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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 174 Documents
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VOCABULARY LEARNING STRATEGIES APPLIED BY EFL LOW AND HIGH ACHIEVERS Nur Laelatun Chamidah
Journal of English Education Program (JEEP) Vol 8, No 1 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (588.362 KB) | DOI: 10.25157/(jeep).v8i1.5213

Abstract

This study aimed at investigating vocabulary learning strategies (VLSs) applied by EFL low and high achievers and how they applied it. The writer employed a case study conducted in two senior high schools in Ciamis. There were 60 participants involved in this study consisted of 30 low and 30 of high achievers. To answer the research questions, the writer conducted semi-structured interview and administered closed-ended questionnaire based on Schmitt (1997)’s classifications of vocabulary learning strategies. From the results of completed questionnaire, the writer found that metacognitive, determination, and memory strategies were the mostly applied by EFL low and high achievers. Those strategies included using English media, consulting on bilingual dictionary, and studying a sound of word. Furthermore, the data of interview specifically showed that watching subtitled films, listening English songs, consulting on google translate, and asking friends are also involved. Finally, EFL low and high achievers  have to be aware of their own preferred strategies in learning vocabulary to improve their foreign language learning. It is suggested for English teachers to facilitate students in applying their preferred strategies in learning vocabulary. Keywords: good language learner, low and high EFL achievers, vocabulary learning strategies
FLANDERS INTERACTION ANALYSIS (FIA) IN ANALYZING TEACHER-STUDENT INTERACTION IN EFL CLASSROOM BASED ON 2013 CURRICULUM Retna Fauziah Adhitya Rini
Journal of English Education Program (JEEP) Vol 6, No 1 (2019): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i1.2923

Abstract

This study investigated teacher-students interaction in EFL classroom that implements 2013 curriculum. This study focused on the kind as well as the characteristic of teacher-students interaction in EFL classroom that implements 2013 curriculum. In analyzing the data, this study was analyzed by means of Flanders Interaction Analysis. Flanders Interaction Analysis is a system that aims to measure the classroom interaction which has 10 categories, namely accepting feeling, praising and encouraging, accepting or using ideas of student, asking questions, lecturing, giving directions, criticizing or justifying authority, student-talk response, student-talk initiation and silence (Walsh, 2011). In this regard, two questions are addressed : 1) What kinds of teacher-students interaction occurred in EFL classroom that implements 2013 curriculum based on Flanders Interaction Analysis? and 2) What is characteristic of teacher-students interaction reflected in EFL classroom that implements 2013 curriculum based on Flanders Interaction Analysis?. To obtain the data, classroom observations were conducted in two English classes of Peminatan (Optional) program at the tenth grade in one of Senior High School in Ciamis which implements 2013 curriculum. Then, two English teachers and sixty students were selected purposively. The findings revealed that the kinds of teacher-students interaction occurred in both classes were dominated by teacher talk through emphasizing on asking question. In the case of teacher A, from the total of teacher talk (72.29%), teacher A used asking question (27.56%). While in the case of teacher B, from the total of teacher talk (64.93%), teacher B used asking question (25.97%). In terms of characteristic of teacher-students interaction, the characteristic in both classes was content-cross. In the case of teacher A, the percentage of content-cross was 43.83%, while the percentage of content-cross of teacher B was 38.34%. From the findings above, it could be inferred both teachers used asking questions and lecturing to interact with the students. In line with the implementation of 2013 curriculum, both teachers have not been comprehended the implementation of 2013 curriculum due to the dominance of teacher talk in teacher-student interaction during teaching and learning process. Key words : Flanders Interaction Analysis, Interaction in EFL classroom, 2013 Curriculum
TEACHER’S SCAFFOLDING IN TEACHING WRITING REPORT TEXT Hijriati Utami Putri
Journal of English Education Program (JEEP) Vol 3, No 2 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i2.1869

