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<![CDATA[Total Physical Response (TPR) Method in Teaching English Classroom Interaction for Young Learners ]]>
<![CDATA[Jayanti, Sri]]>;
<![CDATA[Rachmawati, Etika]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17390
<![CDATA[This paper focused on the TPR method as a learning media for English as a foreign language to young learners. This study was designed to investigate the teachers’ experience in using the TPR method as a means of teaching English to young learners. The research design of this study was a narrative inquiry and the participant of this study was an English teacher at one of the non-formal education institutions in Ciamis. The subject of this research were students and an English teacher in non-formal education Ciamis. The data collection included classroom observation and semi-structured interviews. The results of the study found that the TPR method had a positive influence as a means of learning English as a foreign language, particularly when the teacher teaches vocabulary. From the five-question indicators, it can be concluded that the TPR method is also quite effective to be applied as a learning medium for young learners since young learners have a good memory to input the vocabulary that is being taught. Moreover, it is easier for the teacher to provide learning students’ enthusiasm for learning clearly appears that makes the class not boring.]]>
<![CDATA[Exploring How Exposure to Pop Culture English Movies Enriches Vocabulary ]]>
<![CDATA[Alfaiz, Muhammad Keivan]]>;
<![CDATA[Said, Iskhak]]>;
<![CDATA[Irianti, Leni]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17815
<![CDATA[EFL students frequently face challenges in understanding cultural references, idioms, and slang, which can hinder vocabulary acquisition and overall language comprehension. This issue raises important questions about the accessibility and effectiveness of various language learning tools for learners from diverse linguistic and cultural backgrounds. This study explored the impact of using pop culture English movies for vocabulary acquisition among EFL college students. A qualitative case study method was employed, involving 40 participants, with 10 students from each grade level completing a questionnaire and 10 participating in follow-up interviews. Data were collected through Likert-scale questionnaires to explore students’ perceptions and semi-structured interviews to investigate the strategies for learning vocabulary through movies. The results indicated that students generally found movies valuable for vocabulary acquisition, particularly enhancing their listening skills and contextual understanding. Most students reported increased confidence in using new vocabulary learned through movies. They employed various strategies, including note-taking, subtitles, and engaging in peer discussions. However, challenges such as difficulty understanding cultural references and the fast pace of dialogues were significant obstacles. Despite these, many students preferred learning vocabulary through movies over traditional classroom methods. The study concluded that pop culture English movies can be an effective tool for vocabulary acquisition, provided that students are guided in using appropriate learning strategies. Future research should focus on the long-term impact of movie-based learning on vocabulary retention and the potential benefits of different movie genres for language learning.]]>
<![CDATA[Integrating Peer Feedback and Digital Flashcards in Writing Recount Text at Junior High School: A Case Study ]]>
<![CDATA[Rahayu, Ayu Puji]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Sugiarto, Bambang Ruby]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17608
<![CDATA[While peer feedback has increased exponentially in recent decades, especially in English as foreign language writing classes, little attention has been paid to 1) framing peer feedback as part of multiple frames of written class; and 2) processed learning behaviors while emerging picture-based as visual assistance into account for young EFL learners in high school. It picked the interest of the writer to conduct a study to investigate the use of peer feedback and digital flashcards in teaching writing recount text. This study aims 1) to figure out the teacher’s steps in integrating peer feedback and digital flashcards in teaching writing recount text; and 2) to find out how students experienced it in the class. This study employed a qualitative method with a case study design and data were collected through observation, interview, and students’ documents of recount text. Observation data was analyzed using thematic analysis; interview result was transcribed reduced, categorized and interpreted; and students’ document recount text were analyzed to confirm the generic structure of recount text. The participants were the English teacher and 20 students experienced in learning writing recount text by integrating peer feedback and digital flashcards. The findings revealed that the English teacher integrated peer feedback and digital flashcards in teaching recount text in the eighth grade at an Integrated Islamic Junior High School in Pangandaran. The findings also showed that students felt peer feedback and digital flashcards positively affected their motivation to write recount text and improve their writing skills, especially writing recount text. Based on the findings, it was established that peer feedback and digital flashcards can be used as a teaching method to motivate students in writing recount text. In addition, it was a beneficial framework to stimulate them to produce better text easier and more engaging way. The writer suggests further research to examine the related topic on other aspects of English at different levels and with different numbers of participants.]]>
<![CDATA[EFL Students’ Perceptions on the Use of Quillbot Paraphrasing Tool in Essay Writing ]]>
<![CDATA[Nuraeni, Ayu]]>;
<![CDATA[Febriani, R. Bunga]]>;
<![CDATA[Rustandi, Andi]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17817
