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Dedeh Rohayati
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Journal of English Education Program (JEEP)
Published by Universitas Galuh
ISSN : 24604046     EISSN : 28300327     DOI : http://dx.doi.org/10.25157/(jeep)
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Journal of English Education Program (JEEP) focuses on English Teaching and Learning research. This journal includes the following topic areas: 1. English Language Pedagogy 2. ELT Materials Development and Evaluation 3. English Language Assessment 4. Teaching English to Young Learners 5. Language Policy and Planning
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
 1 
Search results for , issue "Vol 12, No 2 (2025): Journal of English Education Program (JEEP)" : 10 Documents clear
Using Canva AI Magic Writer to Assist Students Writing Descriptive Text Putri, Hilmaliana S; Friatin, Lilies Youlia; Tarawana, Wawan
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19344

Abstract

This study aims to explore the utilization of Canva AI Magic Writer as a tool to help teachers improve students‘ proficiency and find out students’ responses to its use in writing descriptive texts. This study utilized a qualitative research design, and data were obtained through three instruments, namely observation, interviews, and questionnaires. The findings from this study have the potential to make theoretical contributions to existing research regarding the utilization and use of Canva AI Magic Writer as an alternative tool in writing learning, especially for descriptive text materials. The study also examined how teachers incorporate Canva AI Magic Writer into their writing instruction and how students perceive its use. The study revealed that Canva AI Magic Writer is an engaging and influential tool for students, allowing them to express themselves, improve language skills, and discover new talents. The study concludes with recommendations for teachers and students in the education system in Indonesia to maximize the benefits of Canva AI Magic Writer - based e-portfolios and improve the effectiveness of writing instruction. The study emphasizes the importance of incorporating Canva AI Magic Writer into English language education, particularly in the context of writing, and proposes specific solutions to support writers.
The use of ice-breaking to overcome students’ speaking anxiety Restianti, Reska; Rachmawati, Etika; Sugiarto, Bambang Ruby
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.15251

Abstract

Speaking anxiety is the fear felt by students when speaking English. There are several ways that teachers can deal with student speaking anxiety. One of them is by using ice-breaking which can be done at the beginning, middle, or end of the lesson. This study was conducted to find out how teacher use ice breaking and students’ perceptions about ice breaking in overcoming speaking anxiety. The aim of this study is to find out whether ice breaking can really reduce speaking anxiety felt by students. This study used qualitative method and case study as research design. The participants in this study are one English teacher and 29 students at vocational high school in Ciamis. The data collection used interview and closed-ended questionnaire. The findings of this study are that ice breaking can reduce speaking anxiety experienced by students in the learning process, but has not been able to improve students' public speaking and self-confidence. It can be concluded that ice breaking has a positive impact on the teaching and learning process.
Pre-Service EFL Teachers’ Anxiety in Teaching English Speaking Skills Fitriani, Indah; Rachmawati, Etika; Faridah, Didih
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19345

Abstract

This study discusses pre-service EFL teachers’ anxiety in teaching English speaking skills focusing on the strategies to reduce the anxiety and how it affects the quality of teaching. The qualitative case study is conducted in a University in Ciamis involving 23 pre-service EFL teachers. Questionnaires were used to gather the data. The first result reveals that pre-service EFL teachers need to implement some strategies to motivate students and reduce anxiety in teaching English as a foreign language. Meanwhile, the second result shows that pre-service EFL teachers’ were mentally anxious related to all teaching English speaking skills activities, but for most of them, it did not really diminish their confidence while performing in front of class. Promoting learning activities without excessive pressure, emphasizing language importance, evaluating errors, and maintaining ethical conduct can reduce anxiety in teaching English speaking skills as pre-service teachers. For future researchers, the writer suggests they investigate the anxiety of pre-service EFL teachers assisted with psychologists to find a better solution.
An Analysis of Teachers' Questioning Strategies During Classroom Interaction in Senior High School (A Case Study at One of Senior High School in Pangandaran) Ardani, Ni’ma Faroidatul; Rohayati, Dedeh; Rustandi, Andi
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19338

