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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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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
Using Independent Learning Log for Listening Skill Learning Among First Year University Students Salimah, Salimah; Dewanti, Anna
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.72372

Abstract

Students freshly admitted to the English Language and Literature study program has various levels of English proficiency. To maximize their listening skills, independent learning log was administered to the students to support their learning activities outside classroom. This action research was aimed at investigating the benefits of the log for the students"™ listening skills, and for the students"™ English learning in general. Data was collected from a listening class comprising 42 students. Each student was given an independent learning log and had to complete the log outside the classroom. Classroom discussions during the log completion were carried out in several meetings throughout the semester. In addition, the independent learning reflection was conducted at the last week of the semester. The findings indicate that the benefits of using the independent learning log for students were self-paced learning, more personalized choices, and more peer collaboration. Specifically, students became more self-directed and autonomous. Furthermore, they shared learning resources, forming a class-based learning community. Collectively, all of these benefit their future learning.
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.
Utilizing Artificial Intelligence in Language Learning: What About Engineering Students"™ Perception? Persulessy, Sylvia Irene; Nikijuluw, Reynold P. J. Vigeleyn; Jakob, Juvrianto Chrissunday
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71159

Abstract

Presented as a technological innovation set to usher in significant changes globally, artificial intelligence (AI) enters various segments of life, especially in the field of education. Civil engineering students, as part of their learning journey, try to apply it in class, especially in aspects of engineering English vocabulary. In the current study, students used the English Language Speech Assistant (ELSA) application. The research method used was descriptive research, where the research subjects were taken from 1 class of 29 students. In this study the questionnaires were used as instruments to collect research data. Based on the results of survey analysis and data collected, it was revealed that students had very good and positive perceptions of using the ELSA application. Students exhibit great joy and enthusiasm in learning engineering English vocabulary using the ELSA application. In addition to offering an effective means of pronouncing vocabulary words, this application's feedback also serves as a motivational factor to learn engineering English vocabulary. Thus, the student's positive perspective on this application of AI can be an indicator of the success of students' language learning in the future.
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.
EFL Students' Voices of Blended Collaborative Learning in Completing Digital Comic Projects Utomo, Dias Tiara Putri; Ahsanah, Finaty; Ryandini, Elda Yulia
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71928

Abstract

Advances in technology have made it possible to conduct collaborative learning online via the Internet. Blended collaborative learning combines online knowledge with on-site meetings to allow students to complete tasks and projects together in a group. This research aimed to elaborate voices of freshmen EFL students toward blended collaborative learning including perceived benefits, challenges, and how the students overcame the challenges, especially in completing digital comic projects. This phenomenological study was conducted at a private university in Indonesia. A total of 18 students participated in this study. They were interviewed face-to-face to obtain the data. The data were analyzed by qualitative data analysis by preparing the data, coding, and generating themes. The findings indicate the perceived benefits which included academic improvement, social and psychological benefits, and digital technology mastery. Additionally, challenges were found in terms of having different perceptions and ideas, lack of motivation and low responsibility to participate, and digital technology barriers. To tackle the problems, some efforts were made including building effective communication via collaborative tools, distributing various and equal roles, and learning from various sources.
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
The Effect of Bumper Stickers Strategy to Improve Students"™ Reading Comprehension Viewed from Students"™ Reading Interest Saptarina, Eva; Sartika, Dewi; Amelia, Kiki Rizki
Journal of English Education Program Vol 5, No 1 (2024)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v5i1.71190

Abstract

Reading is essential for information acquisition, but students often struggle with understanding descriptive writing. To improve reading comprehension, educators could employ the Bumper Sticker strategy, using color-coded lists to help students grasp the text's main ideas. This study reports the effectiveness of the bumper sticker reading strategy in fostering students' reading interests. The quasi-experimental study comprised two groups of seventh-grade students, each consisting of 40 students. Data were gathered through a reading interest questionnaire and a multiple-choice reading comprehension test. Results reveal that the Bumper Sticker strategy effectively enhances reading comprehension aligned with students' interests. Notably, the conventional strategy also improves comprehension in alignment with students' interests. Lastly, the Bumper Sticker strategy is particularly effective for highly interested students. The recommendation is to employ the bumper sticker strategy, enabling students to create color-coded lists, thereby enhancing their comprehension of the material.

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