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<![CDATA[Fostering Students’ Listening Skills Through Youtube Videos Integrated with Edpuzzle Online Platform ]]>
<![CDATA[Margawidjaya, Dwiseptiani]]>;
<![CDATA[Herlina, Rina]]>;
<![CDATA[Irianti, Leni]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i2.15477
<![CDATA[The aim of this study is to determine the goodness of using YouTube videos integrated with the EdPuzzle online platform on students' listening skills and students' perceptions on the use of the EdPuzzle online platform. The researcher applies a mixed-methods design, with the type of an embedded design. Regarding the quantitative paradigm, quasi-experimental one-group pre-test and post-test was employed. The subject of the research consisted of thirteen students sitting in the eleventh grade who were taken using a random sampling technique. The instruments to collect the data were tests and questionnaires. Data were collected by giving a pre-test followed by giving one treatment to thirteen vocational students after that the students were given a post-test and a questionnaire. The post-test which has a higher score than the pre-test proves the effectiveness of YouTube videos integrated with EdPuzzle as a medium to increase students’ listening skills. It is obvious that the use of YouTube videos integrated with EdPuzzle in teaching listening has a significant and effective impact on increasing students' listening skills. The result showed that the hypothesis is accepted in that there is the significant difference found in students' listening skills prior to and after being taught through YouTube videos that are integrated with the EdPuzzle online platform. In conclusion, the result of data analysis indicated quite clearly that the use of YouTube videos integrated with the EdPuzzle online platform is effective in increasing students' listening skills.]]>
<![CDATA[The Effectiveness Of Ted Short Video In Improving EYL Speaking Skills ]]>
<![CDATA[Suwandhi, Aldi Adam]]>;
<![CDATA[Rachmaawati, Etika]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i1.13560
<![CDATA[The study concerned with the effectiveness of TED short video in improving EYL speaking skills. The purposes were to find out whether the use of TED short videos improved students’ speaking skills for learning purposes and to figure out whether the use of TED videos could eliminate students’ fears when speaking in class. A mixed-method study was used as a research design that combined a pre-experimental design and a descriptive study. This study involved the seventh-grade students of a Junior High School in Ciamis in the academic year 2023/2024. Two instruments in the form of the speaking test and the questionnaires were administered to the students. An inferential analysis was used to analyze the speaking test while an exploratory data analysis was used to analyze the questionnaires. The findings indicated that the application of TED short video helps enhancing EYL speaking skills in the seventh grade of a Junior High School in Ciamis. In other words, it could improve students’ speaking skills for learning purposes. The findings also indicated that the use of TED short videos could eliminate students’ fears when speaking in class because it was easy, fun, enjoyable, and good for learning to speak. Other reasons, it could also increase their confidence to use English after participating in speaking class. Therefore, the teachers are suggested to get alternative teaching media in teaching speaking by using TED short videos. Besides that, it is recommended that students use TED short videos to improve their speaking performance. It is suggested for other researchers to get some advantages of this study because it can be used as a reference source for the same topic.]]>
<![CDATA[Utilizing Quizzes on the Duolingo to Promote Students Vocabulary Mastery ]]>
<![CDATA[Rahma, Tanjila]]>;
<![CDATA[Irianti, Leni]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i2.15564
<![CDATA[This research aims to find out the effectiveness of Duolingo games to help students' vocabulary mastery and describe students' perceptions of learning English using the Duolingo application. One of problems found in learning English is a lack of vocabulary that can make it difficult for students to understand texts, speak, listen, and write effectively. Limited student emphasis on acquiring vocabulary in class. In addition, schools that still use conventional learning methods make students bored. This research was conducted using qualitative methods using questionnaires and interviews to determine student perceptions. This research was conducted in one of Islamic senior High School in Tasikmalaya involving 33 students from class X participants. The results of this study indicate that students give a positive perception about the Duolingo application because most students (79%) agree more with learning English vocabulary using the Duolingo application as a medium of learning vocabulary. Apart from it, there are several advantages that can be drawn from using the Duolingo application as a medium for learning English vocabulary: 1) the Duolingo application make the students easy to understand the material; 2) the Duolingo application made the students more enthusiastic in learning English vocabulary; 3) the Duolingo application can eliminate boredom in learning; and 4) the Duolingo application encourage the students for generating new idea in learning.]]>
<![CDATA[Kahoot Application As A Formative Evaluation Media In Students’ Comprehension Of The Aspect Of Writing Narrative Text In Online Class (Qualitative Case Study At One Of Senior High School) ]]>
<![CDATA[Mawardi, Luthfia Nurul Mawaddah]]>;
