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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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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.

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