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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 184 Documents
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An Analysis of Senior High School Students' Listening Factors in Learning Listening Yasmee, Miranda; Herlina, Rina; Irianti, Leni
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).v12i2.20662

Abstract

This study investigates students' behavior in English class when learning to listen. Using qualitative paradigm with the type of case study, this study employed 15 students as participants from the Eleventh Grade of Islamic Senior High School in Ciamis, Indonesia. The instrument of the research involved classroom observations; open-ended and semi-structured interviews administered to teachers to explore students’ behavior in learning to listen in English class. Coding and reducing data entailed selecting and simplifying data, and classifying the remaining data into more specific categories are data analysis of this research. These themes included incorporating listening practice into English learning, providing a comprehensive approach to language acquisition, and helping students build a solid foundation for effective communication and comprehension. The research findings based on the information gathered reveal that students' behavior during listening activities in English learning can vary, but certain patterns and tendencies are commonly observed. Understanding these behaviors can help educators tailor their teaching methods to better support students. The analysis of student listening behavior in learning English includes, among others, active engagement, listening strategies, reaction to difficulty, use of supplementary resources, behavioral adaptations, interaction and feedback, responses, frustration, and satisfaction. By understanding these behaviors, educators can address students' needs more effectively, adapt teaching methods to improve listening skills and overall language proficiency, and offer significant benefits that can greatly enhance a student's language acquisition.
EFL Students' Challenges in Delivering a Presentation by Peer Assessment Aini, Tika; Febriani, R. Bunga; Iskhak, Ishak
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).v12i2.20844

Abstract

This research discusses students' challenges in delivering English presentations using peer assessment. The purpose of this research is to determine the challenges faced by students in delivering English presentations using peer assessment and to find out whether or not students can overcome the obstacles in delivering English presentations using peer assessment. This research used a qualitative case study method involving 5 class  VIII students in learning to deliver English presentations using peer assessment. Semi-structured interviews and observations were used in this research and were analyzed by using thematic analysis. The results show that students responded positively to the use of peer assessment in delivering English presentations. Most students feel insecure because they lack confidence when they must deliver English presentations and be assessed by their classmates. Formative peer assessment is also an effective medium for students to question their friends' performance. Researchers suggest that future research can focus on using peer assessment methods to help students reducing the challenges students face in delivering English presentations.
Learning Daily Colloquial Vocabulary English of a Digital Movie Hermawan, Dhalfa Michele; Iskhak, Iskhak; 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).v12i2.20852

Abstract

This research explores the adequacy of utilizing computerized motion pictures to instruct day-to-day colloquial English lexicon to junior high school students. It addresses the constrained lexicon and elocution challenges confronted by Indonesian students learning English. The think about analyzes how computerized motion pictures can improve students' vocabulary acquisition and talking abilities, making the learning  handle more locks in and successful compared to conventional strategies. This is a qualitative paradigm with the type of case study involving 20 students and one teacher as research participants. Data collection was gathered from student interviews to assemble information on their learning experiences and challenges. The discoveries recommend that computerized motion pictures, with English subtitles, altogether help in vocabulary learning by providing context and pronunciation cues, subsequently improving comprehension and speaking confidence. In any case, a few downsides include innovation availability issues and potential diversions. The inquiry about underscores the potential of computerized motion pictures as a profitable instrument in dialect instruction, advertising viable experiences for teachers, pointing to coordinated mixed media assets into their educating methodologies to improve language learning results.
Technology Entertainment Design (TED) Talks to Stimulate Extensive Eistening Skills Rahmawati, Taufikah Anisa; Thoyyibah, Luthfiyatun; Irianti, Leni
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).v12i2.20872

