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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 199 Documents
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Analyzing TikTok Videos as Digital Resources for Developing EFL Speaking Skills: A Qualitative Content Study Fatimah, Sara Laila; 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).v13i1.20206

Abstract

Speaking English is a crucial part of learning English as a foreign language (EFL), yet many Indonesian students struggle with vocabulary, grammar, pronunciation, and fluency. While numerous studies have been conducted on mobile-assisted language learning (MALL), little is known about the precise function of TikTok videos as a self-help tool for speaking acquisition, particularly in studies that do not consider the user's perspective. This study examines how TikTok videos can help improve English speaking skills, with an emphasis on vocabulary, grammar, pronunciation, and fluency. Three TikTok videos were selected using a qualitative content study. The results indicate that these videos demonstrate authentic and spontaneous English speaking techniques that can help users improve their speaking skills through unstructured digital content. This implies that TikTok videos can be used as supplementary speaking examples for students learning English as a second language (EFL). Teachers and content producers can learn more about the educational potential of social media platforms from this research.
Implementing Peer Tutoring Method in Developing Students’ Speaking Skills Fitria, Fijar Nur; Faridah, Didih; Etika, Rachmawati
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).v13i1.20987

Abstract

This study investigates the implementation of the Peer Tutoring method in developing students’ speaking skills within one of the English communities in Tasikmalaya. This research applied a qualitative case study approach which involved questionnaires and semi-structured interviews to explore two main questions: (1) how Peer Tutoring enhances students’ speaking skills, and (2) how it influences their confidence in speaking English. The findings reveal that Peer Tutoring significantly improves students’ speaking abilities, particularly in vocabulary, pronunciation, fluency, and confidence. Most participants reported feeling more comfortable and motivated in peer-led sessions compared to traditional classroom settings. Moreover, peer tutors benefited from improved public speaking and leadership skills, while peer learners gained confidence and practical speaking experience in a supportive environment. Despite some challenges, such as nervousness and initial communication barriers, both tutors and tutees adapted and showed progress over time. The study concludes that Peer Tutoring is an effective, collaborative strategy that supports both linguistic and personal development in English as a Foreign Language (EFL) context. The future research are recommended to conduct the broaden research. Further research is recommended to conduct broader research from various aspects, such as different methodological approaches to gain deeper insights. 
Optimizing Reading Comprehension Through Authentic Texts to Seventh-Grade Learners Melinda, Alya; Thoyyibah, Luthfiyatun; Rachmawati, Etika
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).v13i1.20926

Abstract

Reading comprehension is a vital component of English as a Foreign Language (EFL) learning, yet Indonesian junior high school students often struggle due to limited exposure to authentic language use. Traditional textbooks, while aligned with curriculum standards, frequently lack contextual richness, reducing engagement and comprehension. Although previous research underscores the benefits of authentic materials, most studies emphasize digital resources or quantitative outcomes, with little exploration of classroom processes in rural, resource-limited contexts. This study investigated the impact of printed authentic texts specifically brochures and restaurant menus on the reading comprehension of seventh-grade students in Ciamis, Indonesia, and examined the strategies and challenges in their implementation. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis involving one English teacher and six students of varying proficiency levels. Thematic analysis revealed that authentic texts enhanced engagement, contextualized vocabulary learning, and encouraged collaborative meaning-making. Challenges included unfamiliar vocabulary, idiomatic expressions, varying proficiency levels, and time constraints, which required scaffolding strategies such as pre-teaching vocabulary, segmenting texts, using visual aids, and fostering peer support. The findings suggest that printed authentic materials, when culturally and linguistically adapted and paired with effective instructional scaffolding, can significantly improve reading comprehension and motivation, making them a valuable tool for student-centered EFL instruction in similar educational contexts.
EFL Students' Experiences of Using ChatGPT in Creative Writing: A Qualitative Case Study at an Islamic Boarding School in Tasikmalaya Amelia, Risna; Rohayati, Dedeh; 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).v13i1.20982