Abstract

Questioning is known as the most influential teaching skill and frequently used as efficient strategy for teachers in classroom teaching. A question proposed by the teachers can stimulate the students’ learning, gain knowledge, help students build understanding to think critically and creatively, and know the output of the students before or after teaching. Unfortunately, asking questions to the students does not always work well. Sometimes, the teacher fails to engage the students to answer the questions. Therefore, teachers should consider the use of questioning strategies to improve students’ engagement in learning. This study aimed to find out the English teachers’ questioning strategies used by the teachers to improve students’ engagement in classrooms, and to explore the students’ responses toward of the teachers’ questioning strategies. In this study, the method of this study is qualitative research involving one English teachers at on of Senior High School in Padaherang and the students. To collect the data, the researcher used observation and interview. The result of the study showed that the teacher used some questioning strategies,that were: yes/no questions, type short answer/retrieval-style question and display questions. The teacher used their question it’s also related with the condition and material using native language and giving students wait time to think the answers. students' responses to the teacher's questioning strategy, that is has a good effect and can influence class interaction. That students like to answer questions posed by the teacher. When they have difficulty answering these questions in English, they will use Indonesian language. Therefore, the researcher suggested that teachers should be more aware of their questioning skills and use them to improve the students’ engagement in classroom.
Efl Teacher Trainees’ Engagement and Prespectives in Reading Activities Through Literature Circle: A Narrative Study Mulyana, Restu Putra; Iskhak, Iskhak; Friatin, Lilies Youlia
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19342

Abstract

In the realm of English as a Foreign Language (EFL) education, developing effective reading skills among trainee teachers is a critical challenge. This research aims to explore the views and efficacy of the Literature Circle method as a pedagogical tool to increase engagement and proficiency levels among EFL teachers during their reading activities. The researcher took two participants as samples for interviews. Qualitative research methodology, specifically a narrative study design, was used to explore participants' perspectives and involvement in reading activities through literature circles in the context of EFL teaching. Data were collected primarily through semi-structured interviews, using content analysis. Research findings show that literature circles have a significant positive influence on engagement, comprehension of texts, and development of social and critical thinking skills of prospective English teachers. Thus, it can be implied that literature circles are a transformative educational tool for trainee teachers, cultivating critical skills, empathy, and collaborative learning. This research has implications for teaching institutions in Indonesia and it is believed that its implementation will further encourage students' interest in reading.
Using Canva to Improve the Students’ Writing of Greeting Card (A Case Study at One of Senior High School in Tasikmalaya) Aulanisa, Ersa; Thoyyibah, Luthfiyatun; Rohayati, Dedeh
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19343

Abstract

Teacher and students can utilize technology-based learning media, such as the Canva. The aim of this study was to explore the use of Canva as a digital tool in English language learning. The study was conducted at a senior high school in Tasikmalaya. Qualitative case study was applied as data collection methods were research question observations and interviews. The researcher conducted observation and interviews to five students from class X-9. Semi-structured interview data were collected through one-on-one interviews and audio recordings for further analysis. The findings indicate that Canva has a positive or effective influence to improve students’ mastery of writing skills. Moreover, the findings suggest that students perceive Canva to be a potentially beneficial tool for improving their writing skills, digital literacy, and creativity. However, the results of the study revealed that students’ perceptions about Canva were various. Despite the challenges encountered by students, most of students perceived it as being a potential benefit to improve their writing abilities. The teacher further support the use of Canva for creating student greeting cards, demonstrating its effectiveness in enhancing their design skills and personal expression. In conclusion, the findings suggest Canva is a popular and influential medium for students, giving them a chance to express themselves, enhance their language abilities, and discover new talents. In addition, incorporating structured educational interventions or guided Canva assignments may prove beneficial in supporting students’ language learning journey through Canva. Understanding the influence of cultural and societal factors on students’ Canva preferences can foster cross-cultural communication and enhance their English language development.
An Analysis of Senior High School Students' Listening Factors in Learning Listening Yasmee, Miranda; Herlina, Rina; Irianti, Leni
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.20662

