Articles
174 Documents
<![CDATA[EFL Teacher’s Strategies in Preparing Classroom Activity for Vocational High School Students ]]>
<![CDATA[Fauzi Ardiansyah]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v10i1.9680
<![CDATA[The research reported on teachers’ strategies in preparing classroom activities for vocational high school students. It was obvious that vocational school prepares students to work in particular industries. Thus, the teacher can provide classroom activities that were able to increase the student’s skills. A case study methodology was employed in this research and the data were obtained from classroom observation and non-structured interviews. The topic of this research is an English teacher at a vocational high school. The result found that the teacher prepared the learning materials based on the major that the student had taken and provided the classroom activity that adjusted to the student’s skill program. However, the study also showed that many students still seemed unmotivated and less focused. The teacher explained that it could be the students' less vocabulary mastery that made them hard to pay attention to the learning activity. The findings concluded that (1) the teacher can provide effective classroom activities even though it is still hard to manage the students, and (2) the teacher has provided the classroom activities based on the student’s needs, backgrounds, and skills.]]>
<![CDATA[Using E-Book Readers to Foster EFL Students’ Multi-Literacies (A Case Study at a Vocational High School in Ciamis) ]]>
<![CDATA[Melinda Wulandari]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v10i1.9685
<![CDATA[This paper reports on the implementation of E-book Readers as a media to foster EFL students’ multi-literacies in one of vocational high school in Ciamis. This research is aimed at discovering how E-book Readers can foster EFL students’ multi-literacies, discovering kind of multi-literacy which will be indicated by students, and finding out students’ responses on E-book Readers. This research employed a case study with one class of the eleventh grade as research participant. This study also used observation, interview, and questionnaire to access the data. Those data from interview and classroom observation were analyzed by transcribing the data, while the questionnaires were analyzed by using percentage calculation. The findings of this research revealed the implementation of E-book Readers as a media in English learning process in the classroom. E-book Readers as a media to be applied in learning process can involve students in various kinds of literacy. Students can search their material and knowledge using E-book Readers. Students can also foster multi-literacies just only by using E-book Readers. The process of those learning activities enables students to be active in learning. The questionnaire results also revealed that most of students gave positive response on the use E-book Readers by the teacher in learning English. Some suggestions were presented for those who might benefit from this study. There is the advantage for the teacher who teaches English and also for the students who study English, E-book Readers can be helpful for them when they are used in teaching and learning process. Further researchers are suggested to search for more references about the media of E-book Readers. They are also suggested to carry out further research through E-book Readers media on the result of learning, in order to manifest national education goal.]]>
<![CDATA[Students’ Experiences on Learning Listening Through Youtube Media ]]>
<![CDATA[Afrizal Afrizal]]>;
<![CDATA[Rina Herlina]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v10i1.9682
<![CDATA[YouTube has become a fabulous learning medium for teachers to enhance students’ language abilities and to boost students’ listening skills. But, for some students, learning listening through YouTube is their first experience, mainly 7th-grade students in junior high school. It picked the interest of the researcher’s present study to explore the student’s experiences of learning listening through YouTube using a phenomenological design at one of the junior high schools in Karangpucung, Cilacap, Central Java. The data were obtained from observation and close-ended questionnaires to 32 EFL students who have experienced learning listening using YouTube in listening class. The findings showed that learning listening using YouTube in class is not hard to understand for students and it makes them feel more eager, joyful, and enthusiastic. Furthermore, students became more self-confident to communicate in English after learning listening through Youtube.]]>
<![CDATA[Students’ Perceptions on Characteristics of Attributes of an Effective EFL Teacher (A Survey Study at a Multimedia Class of a Vocational High School in Ciamis) ]]>
<![CDATA[Roni Sujana]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v10i1.9686