<![CDATA[This research discusses about EFL Students’ Perceptions On The Use Of Quillbot Paraphrasing Tool In Essay Writing. The objective of this study was aimed to elaborate on how EFL students implement the QuillBot Paraphrasing Tool in essay writing and EFL students perceive of use the QuillBot Paraphrasing Tool in essay writing. This study used a descriptive qualitative method, involved 25 students’ of English Education who used QuillBot Paraphrasing Tool In Essay Writing. Brief rating scales questionnaires were used to gather the data. The results showed that students responded positively to the use of the QuiillBot Paraphrasing Tool In Essay Writing. Most students agree that using QuillBot makes the process of paraphrasing in writing easier and more efficient. QuillBot can help students paraphrase and avoid plagiarism in their writing. While this tool is powerful, Quillbot may be a useful tool for EFL students, but it's important to remember that it shouldn't be overly relied on. Students should continue to concentrate on improving their paraphrasing skills while using Quillbot to complement their endeavors and students should use it wisely. The researcher suggests that future researchers are expected to be able to examine more sources and references related to paraphrasing using QuillBot.]]>
<![CDATA[An Analysis of Teacher and Students’ Talk in their Online Public Speaking Class Interaction Via Zoom Cloud Meeting (Qualitative Research) ]]>
<![CDATA[Nurfitriani, Ine]]>;
<![CDATA[Faridah, Didih]]>;
<![CDATA[Rohayati, Dedeh]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17393
<![CDATA[The phenomena of Covid-19 challenges the government in carrying out the classroom activity; for this reason, the government issued a policy to change studying activities which are commonly achieved in the classroom into studying from home throughout the Covid-19. This research discusses teacher and students’ talk in their online public speaking class interaction via zoom cloud meeting. The purpose of this study was aimed to find out the types of teachers and students chatting in their online interaction via zoom cloud meetings, the types of classroom interaction in public speaking class via zoom cloud meetings, and to find out students’ perceptions toward their teacher talk through zoom cloud meeting. The present study used a qualitative paradigm with the type of intrinsic case study. Thirteen students from a 2C public speaking class in an English education program, and an English lecturer participated in this research. The data taken from observation aims to find out types of teacher and students talk in public speaking class via zoom cloud meeting, and types of classroom interaction in public speaking class. Meanwhile, a set of questionnaires was employed to collect data about the students’ perceptions toward their teacher talk through zoom cloud meeting. The data from observation were proceeded by means of FLINT System to interpret teacher and students' talk; regarding the type of classroom interaction was adapted from Malamah-Thomas (1987 as cited in Alifea Asanuary Sharliz, 2017). The questionnaire data were analyzed using the Likert Scale measurement. The findings revealed that the types of teachers and student talk and the types of classroom interaction that occurred in class 2C were dominated by the teacher talk. Although students prefer to talk a lot in class, the results of this study indicated that the teacher talks more in class. The researcher suggests for the public speaking teacher to make changes in classroom activity for the coming semester, i.e., the teacher facilitates students to talk a lot during the process of teaching and learning.]]>
<![CDATA[The Use of Youtube Podcast to Improve Student Speaking Skills ]]>
<![CDATA[Sudrajat, Awal Muhammad Nur]]>;
<![CDATA[Febriani, R. Bunga]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.14878
<![CDATA[This study aims to improve students' speaking skills by using YouTube podcasts and students' perceptions of the use of YouTube podcasts in speaking skills. In conducting this research, the author used a case study to collect data from the participants. The participants were an English teacher and twenty eleventh-grade students at a boarding school in Tasikmalaya. There were two instruments used by the author in conducting this research, namely observation and interviews. The results of this study showed a positive perception through the strategies used by the teacher and helped the students in increasing their confidence in practicing speaking. Based on the research findings, it is suggested that teachers can use YouTube podcasts to improve speaking skills for senior high school students. Moreover, this strategy not only improves students' speaking skills but also students' knowledge and imagination through YouTube podcasts and interaction strategies in the classroom. In addition, this study also suggests that English teachers use YouTube podcasts as a strategy to improve students' speaking skills. In addition, the students felt that learning by using YouTube podcasts can help them to improve their speaking skills. In addition, it makes them more motivated and enjoy learning in class. For future researchers, this study provides a wide opportunity to make more perfect research in the same field with different interests.]]>
<![CDATA[Enhancing Student’s Persuasive Writing Achievement Using Internet Meme Pictures ]]>
<![CDATA[Jihad, Naufal Ibnu]]>;
<![CDATA[Rustandi, Andi]]>;
<![CDATA[Tarwana, Wawan]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17432
<![CDATA[The purpose of this study was to investigate whether or not: (1) there was a significant difference in Persuasive Writing achievement among the eleven grade students of one high school in Calipari Cilacap, Central Java was taught by using internet meme pictures and (2) there was no significant difference in Persuasive Writing achievement between the students who were treated using internet meme pictures and those who were not. There were 40 students of XI MIPA 1 and XI MIPA 2 as the sample of this study. In data collection, each group was treated with a pre-test and post-test of writing. The data were processed using Paired Sample t-test and Independent Sample t-test in SPSS version 35. The results of Paired Sample t-test revealed that there was a significant difference in Persuasive Writing achievement before and after students were taught using the internet Meme Pictures. The result from the dependent Sample t-test of the post-test in both experimental and control groups revealed that there was a significant difference in Persuasive Writing achievement between the students who were treated using Internet Meme Picture and those who were not as the P-value both of Paired Sample t-test and Independent Sample t-test results were lower than 0.05 (0.000 < .05).]]>