Abstract

This study explores the experiences of EFL students in using ChatGPT to support their writing skills, specifically in the form of dialogue scriptwriting. This study used a qualitative method with the type of case study. The data were obtained through observation, document analysis, and interviews which were administered to six tenth-grade students of a senior high school integrated Islamic boarding school in Tasikmalaya where the use of mobile is restricted. The students were selected through purposive sampling. The findings reveal that ChatGPT serves as a valuable tool to supports students in refining and editing their written work. However, overreliance on the tool may hinder the development of students’ critical thinking and independent writing skills. Based on these findings, it is recommended that teachers guide students in using ChatGPT as a supplementary tool rather than a primary source, and discussions about the ethical use of ChatGPT can also foster more responsible and effective learning experiences.
The Effect of Using Canva on Students’ Motivation in Learning English Tiara Andhini; Iis Sujarwati; Kasmaini Kasmaini
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.23642

Abstract

Motivation is essential for learning English. But in some cases, student motivation declines, which impacts their learning outcomes. There are many ways to increase this motivation, including using engaging learning media, such as Canva. Therefore, this study aims to determine whether the use of Canva is related to students' motivation to learn English. The sample comprised 46 seventh-semester students in the English Education study program at the University of Bengkulu in the 2025/2026 academic year. The method used in this study was a quantitative correlational analysis using Spearman's rank correlation. The results showed a very strong positive correlation (r=0.813) with a significance level of <0.001. It can be said that the more frequently Canva is used as a learning medium, the higher students' motivation to learn English is. This is because Canva has an attractive, easy-to-use interface that increases students' motivation, participation, and self-confidence. Based on the research results, Canva as a learning medium is important and effective for increasing motivation to learn English at the tertiary level.
Pedagogical English Proficiency Requirements for Elementary EFL Teachers Ainun Zakiyah; Muhammad Hifdil Islam; Zainuddin Zainuddin
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.24566

Abstract

English proficiency plays a crucial role in supporting effective English as a Foreign Language (EFL) instruction at the elementary school level. However, in many elementary schools, English is taught by teachers whose educational backgrounds are not specifically related to English education and whose levels of English proficiency vary considerably. This study aimed to explore the English proficiency requirements needed by elementary school teachers in conducting EFL teaching and to examine how these competencies are manifested in instructional and interactional classroom practices at SDN Sindetanyar. The study was conducted to provide a deeper understanding of the competencies required for effective EFL instruction in elementary school contexts and the challenges associated with their implementation. Employing a qualitative case study design, data were collected through semi-structured interviews with three teachers who were purposively selected because they were responsible for teaching English in grades four, five, and six, complemented by classroom observations and document analysis. The data were analyzed using Saldaña’s first-cycle and second-cycle coding procedures. The findings revealed five key English proficiency requirements: instructional language, interactional competence, pronunciation, vocabulary explanation and simplification skills, and bilingual communication competence. The study also identified a discrepancy between teachers’ perceived understanding of these competencies and their actual classroom enactment. The findings suggest that teacher proficiency should be understood as the interaction of professional knowledge, pedagogical enactment, and contextual support within elementary EFL settings.
The Effectiveness of Scrapbook Media on Improving Students' Reading Comprehension Skills Nayla Rosyidah Zahroh; Sumarniningsih Sumarniningsih
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.24292

Abstract

Reading comprehension is an important competency in EFL learning, but the ability of most students in a private junior high school in Surabaya still has difficulty with reading comprehension activities in descriptive texts. This condition has prompted the need for innovative learning media, such as scrapbook media, a visual medium combining pictures, short texts, and interactive elements. This study examined the significant difference in reading comprehension improvement between students taught with and without scrapbook media and measured the magnitude of its effect. A two-group pretest-posttest quasi-experimental design was employed with 60 seventh-grade students (experimental and control group) and using a 20-item multiple-choice test as the instrument. Both groups started with an identical pretest mean of 54.50, confirming comparable initial abilities. After treatment, the experimental group outperformed the control group, with a higher posttest mean (80.17 vs. 68.33). Then, since the data were not normally distributed, the Mann-Whitney U test was selected as a non-parametric alternative, yielding P = 0.000 < 0.05 and confirming a statistically significant difference. The effect size (r = 0.55) indicated a large practical impact, meaning the improvement was educationally meaningful. N-Gain scores of 0.56 and 0.32 both indicate medium improvement, yet the experimental group improved almost twice as much. Thus, scrapbook media is both statistically and practically effective in improving reading comprehension of descriptive texts and is recommended as an alternative learning medium for the English language.
Perceptions of Ninth-Grade Students toward Webtoon in Vocabulary Learning at SMPN 17 Bekasi Ardadali Aulia Putri; Agus Gunawan; Muhammad Rizky Fadhil
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.24929

