which stands for Verbs, Adjectives, Nouns, and Adverbs) is being developed and tested in this study with the aim of enhancing students’ understanding of English grammar. Using a mixed-methods design and the ADDIE model, this study adopted an R&D approach. A sample of 111 fourth-grade students from two elementary schools in Semarang city, Central Java, Indonesia, participated in this study. To make studying more interesting, the multimedia is accompanied by animations, audio pronunciation, and interactive quizzes to keep users’ attention. Assessments by subject-matter experts, post-tests, surveys, and classroom observations all contributed to the data set. Experts gave the multimedia a high validation score of 4.44, which is deemed “very good”, indicating that it is legitimate and prepared for use in the classroom. The one-sample t-test revealed that the mean score was significantly higher than the minimum mastery criterion, t(110) = 31.883, p < .001. The mean difference was 15.85 points, with a 95% confidence interval ranging from 14.86 to 16.83. These findings demonstrate that the students who used the developed learning media “Learn with VANA” achieved learning outcomes significantly above the expected mastery level The findings suggest that multimedia can significantly improve students’ engagement and learning outcomes, this study provides useful insights for technology-enhanced grammar learning. Therefore, “Learn with VANA” is a fresh and useful learning media for elementary students in English grammar that makes learning more interesting and engaging.

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