Abstract

This study investigates students' behavior in English class when learning to listen. Using qualitative paradigm with the type of case study, this study employed 15 students as participants from the Eleventh Grade of Islamic Senior High School in Ciamis, Indonesia. The instrument of the research involved classroom observations; open-ended and semi-structured interviews administered to teachers to explore students’ behavior in learning to listen in English class. Coding and reducing data entailed selecting and simplifying data, and classifying the remaining data into more specific categories are data analysis of this research. These themes included incorporating listening practice into English learning, providing a comprehensive approach to language acquisition, and helping students build a solid foundation for effective communication and comprehension. The research findings based on the information gathered reveal that students' behavior during listening activities in English learning can vary, but certain patterns and tendencies are commonly observed. Understanding these behaviors can help educators tailor their teaching methods to better support students. The analysis of student listening behavior in learning English includes, among others, active engagement, listening strategies, reaction to difficulty, use of supplementary resources, behavioral adaptations, interaction and feedback, responses, frustration, and satisfaction. By understanding these behaviors, educators can address students' needs more effectively, adapt teaching methods to improve listening skills and overall language proficiency, and offer significant benefits that can greatly enhance a student's language acquisition.
EFL Students' Challenges in Delivering a Presentation by Peer Assessment Aini, Tika; Febriani, R. Bunga; Iskhak, Ishak
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.20844

Abstract

This research discusses students' challenges in delivering English presentations using peer assessment. The purpose of this research is to determine the challenges faced by students in delivering English presentations using peer assessment and to find out whether or not students can overcome the obstacles in delivering English presentations using peer assessment. This research used a qualitative case study method involving 5 class  VIII students in learning to deliver English presentations using peer assessment. Semi-structured interviews and observations were used in this research and were analyzed by using thematic analysis. The results show that students responded positively to the use of peer assessment in delivering English presentations. Most students feel insecure because they lack confidence when they must deliver English presentations and be assessed by their classmates. Formative peer assessment is also an effective medium for students to question their friends' performance. Researchers suggest that future research can focus on using peer assessment methods to help students reducing the challenges students face in delivering English presentations.
Learning Daily Colloquial Vocabulary English of a Digital Movie Hermawan, Dhalfa Michele; Iskhak, Iskhak; Sugiarto, Bambang Ruby
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.20852

Abstract

This research explores the adequacy of utilizing computerized motion pictures to instruct day-to-day colloquial English lexicon to junior high school students. It addresses the constrained lexicon and elocution challenges confronted by Indonesian students learning English. The think about analyzes how computerized motion pictures can improve students' vocabulary acquisition and talking abilities, making the learning  handle more locks in and successful compared to conventional strategies. This is a qualitative paradigm with the type of case study involving 20 students and one teacher as research participants. Data collection was gathered from student interviews to assemble information on their learning experiences and challenges. The discoveries recommend that computerized motion pictures, with English subtitles, altogether help in vocabulary learning by providing context and pronunciation cues, subsequently improving comprehension and speaking confidence. In any case, a few downsides include innovation availability issues and potential diversions. The inquiry about underscores the potential of computerized motion pictures as a profitable instrument in dialect instruction, advertising viable experiences for teachers, pointing to coordinated mixed media assets into their educating methodologies to improve language learning results.
Technology Entertainment Design (TED) Talks to Stimulate Extensive Eistening Skills Rahmawati, Taufikah Anisa; Thoyyibah, Luthfiyatun; Irianti, Leni
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.20872

Abstract

Listening in a foreign language can be challenging for learners. In the present era of education, technology plays a crucial role in facilitating learning through various tools. Mobile apps that utilize TED Talks for language learning can offer an innovative and effective approach to improving language skills. This research aims to investigate how students learn extensive listening through TED Talks and to determine the benefits of using TED Talks in extensive listening classes. This research is a case study under the approach of qualitative research and using case study. Participants in this research consisted of fourteen students majoring in English education at one of the higher education institutions in Ciamis, who were selected using a purposive sampling technique. The data collection method used in this current study included questionnaires, interviews, as complementary methods. To confirm the analysis of reliability, the researcher used a source of triangulation data by collecting, sorting, interpreting and concluding data. The results of research on the use of TED Talks to stimulate listening skills extensively showed that 50% of the students chose "interesting" and 50 % of the students chose “Translation” and “Transcription” as strategies for learning using TED Talks. The results of the questionnaire analysis showed that the use of the TED Talks method was effective in helping students with extensive listening. From the results of interviews, students stated that the TED Talks were recommended tools for learning material to stimulate extensive listening skills. It can be concluded that TED Talks can improve students' ability to develop extensive listening skills, stimulate their English listening, and motivate them to learn more.

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