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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 174 Documents
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TEACHERS’ PERCEPTION ON REFLECTIVE TEACHING IN TEACHING ENGLISH AS FOREIGN LANGUAGE Aulia Rahmanita
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1863

Abstract

This study reports the survey about teachers’ perception on reflective teaching in teaching English as foreign language at junior high school. Reflective teaching means looking at what teachers do in the classroom, thinking about why teachers do it, and thinking about if it works – a process of self-observation and self-evaluation. This study was aimed at finding out: What are teachers’ perception on reflective teaching in teaching English as foreign language. The writer used survey research as a method to investigate the problem. To get the data the writer distributed questionnaire, particularly close ended questionnaire to thirty teachers at eight junior high schools in Ciamis. The result show that teachers have known about nature of reflective teaching category and micro teaching category, but most of the teachers have lack of knowledge about peer mentoring and self evaluation, action research and professional development.
ENGAGING STUDENTS SPEAKING SKILL USING GOOGLE MEET PLATFORM: STUDENTS PERCEPTION Nisa Halimatusyadiyah
Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (403.852 KB) | DOI: 10.25157/(jeep).v9i1.7576

Abstract

This study was conducted to find out students perception of engaging speaking skill using Google Meet platform and to find out the students perceptions of speaking skill using Google Meet platform. This study used a qualitative case study, and the data were taken through online classroom observation and close-ended questionnaire. Twenty four speaking students in the first semester of the English education department in one private university in Ciamis were involved in this study.  In analyzing the data of observation, the researcher classified, interpreted and commented the results of observation from google meet application. The data from the students’ questionnaire item were analyzed by using percentage compilation. Based on the finding, there are three key points of the present research. First, Google Meet online was conducted in one private university in Ciamis to improve students’ engagement speaking skill. Second, the students were generally perceives google meet as an application that enables them to learn English optimally, with enjoyed, relax, and enthusiasm. Third, google meet application gave students more opportunity to practice English rather than regular classroom.
SOCIO-CONSTRUCTIVISM-BASED CLASSROOM MANAGEMENT TO ENHANCE STUDENT-CENTERED LEARNING Kiki Baehaqi Saepul Millah
Journal of English Education Program (JEEP) Vol 5, No 2 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i2.1888

Abstract

This study is concerned with the teacher’s ways in implementing socio-constructivism-based classroom management and the students’ perceptions about the implementation of socio-constructivism that was applied by the teacher. Socio-constructivism is learning approach where the students construct their own knowledge and mental models as a result of their own experience and thinking by means of interacting with their environment (Gagon et al., 2006) as cited in Kaya and Donmez (2010). This study used a case study and applied qualitative approach involving one English teacher and three students including the students from low, middle, and high achievement. Observation and semi-structured interview were used to collect the data from the participants. The findings showed that the teacher implemented socio-constructivism-based classroom management in some ways. First, the teacher encouraged the students to find out the information about theme of teaching material. The second way is creating the product that was some text based on the theme given. The third ways is processing that the students worked in groups. The next way is sharing and retrieving. In this way the students share the information in their groups. The last way is evaluating which in the teacher asked the students to make the summary from each group presentations and gave correction to the students’ performance in presenting the PowerPoint. Moreover, data from interview showed that the students were enjoy, enabled to work cooperatively in groups, help each other to find out the information, and the different perceptions of the student from low achievement that he found the difficulties in translating the language and lack of vocabulary.
THE IMPLEMENTATION OF INTERNET-BASED PROJECT WORK IN WRITING CLASS TO ENHANCE STUDENTS’ CRITICAL THINKING Nety Herawati
Journal of English Education Program (JEEP) Vol 2, No 2 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i2.1855