<![CDATA[Teachers’ Strategies in Maintaining Classroom Interactions in Reading Classroom Through the Online Classroom During a Pandemic ]]>
<![CDATA[Agustina, Erika]]>;
<![CDATA[Herlina, Rina]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17576
<![CDATA[This study focused on maintaining classroom interaction in teaching reading through an online classroom. Furthermore, this study is designed to investigate teachers ' experience of maintaining an interactive classroom interaction while teaching reading in an online classroom and also to find out the challenges the teachers encountered and solution to those challenges. The researcher employed a qualitative approach under a narrative inquiry to obtain the data and answer the research questions. The researcher used narrative data analysis that engages transcribing and coding stories. The researcher interpreted, coded, and summarized the gathered data from the semi-structural interview. The result showed that teachers maintained their interactive classroom interactions by adjusting lesson plans and implementing synchronous and asynchronous interactions. Most teachers utilize Google Meet, Zoom, Google Classroom, WhatsApp, and Google Forms as medias for teacher-student interaction during learning sessions. Almost all teacher encounter various challenges when it deals with teaching reading to students online. The major challenge that teachers have during teaching reading online is technical problem and students' attention spans. The strategy to overcome challenges in maintaining classroom interaction is to give more focus on and to communicate effectively with students' parents and the homeroom teacher. The researcher also suggests further researchers investigate teachers’ teaching methodology in online teaching reading.]]>
<![CDATA[Male-female young learners' perspective on the use of crossword puzzle aids to enrich their vocabulary ]]>
<![CDATA[Berliana, Nina]]>;
<![CDATA[Friatin, Lilies Youlia]]>;
<![CDATA[Said, Iskhak]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17392
<![CDATA[Vocabulary is very essential in communication, but the fact indicates that lack of vocabulary still hampers the effective communication. This paper investigates the perspective of young female and male learners on the application of Crossword puzzle aids to enrich their vocabulary. The goal of this study is to find out male and female young learners’ perspectives on the use of crossword puzzle aids to enrich their vocabulary. The research design of this current study uses the type of case study so that twenty-one students from grade seven in a Junior High School in Ciamis were involved. The data come from a questionnaire which deals with the perspective of young female and male learners on the application of Crossword puzzle aids to increase their vocabulary. The close-ended questionnaire data are then analyzed and proceeded. The result shows that the young female and male learners perceive the application of Crossword puzzle as the aids to enrich their vocabulary. In learning, vocabulary can enrich their vocabulary with different skills based on gender because gender differences can influence young and female learners to increase their vocabulary skills. Besides that, Crossword puzzle aids are interesting, gives many opportunities, and helps male and female learners to receive and understand the vocabulary more easily. Further, using crossword puzzles aids learning vocabulary and can increase the achievement of male and female young learners. Also, it makes change towards the situations such as playing games when learning vocabulary process.]]>
<![CDATA[Enhancing Students’ Pronunciation Mastery Through Drama Technique in EFL Classroom at Islamic High School in Tasikmalaya ]]>
<![CDATA[Suhada, Karina]]>;
<![CDATA[Friatin, Lilies Youlia]]>;
<![CDATA[Herlina, Rina]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17610
<![CDATA[The fluency of pronunciation is influenced by how often the students say the words, so the more they speak, the better the pronunciation will be. To improve students' pronunciation abilities in learning English, appropriate techniques are needed. This research was conducted to find out drama techniques implemented to enhance students' pronunciation mastery of the EFL class in one Islamic Senior High School Tasikmalaya, and to learn about the challenges and opportunities during drama techniques implemented to improve their pronunciation mastery. This research used qualitative paradigm with the type of descriptive approach. The research subjects were typically students of 10th-grade in EFL classes who implemented drama techniques. There are five students and two teachers who were interviewed. The implementation of drama techniques in learning English in EFl classes to improve students' pronunciation is played in the classroom during learning hours and also outside of learning. In applying this drama technique, there are several steps taken by students and teachers in learning, namely determining the topic of the drama, compiling a drama script, dividing roles, practicing dialogue and performing the drama. There are five supporting factors in applying drama techniques to improve students' pronunciation, namely cooperation, environment, special schedule, and having competent supervisors and complete and adequate facilities provided. Meanwhile, the factors that hinder the implementation of drama techniques to improvestudents’ pronunciation in EFL classes are unequal understanding, lack of students’ interest and students’ participation in the program. Sometimes, students show the feeling of enthusiastic about learning and even feeling bored with these activities.]]>