Abstract

This paper discusses about the successful use of scaffolding techniques to improve students’ writingskills in Junior High School. This study  is aimed at finding how the teacher uses scaffolding in teaching writing report text and finding kinds of scaffolding which are used by the teacher in teaching writing report text. The population of this study is all English teacher and all of students at the ninth grade at SMP N 3 Kawali that consisted of one hundred and twenty five students. This study used purposive sampling. Therefore, the writer took one class of the ninth grade students and one of  English teacher  as a sample of the study. Furthermore, the writer conducted a case study and used classroom observation to observed how the teacher taught writing report text including the techniques she used and the interaction between the teacher and the students. The interview guideline was used to notice the kind of scaffolding which are used by teacher in teaching  writing report text. The result and finding of this study includes that the scaffolding techniques involved modeling the concepts and expected behavior by the instructor, conducting in-class activities to help students learn the concepts, assigning homework activities that build on the previous steps, and providing clarifications and support resources to help students in the learning process. It can be concluded that the scaffolding techniques allowed students to go from simple to complex aspects of writing, such as grammar, vocabulary and the writing process,  and develop the necessary writing skills and confidence in their abilities without assistance.
EFL TEACHER EDUCATOR’S STRATEGIES IN DEVELOPING TEACHING MATERIALS FOR ONLINE SPEAKING CLASSES USING GOOGLE CLASSROOM Aris Munandar
Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (510.299 KB) | DOI: 10.25157/(jeep).v9i2.8551

Abstract

The objective of this study was aimed 1) to figure out how EFL teacher educator develops teaching materials for speaking lessons in online classes using Google Classroom; 2) to find out the obstacles EFL teacher educator in developing teaching materials for speaking lessons in online classes using Google Classroom; 3) and to find out student perceptions of EFL teacher educator in developing teaching materials for the online speaking class using Google Classroom. The present study used a qualitative Case study design. Seven students from the 1D English education program and an English lecturer took part in this research. The data were gained through interview and questionnaire.  To analyse the interview, the researcher first transcribed and then made interpretation from it. The questionnaire data were analysed using Likert Scale measurement. The findings revealed that the lecturer has considerations and steps to developing teaching materials. In addition, based on the findings, the researcher analysed that the teaching materials made by lecturers can be understood well by students and online speaking learning using Google Classroom can be done well. The researcher suggests for lecturers to make more variations in developing teaching materials so that class learning can be more fun and easy to understand, and help students to keep their interest and motivation in the learning activity.
Peer Feedback to Stimulate Students’ Writing Process: A Case Study At a Vocational School in Ciamis Ai Haiva Ingdriawati; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9699

Abstract

In the process of writing, the teacher always provides feedback to students even though it usually takes to do so. Thus, this study was designed to elaborate the use of peer feedback, the type of peer feedback, and students' perceptions of peer feedback to be compared with previous related research. The research site was at a Vocational High School in Ciamis. The data were gathered from observations and documents of students' writing. Then, the questionnaires were handed to 10 students who practice peer feedback in the writing class. The results showed that students used two types of feedback. They were direct feedback and indirect feedback. Furthermore, students' perceptions of peer feedback received a positive response and the most of students agreed that the implementation of peer feedback was more beneficial and it helped them improving their writing.
Cultural Content Analysis of English Textbooks for Senior High School Grade XI Plasita Agesti; Etika Rachmawati
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9687

Abstract

To master a language, we must become familiar with its culture as well; for that reason, incorporating cultural content into them is crucial. But, this matter seems to have been neglected by teachers when choosing English textbooks since there are many sources of English textbooks nowadays. Thus, this study aims to determine the types of culture and determine the representation of culture in terms of four senses of culture in Bahasa Inggris XI and Bupena English for SMA/MA Grade XI. The data were collected by using two adapted checklists designed by Najmiatul Fauza (2018) and Ibnu Mustofa (2019). The findings revealed that in Bahasa Inggris XI target culture was presented predominantly and in the other book the most presented type of culture is source culture. This implies that the target culture is more exposed in Bahasa Inggris for Grade XI, whereas the source culture is more exposed in the other book. Regarding the representation of culture in terms of four senses of culture, Bupena English for SMA/MA Grade XI placed a greater emphasis on the representation of pragmatics sense, meanwhile, Bahasa Inggris XI focused more on the sociological sense. Similarly, neither of the English textbooks had any representation of the semantic sense. Finally, English textbooks should give more culturally diverse content at which each type of culture and each type of sense should be equally represented. Students’ awareness of the existence of other cultures will aid them in mastering the language.
The Use of Video as an Authentic Materials in Improving Students’ Writing Skills of Recount Text Dita Anisa Pratiwi; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9683