<![CDATA[Rustandi, Andi]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i1.13566
<![CDATA[This article figures out the ways of applying Kahoot as a formative evaluation media in students' comprehension of the aspect of writing narrative text in an online class; and investigates the perceptions of the teacher of using Kahoot as a formative evaluation media in students' comprehension of the aspect of writing narrative text in an online class. The study applied a qualitative research design, employing the case study characteristics. The data were attained from some sources, including classroom observation and interviews. Classroom observation was conducted to 11 MIPA and the interview was administered to an English teacher. The findings revealed that implementing Kahoot in the process of evaluation can increase the student's achievement; so that student's comprehension of the narrative text can be improved. The teacher perceives that Kahoot helped carrying out the formative evaluation process in the online classroom because the teacher can easily see the level of students' understanding of aspects of writing narrative text. However, the evaluation process is hampered by unstable internet connections. The finding of this research recommended English teachers to apply technology, in particular, Kahoot, that can make the learning and evaluation process in online classes easier and more fun. Also, Kahoot helps students practicing and increasing their understanding towards the delivered materials.]]>
<![CDATA[Teacher Experience of Using Podcast As Media In Teaching EFL Students' Listening Skills: A Narrative Inquiry In A Private Islamic Senior High School In Ciamis ]]>
<![CDATA[Dewisejati, Lovian Puspita]]>;
<![CDATA[Friatin, Lilies Youlia]]>;
<![CDATA[Rohayati, Dedeh]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i1.13552
<![CDATA[This study discusses teacher’s experience of using podcasts to teach listening. A qualitative method with the type of narrative inquiry approach has been used in this research. Researchers used interviews to answer research objectives. An interview was conducted with a teacher using a semi-structured interview technique. The results of this study show that podcasts are comfortable media that are used anywhere in class or outside of class. Podcasts have the potential to be a good media for listening teaching strategy because it is easy to use. Also, it helps teachers to get available teaching material resources and transcripts while listening to native speakers which makes teaching more fun, and thereby it supports the listening and teaching-learning process. Podcasts are used effectively for teaching so that they have a positive impact on EFL students after teaching using podcasts is implemented. Students become confident and more sensitive to what is heard, and students' abilities improve, develop, and are stimulated when listening to native speakers. Podcasts are digital recording media that are distributed by the internet supply which is part of MALL language learning that allows users to study independently anywhere without time and place restrictions. MALL is a mobile-assisted language learning practiced by developing the use of technology to guide students and to benefit from the use of technology. Researchers also found the challenges of teaching students at the first time they used a podcast as well as the difficulties in teaching during the pandemic era. This study also provides suggestions for future researchers who have the same topic in more broadened insight.]]>
<![CDATA[Teacher Barriers in Utilizing Google Meet in Speaking Class ]]>
<![CDATA[Inayatillah, Iin]]>;
<![CDATA[Rachmawati, Etika]]>;
<![CDATA[Tarwana, Wawan]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i2.15550
<![CDATA[E-learning developments are almost relevant with the use of current famous learning technology like Google Meet which can be recommended to build communication between teachers and students. This research was carried out to find out how the teacher utilizes Google Meet and reveals the teacher’s barriers to practicing Google Meet in speaking class. This research adopted a qualitative case study and with online classroom observation and semi-structured interviews as the instruments of the study. Research participants embraced in this research were an English teacher and fifteen students of class 1B in the first semester of an English education department at a University in Ciamis. In processing the data of online classroom observation, the researcher classified and interpreted the classroom observation data. Then, the interview data were transcribed, translated it into English, analyzed, interpreted, and concluded. The findings showed that there were three key elements of the present research. First, Google Meet is beneficial in online learning. Second, Google Meet provided several advanced features that were simple to use. Third, the teacher had some troubles in using Google Meet including bad internet connection, student’ gadget error, and students’ distracted in learning.]]>
<![CDATA[The Use Of Youtube Vlogs In Learning Speaking To Perform Descriptive Text ]]>
<![CDATA[Fadillah, Ahmad]]>;
<![CDATA[Herlina, Rina]]>;
<![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 ]]>
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DOI: 10.25157/(jeep).v11i1.13561
