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<![CDATA[Teacher’s Strategies for Implementing TPACK in Teaching Writing: A Case Study at a Technical Vocational School in Malangbong ]]>
<![CDATA[Yanti, Lisna]]>;
<![CDATA[Said, Iskhak]]>
<![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).v11i2.15554
<![CDATA[This study was designed to find out the EFL Vocational School teacher’s implementation of TPACK and its dominant strategies implemented by EFL Vocational School teachers in teaching writing. This qualitative case study was conducted at a technical vocational school in Malangbong using observation, interviews, and documentation. Research participants were purposively recruited for this study including an English teacher at a technical vocational school in Malangbong. The results of this study showed that teacher has good knowledge about technological advances for teaching writing, especially in the aspects of CK, PK, PCK, TPK, and TPACK. Thus, an EFL teacher must have more concern on developing the TPACK framework of mind. Several problems emerged with its implementation including students' experiences with unsteady internet connections and electrical troubles, such as occasionally occurring in teaching activity that leads to pend or even cancel lessons, and it greatly disrupts the learning process. Concerning the challenges encountered by teachers, schools must always find out ways to solve problems in teaching and understand the concepts of the TPACK framework. Thus, teaching writing using the TPACK framework can be carried out effectively.]]>
<![CDATA[The Implementation Of Song Using Game Media To Improve Vocabulary Teaching In Islamic Senior High School: A Case Study At Islamic Senior High School In Ciamis ]]>
<![CDATA[Chairanie, Dhea]]>;
<![CDATA[Herlina, Rina]]>
<![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).v11i1.13562
<![CDATA[The study also connects the implementation of songs in a game to increase students' English vocabulary mastery skills. The purpose of the present study is to investigate the student’s motivation in learning English vocabulary. Mainly, the study is aimed to find out 1) elements influence students' willingness to listen to songs as a means of learning English; 2) the way the students acquire vocabulary knowledge related to students writing achievement in English subjects; and 3) teacher's opinion about the use of song using game media in the classroom. The study employs the qualitative paradigm with the type of case study at which the data were collected through observation and interviews. The participants of this study are students of class XII (11 students) in an Islamic Senior High School in Ciamis. The results show that there are elements influence students' willingness to listen to songs as a means of learning English such as facilities and infrastructure in schools and subject matter related to the media being taught. Meanwhile, the majority of 9 out of 11 students are correct in writing lyrics with good English vocabulary, with an average of 70% of the total vocabulary of the lyrics that the teacher has played. This means that the students’ vocabulary knowledge can be related to students writing achievement. The result of interview suggests that song using game media is effective in enhancing students’ English language vocabulary and writing abilities. It is to say that students' vocabulary increases after learning English with songs using games as a medium of learning.]]>
<![CDATA[The Content Analysis of Cognitive and Psychomotor Domains in an English Textbook for Senior High School Grade XI ]]>
<![CDATA[Halla, Debi Maulana Ahsan]]>;
<![CDATA[Rustandi, Andi]]>
<![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).v11i2.15471
<![CDATA[This research investigated the evaluation of an English textbook. This research aimed to analyze the relevance between the revised edition of the 2013 Curriculum English textbook “Modul Pembelajaran SMA Bahasa Inggris” for Senior High School grade XI to the Core Competence concerning cognitive and psychomotor domains. This research employed content analysis under descriptive qualitative as the research design. The data of this research was collected from the English textbook “Modul Pembelajaran SMA Bahasa Inggris” for Senior High School grade XI. The collected data was categorized into tables and elaborated into each core Competence, Learning Indicator, and Learning process. The data was analysed using a conclusion drawn and then it was interpreted. The results of this research indicated that the relevance between learning indicators to the Basic competencies is adequately relevant for the Cognitive Domain and slightly relevant for the Psychomotor Domain. Besides, the relevance between learning activity to the Basic competencies is barely relevant for the Cognitive Domain and barely relevant for the Psychomotor Domain. The findings came up with the fact that the English textbook has more emphasis on the cognitive domain than the psychomotor aspect. Thus, the teacher should cover the rest of those aspects in the process of teaching and learning so that the students can achieve the Basic competencies optimally.]]>
<![CDATA[An analysis of students' speaking anxiety in performing impromptu presentation ]]>
<![CDATA[Maulida, Neng Hasna]]>;
<![CDATA[Faridah, Didih]]>;
<![CDATA[Tarwana, Wawan]]>
<![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).v11i1.13554