Abstract

This research was purposed to measure the significant difference on the use of video as an authentic material to improve students’ writing skills and investigate the use of video as authentic material in students’ writing skills on recount text. The present study applied cluster random sampling technique that implemented a mixed-method with the type of true-experimental design. A series of pretest-posttest for the quantitative data and interview for the qualitative data were utilized. The sample of the present study employed 30 students as the experimental and control group. The documentation of students’ tests was used to extract the data. The result showed that there was significant difference in students’ writing skills before and after being taught by means of video as an authentic material.  Meanwhile, the interview showed that students with high, middle and low achiever gave positive responses about using video as an authentic material in improving writing recount text. The study concluded that the use of video as an authentic material has contributed a good impact to students’ writing recount text with high, middle and low achiever, although it did not give significant impact in students’ learning outcomes particularly in writing recount text.
EFL Teacher Trainees’ Experiences of Engaging in Online Classroom Interaction During Covid-19 Pandemic Imannisa Nabilah; Andi Rustandi; Lilies Youlia Friatin
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9688

Abstract

This study aims to analyze the experiences of EFL Teacher trainees’ engaging in online classroom interaction during the Covid-19 pandemic and to find out how EFL teacher trainees perceived the benefits of engaging in online classroom interaction during Covid-19 through reflecting on their experiences. This qualitative case study used the data taken from online classroom observation and semi-structured interviews administered to ten EFL teacher trainees in semester two of English education department in one private university in Ciamis. The data analysis of this study was coding and summarizing. This study produced three main points, namely: Challenges and Opportunities for EFL teacher trainees’ experience in engaging online classroom interaction during the pandemic, the most effective strategies to help EFL teacher trainees engaging online classroom interaction, and how EFL teacher trainees perceive benefits in engaging in online classroom interaction during covid-19 through reflecting on their experiences. Based on the findings, engaging in online classroom interaction in a situation like the Covid-19 pandemic where all classes shifted to online mode is crucial. Being active and initiative to interact with instructors, peers, and content helps the learners engage, enjoy, improve and master English in a fun, effective, and efficient way. This experience has reflected the learners to be more independent, disciplined, and aware of how impactful encouragement, feedback, care, and respect are. Thus, it is recommended for English lecturers to create a classroom situation that makes the learners feel comfortable to initiate an interaction using English and improve the technique in teaching-learning activities.
The Use of Multiple Intelligence Approach in Teaching English for Homeschooling Students Through Meaningful Activities: A Case Study At a Homeschooling in Banjar Rika Ramadha Fashya
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9681

Abstract

This study reported the implementation and perceptions of EFL homeschooling students in activating the Multiple Intelligences strategy through meaningful activities. This study employed qualitative case study at one of the Homeschoolings in Banjar. The data collection included observation and interview. The sampling was selected purposively. They were two homeschooling students in Banjar. The results of this study showed that multiple intelligences approach through meaningful activities resulted in a positive and good response. Students had different bits of intelligence and they could build their multiple intelligences through meaningful activities. The researcher recommends future researchers, who intend the research about the effect of multiple intelligence approaches and the use of meaningful activities to optimize student intelligence, invite more participants such as students in formal schools that always have more students.
An Analysis of Students’ Engagament in Supplemental Blended Learning Activity (A Case Study at an English Club in Tasikmalaya) Firman Maulana
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9684

Abstract

This journal reports the students’ engagement in a supplemental blended learning activity of teaching English writing using WhatsApp Group application. This research was aimed to find out the reason of student engagement in supplemental blended learning activity of teaching English writing. Qualitative research was chosen under the case study approach because this study focused on the detailed description of the study. Three data collection techniques used in this study are observation, questionnaire and student’s journal. Observation was conducted by video recording of the learning activity during the session and transcribed it. Questionnaire was analyzed by generalizing the data through percentage computation, and the students’ journal was analyzed through open ended question. In this regard, the participants in this study were the seventh grade at one of junior high school in West Java. By referring to the observation, the writer concluded about the extent to which the student’s engagement in teaching learning process of blended learning that covered emotional engagement, behavioral engagement, and cognitive engagement. Moreover, most of the students engaged in teaching learning process behaviorally. Then, the questionnaire data shows that the students gave positive responses toward blended learning in teaching activity. Then, the student’s journal showed that student engagement can increase the desire to learn both online and face to face result. Finally, future researchers are recommended to carry out the research with similar topic quantitatively to underpin the finding of this study. Finally, a suggestion is addressed to English teacher and future researcher who intends to investigate student engagement in blended learning, particularly in supplemental blended learning.

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