<![CDATA[This study revealed students’ perceptions on characteristics of attributes of an effective EFL teacher at a multimedia class of a vocational high school in Ciamis/ Indonesia in academic year of 2020-2021. The purposes were to figure out the students’ perceptions on characteristics among attributes of an effective EFL teacher at a vocational high school and to figure out the dominant characteristics among attributes of an effective EFL teacher at a vocational high school based on students’ perceptions. A survey study was used as a research design; and thus 25 students at class XI- Multimedia were selected as the participants. The questionnaires and the interview were used to collect the data. Triangulation analysis was used by the writer to triangulate the results of the questionnaires and the interview. The findings showed that the students perceived their teacher had five attributes of characteristics on effective EFL teacher. Those five attributes of characteristics were rapport, delivery, fairness, knowledge and credibility, as well as organization and preparation. The findings also showed that those attributes were the dominant characteristics among attributes of an effective EFL teacher at a vocational high school based on students’ perceptions. However, there was not dominant attribute of effective EFL teacher on organization and preparation characteristics. The conclusion indicated that an effective EFL teacher must have five attributes of characteristics. It also pointed out that those five attributes of characteristics were dominant characteristics of effective EFL teacher at vocational high school emerged based on students’ perceptions. It is suggested for the next researchers to apply performance assessment to measure the students’ improvements on English abilities, achievement, and academic performance.]]>
<![CDATA[Teacher’s Verbal and Nonverbal Communication on Students’ Motivation in Learning English ]]>
<![CDATA[Sophia, Luci]]>;
<![CDATA[Rustandi, Andi]]>;
<![CDATA[Sugiarto, Bambang Ruby]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v11i2.15562
<![CDATA[This study focuses on the teacher's verbal and nonverbal communication as well as the student's motivation in EFL classes. The goals of this study were to (1) assess the types of verbal and nonverbal communication used by teachers in EFL classrooms and (2) investigate how verbal and nonverbal communication influences students' motivation. The descriptive-qualitative method was utilized in this study. The research subjects were a teacher and 4 students selected from two classes in tenth-grade at MAN 3 Tasikmalaya. Data were gathered through observation (video recording) and interviews. The findings of this study revealed that the verbal type of FIACS and Schmitz has been fulfilled. There are the seven types of teacher verbal communication used in the classroom by the teacher. However, the researcher discovered that the most dominant type of teacher verbal communication is asking question in this study. In addition, the researcher engages in fourth sorts of nonverbal communication. Regarding the teacher's nonverbal communication, the researcher discovered that the most dominant type is kinesics such us body movement and gestures in this study. The findings also revealed that the teacher's verbal and nonverbal communication had a beneficial impact on their motivation to learn English. Positive effects include a sense of caring, a better understanding, a sensation of pleasure or comfort, an eagerness to learn, a sense of being appreciated and respected, as well as a sense of respect.]]>
<![CDATA[Padlet as Learning Media to Improve Students’ Writing Skills: EFL Teacher’s and Students’ Perspective ]]>
<![CDATA[Novianto, Ahmad]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Faridah, Didih]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v11i1.13563
<![CDATA[This study was designed to find out if there are significant differences in writing skills between students who are taught by means of Padlet and those who are not, and to find out the teacher’s and students’ perceptions of the implementation of Padlet in teaching writing. This mixed method study used quantitative data completed with a quasi-experimental pre-test and post-test control group design, and with a semi-structured interview for the qualitative data. The study engaged 20 students as the experimental and control group. Based on the statistical data, after the teacher's treatment using Padlet on students' writing recount text, the t-observed value was higher than the t- table value. Thus, the null hypothesis (H0) was rejected and the alternative hypothesis (HI) was accepted. So, Padlet in the class on writing recount text reveals that there are differences in the improvement of students' abilities. Furthermore, the perceptions of teachers and students from the results of both interviews are of the notion that Padlet can improve writing skills, particularly in writing recount text. The finding showed that Padlet is effective as a media to improve students' writing skills. Some recommendations are addressed, particularly for the teacher and future research. Teachers are recommended to use the Padlet application as a media in teaching writing recount text and as one of the effective technology media. Since the present study only focus on mean differences in student improvement, the next researcher are expected to find out the significance of changes or differences in student achievement.]]>
<![CDATA[The Impact of Repetitive Methods to Enhance Students' Pronunciation in The Post-Pandemic ]]>
<![CDATA[Djuhari, Asy Rahmania]]>;
<![CDATA[Faridah, Didih]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v11i2.15476
<![CDATA[The obstacles that students face when learning pronunciation in the post-pandemic becomes the topic of the present study. This study aims to explore the impact of repetitive methods on the pronunciation phenomenon that affects high school students to address this issue. The present study used a qualitative case study. To gather the data, first, a questionnaire was administered to 23 students of the tenth grade from one of the Islamic Senior High School in Ciamis. Then, interview was conducted to an English teacher and three students as representatives of three pronunciation levels. To address the problem, the purpose of this study is to investigate the impact of repetitive methods on the pronunciation phenomenon that appears in Islamic Senior High School students. This study explores the obstacles encountered, the possible causes of the obstacles, the state of English-speaking ability, and the use of repetitive methods in pronunciation learning based on the perspectives of students and the teacher. The findings of the study showed a significant positive impact experienced by students from the use of repetitive methods as seen from several statements, namely increased confidence, fluency, and memory related to the pronunciation they learned during the post-pandemic. In addition, this study provides new insights into the use of repetitive methods as a powerful method in improving students' English-speaking ability.]]>