<![CDATA[This study explores speaking anxiety among students during impromptu presentations. Speaking anxiety, characterized by discomfort and excessive worry, can impact students' well-being and necessitate social support. The research investigates students’ experiences and influencing factors using a qualitative case study approach. Data was collected from 35 tenth-grade students at MAN 1 Garut through questionnaires and interviews. The questionnaire reached 35 participants from class X-4, while interviews involved 4 selected students. Results reveal that most students experience anxiety during impromptu presentations, manifesting as nervousness, mental withdrawal, and fear of making mistakes or negative judgments. To mitigate speaking anxiety, teachers can employ strategies such as improving body language and eye contact. The study emphasizes the importance of teacher support and motivation in helping students overcome anxiety. For students, the findings underscore the commonality of speaking anxiety and the need for more practice and mental health awareness when facing spontaneous presentations. Teachers' sensitivity and patience are key to addressing this issue effectively.]]>
<![CDATA[Total Physical Response (TPR) Method in Teaching English Classroom Interaction for Young Learners ]]>
<![CDATA[Jayanti, Sri]]>;
<![CDATA[Rachmawati, Etika]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17390
<![CDATA[This paper focused on the TPR method as a learning media for English as a foreign language to young learners. This study was designed to investigate the teachers’ experience in using the TPR method as a means of teaching English to young learners. The research design of this study was a narrative inquiry and the participant of this study was an English teacher at one of the non-formal education institutions in Ciamis. The subject of this research were students and an English teacher in non-formal education Ciamis. The data collection included classroom observation and semi-structured interviews. The results of the study found that the TPR method had a positive influence as a means of learning English as a foreign language, particularly when the teacher teaches vocabulary. From the five-question indicators, it can be concluded that the TPR method is also quite effective to be applied as a learning medium for young learners since young learners have a good memory to input the vocabulary that is being taught. Moreover, it is easier for the teacher to provide learning students’ enthusiasm for learning clearly appears that makes the class not boring.]]>
<![CDATA[Exploring How Exposure to Pop Culture English Movies Enriches Vocabulary ]]>
<![CDATA[Alfaiz, Muhammad Keivan]]>;
<![CDATA[Said, Iskhak]]>;
<![CDATA[Irianti, Leni]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17815
<![CDATA[EFL students frequently face challenges in understanding cultural references, idioms, and slang, which can hinder vocabulary acquisition and overall language comprehension. This issue raises important questions about the accessibility and effectiveness of various language learning tools for learners from diverse linguistic and cultural backgrounds. This study explored the impact of using pop culture English movies for vocabulary acquisition among EFL college students. A qualitative case study method was employed, involving 40 participants, with 10 students from each grade level completing a questionnaire and 10 participating in follow-up interviews. Data were collected through Likert-scale questionnaires to explore students’ perceptions and semi-structured interviews to investigate the strategies for learning vocabulary through movies. The results indicated that students generally found movies valuable for vocabulary acquisition, particularly enhancing their listening skills and contextual understanding. Most students reported increased confidence in using new vocabulary learned through movies. They employed various strategies, including note-taking, subtitles, and engaging in peer discussions. However, challenges such as difficulty understanding cultural references and the fast pace of dialogues were significant obstacles. Despite these, many students preferred learning vocabulary through movies over traditional classroom methods. The study concluded that pop culture English movies can be an effective tool for vocabulary acquisition, provided that students are guided in using appropriate learning strategies. Future research should focus on the long-term impact of movie-based learning on vocabulary retention and the potential benefits of different movie genres for language learning.]]>
<![CDATA[Integrating Peer Feedback and Digital Flashcards in Writing Recount Text at Junior High School: A Case Study ]]>
<![CDATA[Rahayu, Ayu Puji]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Sugiarto, Bambang Ruby]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17608
<![CDATA[While peer feedback has increased exponentially in recent decades, especially in English as foreign language writing classes, little attention has been paid to 1) framing peer feedback as part of multiple frames of written class; and 2) processed learning behaviors while emerging picture-based as visual assistance into account for young EFL learners in high school. It picked the interest of the writer to conduct a study to investigate the use of peer feedback and digital flashcards in teaching writing recount text. This study aims 1) to figure out the teacher’s steps in integrating peer feedback and digital flashcards in teaching writing recount text; and 2) to find out how students experienced it in the class. This study employed a qualitative method with a case study design and data were collected through observation, interview, and students’ documents of recount text. Observation data was analyzed using thematic analysis; interview result was transcribed reduced, categorized and interpreted; and students’ document recount text were analyzed to confirm the generic structure of recount text. The participants were the English teacher and 20 students experienced in learning writing recount text by integrating peer feedback and digital flashcards. The findings revealed that the English teacher integrated peer feedback and digital flashcards in teaching recount text in the eighth grade at an Integrated Islamic Junior High School in Pangandaran. The findings also showed that students felt peer feedback and digital flashcards positively affected their motivation to write recount text and improve their writing skills, especially writing recount text. Based on the findings, it was established that peer feedback and digital flashcards can be used as a teaching method to motivate students in writing recount text. In addition, it was a beneficial framework to stimulate them to produce better text easier and more engaging way. The writer suggests further research to examine the related topic on other aspects of English at different levels and with different numbers of participants.]]>
