cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dedeh Rohayati
Contact Email
rohayatidedeh@rocketmail.com
Phone
+6285223936103
Journal Mail Official
rohayatidedeh@rocketmail.com
Editorial Address
Jl. R.E. Martadinata No. 150, Ciamis 46251
Location
Kab. ciamis,
Jawa barat
INDONESIA
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
 14   15   16   17   18 
Enhancing Student’s Persuasive Writing Achievement Using Internet Meme Pictures Jihad, Naufal Ibnu; Rustandi, Andi; Tarwana, Wawan
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17432

Abstract

The purpose of this study was to investigate whether or not: (1) there was a significant difference in Persuasive Writing achievement among the eleven grade students of one high school in Calipari Cilacap, Central Java was taught by using internet meme pictures and (2) there was no significant difference in Persuasive Writing achievement between the students who were treated using internet meme pictures and those who were not. There were 40 students of XI MIPA 1 and XI MIPA 2 as the sample of this study. In data collection, each group was treated with a pre-test and post-test of writing. The data were processed using Paired Sample t-test and Independent Sample t-test in SPSS version 35. The results of Paired Sample t-test revealed that there was a significant difference in Persuasive Writing achievement before and after students were taught using the internet Meme Pictures. The result from the dependent Sample t-test of the post-test in both experimental and control groups revealed that there was a significant difference in Persuasive Writing achievement between the students who were treated using Internet Meme Picture and those who were not as the P-value both of Paired Sample t-test and Independent Sample t-test results were lower than 0.05 (0.000 < .05).
Teachers’ Strategies in Maintaining Classroom Interactions in Reading Classroom Through the Online Classroom During a Pandemic Agustina, Erika; Herlina, Rina
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17576

Abstract

This study focused on maintaining classroom interaction in teaching reading through an online classroom. Furthermore, this study is designed to investigate teachers ' experience of maintaining an interactive classroom interaction while teaching reading in an online classroom and also to find out the challenges the teachers encountered and solution to those challenges. The researcher employed a qualitative approach under a narrative inquiry to obtain the data and answer the research questions. The researcher used narrative data analysis that engages transcribing and coding stories. The researcher interpreted, coded, and summarized the gathered data from the semi-structural interview. The result showed that teachers maintained their interactive classroom interactions by adjusting lesson plans and implementing synchronous and asynchronous interactions. Most teachers utilize Google Meet, Zoom, Google Classroom, WhatsApp, and Google Forms as medias for teacher-student interaction during learning sessions. Almost all teacher encounter various challenges when it deals with teaching reading to students online. The major challenge that teachers have during teaching reading online is technical problem and students' attention spans. The strategy to overcome challenges in maintaining classroom interaction is to give more focus on and to communicate effectively with students' parents and the homeroom teacher. The researcher also suggests further researchers investigate teachers’ teaching methodology in online teaching reading.
Male-female young learners' perspective on the use of crossword puzzle aids to enrich their vocabulary Berliana, Nina; Friatin, Lilies Youlia; Said, Iskhak
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17392

Abstract

Vocabulary is very essential in communication, but the fact indicates that lack of vocabulary still hampers the effective communication. This paper investigates the perspective of young female and male learners on the application of Crossword puzzle aids to enrich their vocabulary. The goal of this study is to find out male and female young learners’ perspectives on the use of crossword puzzle aids to enrich their vocabulary. The research design of this current study uses the type of case study so that twenty-one students from grade seven in a Junior High School in Ciamis were involved. The data come from a questionnaire which deals with the perspective of young female and male learners on the application of Crossword puzzle aids to increase their vocabulary. The close-ended questionnaire data are then analyzed and proceeded. The result shows that the young female and male learners perceive the application of Crossword puzzle as the aids to enrich their vocabulary. In learning, vocabulary can enrich their vocabulary with different skills based on gender because gender differences can influence young and female learners to increase their vocabulary skills. Besides that, Crossword puzzle aids are interesting, gives many opportunities, and helps male and female learners to receive and understand the vocabulary more easily. Further, using crossword puzzles aids learning vocabulary and can increase the achievement of male and female young learners. Also, it makes change towards the situations such as playing games when learning vocabulary process.
Enhancing Students’ Pronunciation Mastery Through Drama Technique in EFL Classroom at Islamic High School in Tasikmalaya Suhada, Karina; Friatin, Lilies Youlia; Herlina, Rina
Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i1.17610