Abstract

Listening in a foreign language can be challenging for learners. In the present era of education, technology plays a crucial role in facilitating learning through various tools. Mobile apps that utilize TED Talks for language learning can offer an innovative and effective approach to improving language skills. This research aims to investigate how students learn extensive listening through TED Talks and to determine the benefits of using TED Talks in extensive listening classes. This research is a case study under the approach of qualitative research and using case study. Participants in this research consisted of fourteen students majoring in English education at one of the higher education institutions in Ciamis, who were selected using a purposive sampling technique. The data collection method used in this current study included questionnaires, interviews, as complementary methods. To confirm the analysis of reliability, the researcher used a source of triangulation data by collecting, sorting, interpreting and concluding data. The results of research on the use of TED Talks to stimulate listening skills extensively showed that 50% of the students chose "interesting" and 50 % of the students chose “Translation” and “Transcription” as strategies for learning using TED Talks. The results of the questionnaire analysis showed that the use of the TED Talks method was effective in helping students with extensive listening. From the results of interviews, students stated that the TED Talks were recommended tools for learning material to stimulate extensive listening skills. It can be concluded that TED Talks can improve students' ability to develop extensive listening skills, stimulate their English listening, and motivate them to learn more.
Investigating the impact of digital textbooks on students’ digital literacy Darmawan, Danil; Sugiarto, Bambang Ruby; Irianti, Leni
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20761

Abstract

The integration of digital textbooks in English as a Foreign Language (EFL) classroom has become more common, particularly as digital literacy grows in importance for 21st-century learners. While many digital learning tools are available, there is limited research that closely examines how digital textbooks contribute to students’ digital literacy development in real classroom practice, especially in EFL contexts. This study aimed to explore how the use of digital textbooks contributes to students’ digital literacy development in EFL learning from both student and teacher perspectives. A qualitative case study was conducted involving classroom observations and semi-structured interviews with students and an English teacher. The analysis was guided by Hague and Payton’s digital literacy framework by covering eight aspects: functional skills, creativity, critical thinking and evaluation, cultural and social understanding, collaboration, ability to find and select information, effective communication, and safeguarding. The findings indicated that digital textbooks supported several aspects of digital literacy, particularly functional skills, information selection, and critical evaluation. However, certain aspects, such as creativity and safeguarding, were less frequently observed. The study concludes that digital textbooks have the potential to foster digital literacy in EFL settings, but their effectiveness depends on how actively features are utilized and supported through guided classroom practices.
Digital Fable Containing Asking and Giving Opinion to Stimulate Critical Thinking in EFL learners’ Speaking Nuraulia, Salma; Rohayati, Dedeh; Thoyyibah, Luthfiyatun
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20104

Abstract

This study aims to measure the effectiveness of digital fables and analyze EFL students’ perceptions of digital fables containing asking and giving opinions to stimulate critical thinking in EFL learners' speaking. The population and sample consisted of eighth-grade students at a junior high school in Tasikmalaya. The method used was a mixed method with an explanatory model. Quantitative data were collected using a quasi-experimental design and data collection through pre-tests and post-tests on the control group and experimental group. Qualitative data used a case study design, with data collection through EFL learners' perceptions from interviews. The results of the hypothesis testing showed that the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected, with a p-value of 0.011 < 0.05, indicating that the results were effective. To measure the level of effectiveness, the N-Gain result was used, yielding a value of 51%, indicating that the results fall into the “less effective” category. Although the quantitative results indicate less effectiveness, the qualitative data show positive student responses, as they improved self-confidence, motivation, and enjoyment in learning. Therefore, the researcher suggests using digital fables in other subjects to enhance student enthusiasm.
Exploring a lecturer’s reader-response strategy to foster university students’ critical thinking Yohana, Adila; Friatin, Lilies Youlia; Thoyyibah, Luthfiyatun
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20459

Abstract

Critical thinking is a vital 21st-century skill, yet many Indonesian students struggle to develop higher-order thinking abilities. This study investigates the use of the reader-response strategy to stimulate university students’ critical thinking, particularly in areas such as interpretation, analysis, and evaluation. The study aims to examine how the lecturer implements the strategy, identify the challenges faced, and explore students’ perceptions of its effectiveness. A qualitative case study design was employed. Data were gathered through non-participant observation, a semi-structured interview with a lecturer, and a questionnaire distributed to 24 students enrolled in an Introduction to Literature course. Thematic analysis was used for the observation and interview data, while exploratory data analysis was applied to the questionnaire responses. The findings revealed that the lecturer implemented various reader-response activities, such as personal reflection, written responses, interpretive freedom, and classroom discussion—encouraged students to analyze textual meaning, justify interpretations, and consider multiple perspectives. These are core aspects of critical thinking. However, some students remained passive or reluctant to express opinions. The lecturer addressed this by using scaffolding strategies and small-group discussions. Most students stated the strategy improved their text comprehension, confidence in sharing ideas, and class participation. Based on the findings, the study concludes that the reader-response strategy effectively supports the development of critical thinking in EFL literature classrooms when combined with appropriate instructional support.
Teachers’ And Students’ Perspectives On The Impact Of English Clubs On Students’ Speaking Proficiency Iman, Fazar Khoirul; Herlina, Rina; Tarwana, Wawan
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20018

