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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 107 Documents
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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.
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.

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