Abstract

The fluency of pronunciation is influenced by how often the students say the words, so the more they speak, the better the pronunciation will be. To improve students' pronunciation abilities in learning English, appropriate techniques are needed. This research was conducted to find out drama techniques implemented to enhance students' pronunciation mastery of the EFL class in one Islamic Senior High School Tasikmalaya, and to learn about the challenges and opportunities during drama techniques implemented to improve their pronunciation mastery. This research used qualitative paradigm with the type of descriptive approach. The research subjects were typically students of 10th-grade in EFL classes who implemented drama techniques. There are five students and two teachers who were interviewed. The implementation of drama techniques in learning English in EFl classes to improve students' pronunciation is played in the classroom during learning hours and also outside of learning. In applying this drama technique, there are several steps taken by students and teachers in learning, namely determining the topic of the drama, compiling a drama script, dividing roles, practicing dialogue and performing the drama. There are five supporting factors in applying drama techniques to improve students' pronunciation, namely cooperation, environment, special schedule, and having competent supervisors and complete and adequate facilities provided. Meanwhile, the factors that hinder the implementation of drama techniques to improvestudents’ pronunciation in EFL classes are unequal understanding, lack of students’ interest and students’ participation in the program. Sometimes, students show the feeling of enthusiastic about learning and even feeling bored with these activities.
Using Canva AI Magic Writer to Assist Students Writing Descriptive Text Putri, Hilmaliana S; Friatin, Lilies Youlia; Tarawana, Wawan
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19344

Abstract

This study aims to explore the utilization of Canva AI Magic Writer as a tool to help teachers improve students‘ proficiency and find out students’ responses to its use in writing descriptive texts. This study utilized a qualitative research design, and data were obtained through three instruments, namely observation, interviews, and questionnaires. The findings from this study have the potential to make theoretical contributions to existing research regarding the utilization and use of Canva AI Magic Writer as an alternative tool in writing learning, especially for descriptive text materials. The study also examined how teachers incorporate Canva AI Magic Writer into their writing instruction and how students perceive its use. The study revealed that Canva AI Magic Writer is an engaging and influential tool for students, allowing them to express themselves, improve language skills, and discover new talents. The study concludes with recommendations for teachers and students in the education system in Indonesia to maximize the benefits of Canva AI Magic Writer - based e-portfolios and improve the effectiveness of writing instruction. The study emphasizes the importance of incorporating Canva AI Magic Writer into English language education, particularly in the context of writing, and proposes specific solutions to support writers.
The use of ice-breaking to overcome students’ speaking anxiety Restianti, Reska; Rachmawati, Etika; Sugiarto, Bambang Ruby
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.15251

Abstract

Speaking anxiety is the fear felt by students when speaking English. There are several ways that teachers can deal with student speaking anxiety. One of them is by using ice-breaking which can be done at the beginning, middle, or end of the lesson. This study was conducted to find out how teacher use ice breaking and students’ perceptions about ice breaking in overcoming speaking anxiety. The aim of this study is to find out whether ice breaking can really reduce speaking anxiety felt by students. This study used qualitative method and case study as research design. The participants in this study are one English teacher and 29 students at vocational high school in Ciamis. The data collection used interview and closed-ended questionnaire. The findings of this study are that ice breaking can reduce speaking anxiety experienced by students in the learning process, but has not been able to improve students' public speaking and self-confidence. It can be concluded that ice breaking has a positive impact on the teaching and learning process.
Pre-Service EFL Teachers’ Anxiety in Teaching English Speaking Skills Fitriani, Indah; Rachmawati, Etika; Faridah, Didih
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19345

Abstract

This study discusses pre-service EFL teachers’ anxiety in teaching English speaking skills focusing on the strategies to reduce the anxiety and how it affects the quality of teaching. The qualitative case study is conducted in a University in Ciamis involving 23 pre-service EFL teachers. Questionnaires were used to gather the data. The first result reveals that pre-service EFL teachers need to implement some strategies to motivate students and reduce anxiety in teaching English as a foreign language. Meanwhile, the second result shows that pre-service EFL teachers’ were mentally anxious related to all teaching English speaking skills activities, but for most of them, it did not really diminish their confidence while performing in front of class. Promoting learning activities without excessive pressure, emphasizing language importance, evaluating errors, and maintaining ethical conduct can reduce anxiety in teaching English speaking skills as pre-service teachers. For future researchers, the writer suggests they investigate the anxiety of pre-service EFL teachers assisted with psychologists to find a better solution.
An Analysis of Teachers' Questioning Strategies During Classroom Interaction in Senior High School (A Case Study at One of Senior High School in Pangandaran) Ardani, Ni’ma Faroidatul; Rohayati, Dedeh; Rustandi, Andi
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19338