<![CDATA[EFL Students’ Perceptions on the Use of Quillbot Paraphrasing Tool in Essay Writing ]]>
<![CDATA[Nuraeni, Ayu]]>;
<![CDATA[Febriani, R. Bunga]]>;
<![CDATA[Rustandi, Andi]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17817
<![CDATA[This research discusses about EFL Students’ Perceptions On The Use Of Quillbot Paraphrasing Tool In Essay Writing. The objective of this study was aimed to elaborate on how EFL students implement the QuillBot Paraphrasing Tool in essay writing and EFL students perceive of use the QuillBot Paraphrasing Tool in essay writing. This study used a descriptive qualitative method, involved 25 students’ of English Education who used QuillBot Paraphrasing Tool In Essay Writing. Brief rating scales questionnaires were used to gather the data. The results showed that students responded positively to the use of the QuiillBot Paraphrasing Tool In Essay Writing. Most students agree that using QuillBot makes the process of paraphrasing in writing easier and more efficient. QuillBot can help students paraphrase and avoid plagiarism in their writing. While this tool is powerful, Quillbot may be a useful tool for EFL students, but it's important to remember that it shouldn't be overly relied on. Students should continue to concentrate on improving their paraphrasing skills while using Quillbot to complement their endeavors and students should use it wisely. The researcher suggests that future researchers are expected to be able to examine more sources and references related to paraphrasing using QuillBot.]]>
<![CDATA[An Analysis of Teacher and Students’ Talk in their Online Public Speaking Class Interaction Via Zoom Cloud Meeting (Qualitative Research) ]]>
<![CDATA[Nurfitriani, Ine]]>;
<![CDATA[Faridah, Didih]]>;
<![CDATA[Rohayati, Dedeh]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.17393
<![CDATA[The phenomena of Covid-19 challenges the government in carrying out the classroom activity; for this reason, the government issued a policy to change studying activities which are commonly achieved in the classroom into studying from home throughout the Covid-19. This research discusses teacher and students’ talk in their online public speaking class interaction via zoom cloud meeting. The purpose of this study was aimed to find out the types of teachers and students chatting in their online interaction via zoom cloud meetings, the types of classroom interaction in public speaking class via zoom cloud meetings, and to find out students’ perceptions toward their teacher talk through zoom cloud meeting. The present study used a qualitative paradigm with the type of intrinsic case study. Thirteen students from a 2C public speaking class in an English education program, and an English lecturer participated in this research. The data taken from observation aims to find out types of teacher and students talk in public speaking class via zoom cloud meeting, and types of classroom interaction in public speaking class. Meanwhile, a set of questionnaires was employed to collect data about the students’ perceptions toward their teacher talk through zoom cloud meeting. The data from observation were proceeded by means of FLINT System to interpret teacher and students' talk; regarding the type of classroom interaction was adapted from Malamah-Thomas (1987 as cited in Alifea Asanuary Sharliz, 2017). The questionnaire data were analyzed using the Likert Scale measurement. The findings revealed that the types of teachers and student talk and the types of classroom interaction that occurred in class 2C were dominated by the teacher talk. Although students prefer to talk a lot in class, the results of this study indicated that the teacher talks more in class. The researcher suggests for the public speaking teacher to make changes in classroom activity for the coming semester, i.e., the teacher facilitates students to talk a lot during the process of teaching and learning.]]>
<![CDATA[The Use of Youtube Podcast to Improve Student Speaking Skills ]]>
<![CDATA[Sudrajat, Awal Muhammad Nur]]>;
<![CDATA[Febriani, R. Bunga]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v12i1.14878
<![CDATA[This study aims to improve students' speaking skills by using YouTube podcasts and students' perceptions of the use of YouTube podcasts in speaking skills. In conducting this research, the author used a case study to collect data from the participants. The participants were an English teacher and twenty eleventh-grade students at a boarding school in Tasikmalaya. There were two instruments used by the author in conducting this research, namely observation and interviews. The results of this study showed a positive perception through the strategies used by the teacher and helped the students in increasing their confidence in practicing speaking. Based on the research findings, it is suggested that teachers can use YouTube podcasts to improve speaking skills for senior high school students. Moreover, this strategy not only improves students' speaking skills but also students' knowledge and imagination through YouTube podcasts and interaction strategies in the classroom. In addition, this study also suggests that English teachers use YouTube podcasts as a strategy to improve students' speaking skills. In addition, the students felt that learning by using YouTube podcasts can help them to improve their speaking skills. In addition, it makes them more motivated and enjoy learning in class. For future researchers, this study provides a wide opportunity to make more perfect research in the same field with different interests.]]>