Abstract

This study explored students’ perceptions of using Webtoon for learning English vocabulary and investigated how Webtoon supports vocabulary learning. A qualitative descriptive case study design was employed and eight ninth-grade students of SMPN 17 Bekasi who selected through purposive sampling were involved. Data were collected through semi-structured interviews, observations, and documentation, and analyzed using Miles and Huberman’s (1984) model of qualitative data analysis. The findings revealed five main perceptions: (1) Webtoon is an enjoyable learning medium; (2) its visuals and storylines increase students’ interest; (3) visual context helps students understand unfamiliar vocabulary; (4) Webtoon is easier to use than traditional textbooks; and (5) visual elements support vocabulary retention. The study also identified four vocabulary learning strategies used by students: (1) guessing word meanings from context; (2) using online dictionaries and translation tools; (3) saving new vocabulary through notes and screenshots; and (4) practicing newly learned words in daily activities. Overall, the findings indicate that Webtoon can serve as an effective alternative medium for vocabulary learning by promoting vocabulary acquisition, retention, and independent learning. 
The Impact of Animated Silent Movies on Students’ Speaking Achievement: An Experimental Study Berlian Cantika Candra; Endang Mastuti Rahayu
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.24149

Abstract

Many students face difficulties in developing English speaking skills due to limited practice opportunities and unengaging instructional media. Although silent movies have been widely used in language learning, most previous studies have focused on writing skills, leaving their impact on speaking achievement underexplored. Therefore, this study aimed to examine the impact of using silent movies on students’ speaking achievement at SMA Ta’miriyah Surabaya. This study employed a true experimental design with a pre-test and post-test control group. The population consisted of 121 twelfth-grade students in the 2025/2026 academic year. Two classes were selected through cluster random sampling, i.e., class XII-1 as the experimental group, which was taught using animated silent movies, and class XII-3 as the control group, which used non-animated silent movies. Speaking achievement was measured through performance-based tests and analyzed using an independent samples t-test with SPSS version 25. The results showed that the experimental group achieved significantly higher post-test scores than the control group (p < 0.05), indicating that students taught using animated silent movies outperformed those in the control group. This finding demonstrates that silent movies have a significant positive impact on students’ speaking achievement. Therefore, silent movies can be used as an effective instructional medium to enhance speaking skills and support engaging learning in EFL classrooms.
Developing Seventh-Grade Students’ Vocabulary through Digital Comics: A Case Study Using the Globalcomix Platform Delvina Siti Nurfatika; Iskhak said; R. Bunga Febriani
Journal of English Education Program (JEEP) Vol 13, No 2 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i2.20763

Abstract

Vocabulary development is a crucial component of language learning, particularly for adolescent learners in EFL contexts. In practice, however, many teachers in Majalengka continue to rely on conventional methods that offer limited contextualization for vocabulary instruction. To address this issue, engaging media such as digital comics can be used to motivate students and promote active learning. This study investigates how seventh-grade students acquire new vocabulary through the use of digital comics, focusing specifically on the GlobalComix platform, which remains underexplored in previous research. This study employed a qualitative case study design. Data were collected through non-participant observations that documented the learning activities of 34 seventh-grade students at a public junior high school in Majalengka. An observation checklist served as the primary research instrument, and the data were analyzed using thematic analysis. The findings indicate that GlobalComix supports students’ vocabulary development by providing contextualized input through the combination of text and visual elements. Students demonstrated enthusiasm, active participation, and improved comprehension during the learning process. Overall, GlobalComix offers an enjoyable and effective learning experience that enhances vocabulary understanding and fosters greater engagement in English language lessons. Future research is recommended to explore the long-term impact of digital comics across different educational levels and contexts, as well as to compare their effectiveness with other forms of visual media.

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