Abstract

Students learning English as a Foreign Language (EFL) often struggle with speaking skills due to limited exposure to authentic communication and low confidence. These issues underscore the importance of examining how extracurricular activities, such as English clubs, can foster oral language development. This study examined the impact of English club participation on students’ speaking proficiency from the perspectives of both a teacher and students at a senior high school in Ciamis, Indonesia. A qualitative case study approach was employed, involving an interview with one English teacher and the completion of open-ended questionnaires by five English club members. Data were analysed using Braun and Clarke’s (2006) six-phase thematic analysis framework. Findings indicated that the English club was perceived as an effective platform for improving speaking ability. The teacher noted that the club provided meaningful speaking practice, enhanced student motivation, and reinforced classroom learning. Students described the club as enjoyable and supportive, with activities such as debates, storytelling, and role-plays that helped improve fluency and confidence. The findings showed that participation in the English club significantly increased speaking confidence, improved vocabulary use, and fostered more active communication among students. However, challenges such as limited vocabulary, time constraints, and initial nervousness were acknowledged by both the teacher and students. Despite these obstacles, students favoured the English club over traditional classroom methods. The study concludes that English clubs can positively influence speaking proficiency when designed with engaging, student-centred activities and supported institutionally. Future research is recommended to examine the long-term outcomes of participation and to explore the potential integration of digital tools or native speakers to enrich the learning experience further.
Students' perceptions of digital decoding technique to improve reading comprehension in digital text Amalia, Erica Putri; Febriani, R. Bunga; Said, Iskhak
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20687

Abstract

The structure of digital text is different from printed text, since special techniques or strategies are required to understand digital text. Many challenges are encountered in digital texts, such as multimedia interference or loss of focus. This study aims to determine the use of digital decoding techniques in improving students' comprehension of digital texts. This digital decoding technique is implemented through associations between word sounds, meanings, and reading contexts, and is reinforced by the creation of 5W1H-based infographics to help students organize information from the texts they read. This study uses a qualitative approach with a phenomenological design, involving eighth-grade students at SMPN 3 Cisaga as participants. The data was collected through structured observations supplemented by field notes, which were then analyzed using descriptive analysis plus calls to action that include solutions or suggestions. The results of the study showed an increase in students' reading comprehension after the application of this technique. Students became more active and independent in reading, and their dependence on translation tools was reduced. The use of 5W1H-based infographics helped students organize important information, thereby improving comprehension and retention of reading content. This study contributes to enrich effective teaching strategies in digital literacy strategies. Further research is recommended to be conducted over a wider scope and longer period of time.
Exploring the impacts of story telling activities on students’ English pronunciation learning strategies Wulandari, Devi Ayu; Rustandi, Andi; Said, Iskhak
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20084

Abstract

Storytelling activities play an important role in improving students’ English pronunciation learning strategies, especially in the context of language acquisition. This study explores the impact of storytelling activities on students’ pronunciation as well as students’ responses to the use of storytelling activities to support their pronunciation in a high school in Ciamis using a qualitative case study approach. Data were collected through observations and interviews to gain a comprehensive insight into students’ experiences and perceptions of storytelling as a learning method. Findings showed that students generally showed a positive impact towards storytelling, highlighting its engaging nature and effectiveness in improving their pronunciation. Many students reported increased awareness of pronunciation nuances and greater confidence in speaking while participating in storytelling activities. However, challenges such as anxiety associated with complex vocabulary and pressure to perform in front of peers were also identified, which sometimes hindered their participation. This study emphasizes the importance of collaborative learning and peer interaction in fostering a supportive environment for language learning. Equally important is the verbal and non-verbal support and feedback from teachers that make students more enthusiastic in storytelling activities. This study suggests that educators use more diverse storytelling formats and provide targeted feedback to enhance the effectiveness of storytelling in improving pronunciation skills. In addition, the findings also indicate the need for strategies that can address students' anxiety and encourage a more relaxed learning atmosphere. Future research should investigate the long-term effects of storytelling on pronunciation and explore the integration of technology in storytelling activities to further engage students and enhance their learning experience.

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