Abstract

This paper reports on the implementation of Internet-based Project Work in writing class to enhance students' critical thinking. This study is aimed at finding out the implementation of Internet-based Project Work in writing class to enhance students' critical thinking, the teacher's perceptions toward the implementation of Internet-based Project Work in writing class to enhance students' critical thinking, and the students' perceptions toward the implementation of Internet-based Project Work in writing class to enhance their critical thinking. This study employed a qualitative research that was designed as a case study design. The writer took the eleventh grade students of senior high school in a science class in one of Senior High School in Ciamis that consisted of 39 students and an English teacher as a sample purposively. The data were collected through several instruments, including classroom observation, interview, and questionnaire. The findings based on first purpose of the study revealed that the implementation of Internet-based Project Work in writing class to enhance students' critical thinking used several steps; choosing the topic, making the task clear, finding the resource, and deciding on the outcome. Based on these findings, it is recommended that Internet-based Project Work is implemented in writing class to enhance students’ critical thinking. However, the teacher should keep monitoring the students’ activities while implementing Internet-based Project Work in order that the students do not use the Internet for something out of context of teaching and learning activities. 
THE ANALYSIS OF DEIXIS IN STUDENTS’ TALK IN LEARNING ENGLISH SPEAKING Silvi Nurvagian; Rina Herlina
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.996 KB) | DOI: 10.25157/(jeep).v8i2.6435

Abstract

This research reports the types and the dominant types of deixis found in students’ talk in learning English speaking. The design of this study used a descriptive qualitative. The present study was carried out at one of Senior High School of the tenth grade, as participants, in Sodonghilir. The data were collected from the classroom observation. The result indicated that the total of deixis used in English speaking was 201 data types of deixis from 114 data in utterances. The most type of deixis obtained was person deixis with 183 words in data utterances, the second type was temporal deixis with 11 words in utterances and the least types of deixis was spatial deixis with 7 words in utterances. While the most frequent used of person deixis types during classroom activities were the word "I" and "my". In conclusion, person deixis purposed by Yule (1996) was mostly found and it was the dominant one in students’talks. Thus, it is expected to the next writers who are interested in deixis pragmatics and students’ talk to carry out another research in online class. Keywords: pragmatic, deixis, students' talk, speaking, yule’s theory
THE IMPLEMENTATION OF PEER-REVIEW TECHNIQUE IN AN EFL WRITING CLASS Wiwit Rianti
Journal of English Education Program (JEEP) Vol 4, No 2 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i2.1878

Abstract

This study gave a report on the implementation of peer-review technique in teaching EFL writing conducted in the second level of English Program of a Private University. This study aimed at finding out the implementation of peer-review technique in an EFL writing class, finding out the reasons of the lecturer for using peer-review technique in teaching creative writing, and finding out the students’ perceptions on the implementation of peer-review technique in writing class. To investigate the students’ problems, the writer proposed three research questions: (1) how does the lecturer implement peer-review technique in an EFL writing class?  (2) why does the lecturer use peer-review technique in teaching writing? (3) what are the students’ perceptions on the implementation of peer-review technique in writing class? To get the data, the writer employed case study design. Based on the result of the study, it showed that peer-review technique can help the students to improve their EFL writing class. Besides that, the students can increase their critical thinking through peer-review technique. Finally, based on the results above, the writer suggested that English lecturer had to implement peer-review technique to improve students’ critical thinking in writing.
IMPROVING STUDENTS’ LISTENING COMPREHENSION BY MEANS OF DICTOGLOSS TECHNIQUE Darsih Riestiani
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1846

Abstract

This paper reports on the implementation of using dictogloss technique in improving students’ listening comprehension. This study was aimed at finding out the differencess between students’ who are taught by using Dictogloss technique and those who are not in listening comprehension and students’ respond in the implementation of dictogloss technique in improving their listening comprehension. This study was carried out at SMAN 2 Banjar. In this study, the writer used a true-experimental method with pre-test and post-test design. The population was all the students at the eleventh grade of SMAN 2 Banjar. The instruments used for collecting the data were pre-test and post-test in form of listen the spoof text and recontruct it as usual the real text with her/his friend. The students reconstruct the text with their friends based on the note they have taken by listen teachers’ dictation about spoof text. The results of the tests were calculated using the t-test formula to found out a significant difference between pre-test and post-test. The result showed that the value of tobserved was 2.10 and t-table value was 2.00 at significance level of 0.05. In this case, tobserved value was higher than ttable value (2.10>2.00). In conclusion, Dictogloss technique effective in improving students’ listening comprehension because can extend positive influence on students’ listening achievement. The students’ has positive respond to this technique. It can be seen that almost of them agree that Dictogloss technique is appropiate technique for listening comprehension. Based on these findings, it is recommended that when teachers teaching listening they can used dictogloss technique. Keywords: Dictogloss technique, listening comprehension
DISCOURSE MARKERS IN ABSTRACTS OF INTERNATIONAL JOURNALS Nurlaela Rahayati; Rina Herlina
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (204.311 KB) | DOI: 10.25157/(jeep).v8i2.6426