<![CDATA[The development of computer and internet technology has greatly contributed to language learning. YouTube vlogging is a popular and influential medium for students, giving them a chance to express themselves, enhance their language abilities, and discover new talents YouTube vlog was one of the methods that could motivate students to learn more about English speaking skills. For students, they use social media in various situations in their daily activities. This study aims to find out students’ experiences and perceptions of speaking learning through YouTube Vlog. The data of this qualitative case study was collected through questionnaires and interviews Twenty (20) students of one of the Senior High schools in Ciamis were employed. The researcher used triangulation to analyze the data. The result, gathered from an interview and questionnaire, demonstrates that students strongly favor personal YouTube Vlogs as a means of self-expression and sharing experiences. A highly positive student respond to learning speaking through YouTube Vlogs because it fosters enthusiasm, motivation, and comfort in descriptive text performance.]]>
<![CDATA[Teachers’ Challenges in Optimizing Students’ Speaking Skills by Using Flipped Classroom ]]>
<![CDATA[Sutrisno, Trisno]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Irianti, Leni]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i2.15566
<![CDATA[The majority of people are concentrating on using technology for many things, including communication. Technology significantly affects learning outcomes in educational environments. It depends on the teacher's technological know-how and competence. With technology, it might be simpler to decide whether a teacher should join the class in person or virtually. Delivering lectures with a creative and engaging design is a wonderful way to get students excited. The flipped classroom is a new paradigm in learning that has been utilized by teachers. In this approach, the teacher can present the lectures online and then discuss them offline during the following meeting. Since the pandemic had nearly coming to an end and teachers should be able to switch between online classes and offline classes, flipped classrooms have grown in popularity. This research is a narrative study that aims to identify the teachers' challenges in optimizing students' speaking skills by using flipped classroom. Speaking has a crucial part in determining a student's success in language learning. In order to confirm the beneficial effects of flipped classroom in speaking classes, the present research aims to elaborate teachers' perceptions in improving students' speaking skills through flipped classroom. The participants in this study were 4 English teachers from two senior high schools in East Priangan, West Java. The research employed a qualitative approach to gather data, by using a diary and an interview. The diary includes a few questions on their experiences with the flipped classroom implementation process, and the interview covers the challenges, strategies, and perspectives faced by doing so in order to improve students' speaking abilities. The results of this study proved that employing flipped classrooms made teachers feel more supported and students' speaking abilities increased. Additionally, flipped classrooms have a beneficial effect on learning activity because they may foster active learning.]]>
<![CDATA[Enriching Students’ Vocabulary through Quizlet in Reading Class ]]>
<![CDATA[Pitriani, Pitriani]]>;
<![CDATA[Friatin, Lilies Youlia]]>;
<![CDATA[Irianti, Leni]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i2.15453
<![CDATA[This study explored teaching media “Quizlet” to enrich students’ vocabulary in reading class. This study aimed to analyze the students’ perceptions on the use of Quizlet as teaching media in reading class. This qualitative case study research was conducted in one of an Islamic Senior High School in Ciamis. This study involved a tenth- grade consisted of seventeen students which were chosen purposively as the sample of the study. The data were collected by using questionnaire. The results of this study indicate that students have positive perceptions about using Quizlet as a learning media to enrich their vocabulary. Students agreed that the Quizlet application motivated them to learn English vocabulary and improved their learning performance. It can be concluded that the Quizlet application is considered as a useful and fun learning media to enrich students' vocabulary. Furthermore, the researcher recommends that further researchers investigate the use of Quizlet at various levels of education to get more in- depth and specific results regarding the use of Quizlet media in learning vocabulary.]]>
<![CDATA[The use of BBC English Quizzes Application to enhance EFL students’ motivation in listening (A case study at an English course in Banjar) ]]>
<![CDATA[Alzahara, Daragita]]>;
<![CDATA[Herlina, Rina]]>;
<![CDATA[Irianti, Leni]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v11i1.13553
<![CDATA[This study investigated the use of BBC English quizzes application that can help students' learning processes at which researchers pay attention to the lack of motivation of students in learning listening. This research aimed to investigate the implementation and students' perceptions of the use of BBC English quizzes application to enhance students' listening skills. This research used a case study employing questionnaires and interviews in the process of collecting data. The participants in this study were selected purposively, namely, students who studied at one of the English courses in Banjar. This research received a positive and effective response at which students feel happier and enthusiastic about learning and listening by using the BBC English quizzes application. The researcher suggests that future researchers who want to know more about the use of the quizzes application to enhance students' motivation in listening skills, should add more students for participants in formal school because they are more numerous.]]>