<![CDATA[The use of wordless picture book to stimulate EFL students’ oral descriptive text production in speaking class: a case study at junior high school in Ciamis ]]>
<![CDATA[Fadilah, Muhamad Rizky]]>;
<![CDATA[Said, Iskhak]]>;
<![CDATA[Febriani, R. Bunga]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v11i1.13555
<![CDATA[This research discusses the use of Wordless Picture Books to stimulate EFL students’ oral descriptive text production in speaking class. Particularly, the purpose of this study was to find out students' perceptions of using Wordless Picture Books to stimulate EFL students’ oral descriptive text production in speaking class. This qualitative case study was conducted in one of the Junior high schools in Ciamis, involving 15 students. Likert scale questionnaires were used to gather the data. The results of this study showed that students responded positively to the use of Wordless Picture Books to stimulate their oral descriptive text. Most of them agree that a Wordless Picture Book for learning descriptive text makes the process more enjoyable, easy, and fascinating. Wordless Picture Books can help students relax, confident and reduce anxiety. For the other researchers, it is suggested to conduct research concerning the implementation of using Wordless Picture Books in teaching other skills, such as teaching writing, teaching reading, etc. In addition, it is recommended that further research concern the use of Wordless Picture Book in descriptive text, by different approach, skills, and ways which was used in the present study.]]>
<![CDATA[Investigating the Effects of Using Google Classroom on the Student’s Engagement in Writing Instruction During Covid-19 Outbreak ]]>
<![CDATA[Annisa, Nova Nurul]]>;
<![CDATA[Friatin, Lilies Yulia]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v11i2.15563
<![CDATA[English is a foreign language that has been taught from elementary school to tertiary level. The aim of teaching English in junior high school is to help recognizing word structures well. The present study were focused on 1) examining the student’s engagement in the online classroom during a pandemic situation and more specifically on descriptive text lessons; 2) investigating how teachers use Google Classroom in teaching and how the students learning activity use Google Classroom as an online platform. This study aimed to investigate the effect of using Google Classroom on student engagement in learning during this pandemic. The participant in this study is one English teacher and thirty students in one of junior high schools in Ciamis. This research approach is qualitative with the type of case study. The present study employs observation and in-depth interviews to collect the data. This study used a qualitative descriptive analysis methodology consisting of data reduction, data display, conclusion, and verification. Completed data is obtained by the data collection process then the data must be analysed and interpreted. Based on the research that has been done, the effect of using Google Classroom in this junior high school is not too influential on the learning process. The reason is that many students cannot access the internet because of the network conditions where they live. So, the English teachers use other learning apps as a tool to help the teaching and learning process of their students so that they can continue to follow the lesson.]]>
<![CDATA[An Analysis Of 21st Century EFL Teachers’ Pedagogical Competence Regarding The Digital Era ]]>
<![CDATA[Meifauziah, Ulfatunisa]]>;
<![CDATA[Said, Ishak]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25157/(jeep).v11i1.13564
<![CDATA[Teachers and students in the 21st century must be able to communicate, to adapt, and to keep up with the digital technology which characterized by the development of technology. It is inevitable that a teacher must be able to have a continual improvement in learning methods. This study aimed to analyze the 21st-century EFL teachers’ pedagogical competence regarding digital era. In particular, the study is aimed to find out 1) EFL Teachers’ perspective toward 21st-century teaching competence; and 2) the way the EFL teachers develop their 21st-century teachers’ pedagogical competence regarding the digital era. This research uses a qualitative case study design which was conducted in a school at Malangbong. The participants of this study were EFL Teachers 10 at a school in Malangbong who were chosen by using the convenience sampling technique. To collect the data, the researcher combined the data obtained using an open-ended questionnaire and interview. The result of this study showed that the pedagogic competence of 21st-century teachers is very much needed because 21stcentury pedagogic competence is very beneficial for teachers and students. Teachers can be more creative in facilitating learning in this era because the 21st century is certainly related to technology and of course with the increasing pedagogic competence in the 21st century. Therefore, teachers must become facilitators and an inspiring teacher for students to maintain a positive classroom atmosphere.]]>