Abstract

This study investigated discourse markers used in international journal’ abstracts. This study was aimed at finding out: a) discourse markers used in abstracts of international journals, and b) the most dominant types of discourse markers used in international journal’ abstracts. The study employed six abstracts of international journals chosen randomly as the sample of the study. The study utilizes qualitative descriptive design. In data analysis, this study used Fraser’s theory (1999) that emphasized on four types, namely contrastive marker, elaborative marker, inferential marker, and temporal marker. In addition, the result shows that there are four types of discourse markers found in international journal’s abstracts. Elaborative marker are the most dominant types; marker and is the overuse in the abstracts. It occurred 56 times of the total six abstracts of international journals followed by 2 times for marker also, moreover, in addition, therefore, then, thus, so, or, then, 1 time for marker in addition, furthermore, for instance, beside, although, in contrast, in spite of, whereas, however, nonetheless, result indicate that, in conclusion, the result of, because, and  finally. Moreover, the study found contrastive markers consistsed of although, in contrast, in spite of, whereas, however, and nonetheless. Elaborative markers consist of and, or, in addition, furthermore, for instance, beside, and moreover. Inferential markers consist of so, therefore, thus, then, result   indicate that, the result of, in conclusion, and because. Temporal markers consist of finally. This study concludes that the most dominant types of discourse markers was elaborative markers due to the excessive use in the 6 abstracts. Keywords: abstract, discourse analysis, discourse markers, journal
STUDENTS’ PERCEPTIONS TOWARD READING NARRATIVE TEXT BY USING SKIMMING STRATEGY Oping Sofiah
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4321

Abstract

This paper was reports on the students’ perceptions toward reading narrative text by using skimming strategy and the problem solving of skimming strategy in reading narrative text. The method used in this research was qualitative research design focusing on the survey study. The population of this study were the students of tenth grade of an Islamic High School in Ciamis, and the researcher selected all class, which was MIPA 1, MIPA 2, IIK 1, and IPS 1, for a total of 89 students as the sample. The researcher used questionnaire and interview for technique of collecting data. The result of this research revealed that students react positively. From the questionnaire the researcher conluded that the students gave positive perceptions about reading narrative text by using skimming strategy. More significantly, students argue on the problem solving of skimming strategy in reading narrative text that was undertaken by interview. The problem solving of skimming strategy in reading narrative text for students was identifying purposes and organizational patters of texts, was understanding unknown vocabulary from structural clues and word parts, inferring information from the passage, understanding facts and details from the text, defining author’s attitudes, tones, and purposes on the passage. This can be noted that skimming strategy in reading narrative text was effective and efficient to be implementing in teaching English. Keywords: Reading Strategy, Skimming Strategy, Narrative Text, Perceptions. 
A GENDER-BASED ANALYSIS OF STUDENTS’ METACOGNITIVE READING STRATEGIES IN READING ENGLISH Dedeh rosidah
Journal of English Education Program (JEEP) Vol 1, No 1 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i1.1832

Abstract

This study is intended to find out the students’ metacognitive reading strategies that were used by male and female students when they were reading English and to find out whether male and female students have typical differences in using their metacognitive strategies. Metacognitive is the way to monitor or regulate cognitive strategies, which include solve a problem, planning for learning, and evaluation after reading activity. This study was conducted by involving fifty one participants that consist of thirty two females and nineteen males at  the eighth grade of a junior high school in Ciamis who completed the questionnaire (Mokhtari & Reichard, 2002). The results showed that males use five strategies and females use fourteen strategies in high frequency. The male students prefer to use problem-solving reading strategies, followed by global reading strategies and support reading strategies. The female students prefer to use problem-solving reading strategies, followed by support reading strategies and global reading strategies. Accordingly, females show higher users of reading strategies than males in each of three sub-categories with the typical differences in overall sub-caregories. From the analysis of the data, it could be concluded that female students’ metacognitive reading strategies of the junior high school in Ciamis was higher than male students. The result of this research can be used as a reference for the further research about the analysis of gender differences to students’ metacognitive reading strategies in reading English. In addition, the other researchers can conduct the study either to compare or follow up this study.Keywords: gender differences, metacognitive, reading strategies.

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