Abstract

Questioning is known as the most influential teaching skill and frequently used as efficient strategy for teachers in classroom teaching. A question proposed by the teachers can stimulate the students’ learning, gain knowledge, help students build understanding to think critically and creatively, and know the output of the students before or after teaching. Unfortunately, asking questions to the students does not always work well. Sometimes, the teacher fails to engage the students to answer the questions. Therefore, teachers should consider the use of questioning strategies to improve students’ engagement in learning. This study aimed to find out the English teachers’ questioning strategies used by the teachers to improve students’ engagement in classrooms, and to explore the students’ responses toward of the teachers’ questioning strategies. In this study, the method of this study is qualitative research involving one English teachers at on of Senior High School in Padaherang and the students. To collect the data, the researcher used observation and interview. The result of the study showed that the teacher used some questioning strategies,that were: yes/no questions, type short answer/retrieval-style question and display questions. The teacher used their question it’s also related with the condition and material using native language and giving students wait time to think the answers. students' responses to the teacher's questioning strategy, that is has a good effect and can influence class interaction. That students like to answer questions posed by the teacher. When they have difficulty answering these questions in English, they will use Indonesian language. Therefore, the researcher suggested that teachers should be more aware of their questioning skills and use them to improve the students’ engagement in classroom.
Efl Teacher Trainees’ Engagement and Prespectives in Reading Activities Through Literature Circle: A Narrative Study Mulyana, Restu Putra; Iskhak, Iskhak; Friatin, Lilies Youlia
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19342

Abstract

In the realm of English as a Foreign Language (EFL) education, developing effective reading skills among trainee teachers is a critical challenge. This research aims to explore the views and efficacy of the Literature Circle method as a pedagogical tool to increase engagement and proficiency levels among EFL teachers during their reading activities. The researcher took two participants as samples for interviews. Qualitative research methodology, specifically a narrative study design, was used to explore participants' perspectives and involvement in reading activities through literature circles in the context of EFL teaching. Data were collected primarily through semi-structured interviews, using content analysis. Research findings show that literature circles have a significant positive influence on engagement, comprehension of texts, and development of social and critical thinking skills of prospective English teachers. Thus, it can be implied that literature circles are a transformative educational tool for trainee teachers, cultivating critical skills, empathy, and collaborative learning. This research has implications for teaching institutions in Indonesia and it is believed that its implementation will further encourage students' interest in reading.
Using Canva to Improve the Students’ Writing of Greeting Card (A Case Study at One of Senior High School in Tasikmalaya) Aulanisa, Ersa; Thoyyibah, Luthfiyatun; Rohayati, Dedeh
Journal of English Education Program (JEEP) Vol 12, No 2 (2025): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v12i2.19343

Abstract

Teacher and students can utilize technology-based learning media, such as the Canva. The aim of this study was to explore the use of Canva as a digital tool in English language learning. The study was conducted at a senior high school in Tasikmalaya. Qualitative case study was applied as data collection methods were research question observations and interviews. The researcher conducted observation and interviews to five students from class X-9. Semi-structured interview data were collected through one-on-one interviews and audio recordings for further analysis. The findings indicate that Canva has a positive or effective influence to improve students’ mastery of writing skills. Moreover, the findings suggest that students perceive Canva to be a potentially beneficial tool for improving their writing skills, digital literacy, and creativity. However, the results of the study revealed that students’ perceptions about Canva were various. Despite the challenges encountered by students, most of students perceived it as being a potential benefit to improve their writing abilities. The teacher further support the use of Canva for creating student greeting cards, demonstrating its effectiveness in enhancing their design skills and personal expression. In conclusion, the findings suggest Canva is a popular and influential medium for students, giving them a chance to express themselves, enhance their language abilities, and discover new talents. In addition, incorporating structured educational interventions or guided Canva assignments may prove beneficial in supporting students’ language learning journey through Canva. Understanding the influence of cultural and societal factors on students’ Canva preferences can foster cross-cultural communication and enhance their English language development.

Page 17 of 18 | Total Record : 174

 14   15   16   17   18 

Filter by Year

2014 2025


Reset
Filter By Issues
All Issue Vol 12, No 2 (2025): Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program Vol 8, No 1 (2021): Journal of English Education Program Vol 7, No 2 (2020): Journal of English Education Program Vol 7, No 1 (2020): Journal of English Education Program Vol 6, No 2 (2019): Journal of English Education Program Vol 6, No 1 (2019): Journal Of English Education Program Vol 5, No 2 (2018): Journal Of English Education Program Vol 5, No 1 (2018): Journal Of English Education Program Vol 4, No 2 (2017): Journal Of English Education Program Vol 4, No 1 (2017): Journal Of English Education Program Vol 3, No 2 (2016): Journal Of English Education Program Vol 3, No 1 (2016): Journal Of English Education Program Vol 2, No 2 (2015): Journal Of English Education Program Vol 2, No 1 (2015): Journal Of English Education Program Vol 1, No 2 (2014): Journal Of English Education Program Vol 1, No 1 (2014): Journal Of English Education Program More Issue