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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 174 Documents
 1   2   3   4   5 
THE USE OF SELF-ASSESSMENT TO MINIMIZE STUDENTS’ ERRORS PUNCTUATION IN WRITING NARRATIVE TEXT M. Ihsan Kamil Jihad Hakiki
Journal of English Education Program (JEEP) Vol 7, No 1 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i1.4315

Abstract

This research deals with self-assessment that aims at investigating : 1) finding out self-assessment in minimizing students’ errors punctuation of writing, 2) finding out self-assessment strategies used by the students, 3) finding out students’ perception on the use of self-assessment. The research design of the study was a qualitative case study. To collect the data, the observation, interview and questionnaire are used in this research. The participant of the study is consisted of an English teacher and twenty two students Islamic senior high school in Panjalu. The data is analyzed by drawing accurate and valid conclusions by triangulation through different qualitative data collection methods would expose different meaningful issues regarding attitudes of students toward different teaching techniques by Allen, (2006, p.44). The result of this research showed the positive response from the students. The students tell that learning by using self-assessment or reflecting the students’ themselves is very interesting. Also they feel comfortable to study English especially learning punctuation. In conclusion, the use of self-assessment to minimize students’ error punctuation in writing narrative text is more effective in solving their problem in writing in the classroom. In this study, the suggestion is given to the teacher and the students. The teacher is also expected to provide the teaching and learning process like this to motivate and increase the students’ abilities in the learning process. The students are expected to adapt well and make self-assessment to gain experience and learn new knowledge gained from other strategy of learning. Keywords: Self-assessment, punctuation, writing 
INVESTIGATING EFL STUDENTS’ PERCEPTIONS OF APPLYING LEARNING MANAGEMENT SYSTEM IN LEARNING WRITING AT UNIVERSITY LEVEL Siti Aliah
Journal of English Education Program (JEEP) Vol 7, No 2 (2020): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v7i2.4327

Abstract

This study examines the student’s perceptions of applying a learning management system (LMS) in learning writing at the university level. This research aimed to examine the students’ perceptions about the usefulness of Canvas LMS in learning writing at the university level and to discover the students’ perceptions of applying Canvas LMS on their motivation in learning writing. The population of this research was the 32 students of English department Galuh University. The present study implemented a qualitative design in which a survey study and the data were collected through questionnaires and interviews. In analyzing the questionnaire the researcher used google form by displaying it into the figure and data interpretation based on the answer from a close-ended questionnaire, while the data from the interview was analyzed by displaying data interpretation from the interviewees. The result of the research showed the students had negative perceptions, in particular he troubles faced by the students. Some students felt not interested in applying Canvas LMS because it often had low motivation, trouble such as time, internet signal, system error, and so on. Keywords: Students’ perceptions, Canvas, LMS, Learning writing 
Teachers Questioning Techniques for Classroom Interaction In English Speaking Class Erna Irmayanti
Journal of English Education Program (JEEP) Vol 6, No 2 (2019): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i2.251

Abstract

English is a main subject in Chinese English classes, which requires plenty of practice, needs cooperation between theteacher and students in class to jointly fulfill the verbal communication and the teaching-learning procedure. Classroom questioning, the skill of the elicitation method of teaching that is student-oriented and advocated today, gives an incentive to communicative activities in English. Raising questions effectively is a major method of the teacher who guides his students to think actively, fostering students’ ability of analysis and creation. It is also an essential way for the teacher to output information and obtain feedback, and an important channel to exchange ideas between the teacher and students. Therefore, the teacher must pay great attention to the skill of asking questions in English class. Each question must be presented to accomplish the teaching objective and task. Only in this way may the English teachers ask question effectively and improve the skill of questioning so as to make contribution to our Chinese English education. To begin with some elemental definitions, this paper discusses some basic knowledge of questions, and then explores the skill of questioning in English class about the preparing, designing, controlling and evaluating of questioning. Finally the benefit of the skill is studied with abundant teaching cases. The paper analyzes tentative in English class by integrating theory with practice. Thus, the skills of questioning are further understood in English classes.Keywords: English teaching, Questioning, Skills, Interaction teaching.
TEACHING SPEAKING THROUGH THINK PAIR SHARE TECHNIQUE Dini Andriani
Journal of English Education Program (JEEP) Vol 3, No 1 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i1.1864

Abstract

This paper reports on the implementation of “think pair share technique” in teaching speaking. Twenty two students at seventh grade of MTsN Buniseuri, were taken as the sample of this study. The study employed a qualitative research design. The data were obtained from several instruments, including classroom observation, questionnaires to the students and interview to the teacher. The result of the data from classroom observation and interview showed that the teacher used “think pair share technique” in teaching speaking, as suggested by Lyman (1978). Afterward, the result of the data from questionnaires showed that after the teacher taught by using think pair share technique, the students felt confidence during learning process. It can be seen when they did not prefer to sit at the back of the class in English lesson. The Students’ self-confidence during learning process can be seen also when the students did not worry about making mistake when they speak. Besides most of the students felt that English lesson was fun. It can be concluded that think pair share technique has significant effect on students’ self-confidence. Based on the result of study it is recommended that Think-Pair-Share technique can be used in teaching speaking since it can stimulate the students’ self-confidence in learning speaking and it can create fun and enjoy atmosphere in the classroom.
TEACHER’S STRATEGIES ON THE USE OF PROJECT- BASED LEARNING BY CREATING VIDEO IN TEACHING SPEAKING EXPLANATION TEXT DURING COVID-19 Siti Solihat
Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.717 KB) | DOI: 10.25157/(jeep).v9i1.7577

Abstract

This study was purposed to find out the teacher’s strategies and investigating students’ perception on the use of Project-Based Learning by creating video in speaking explanation text. This research applied a case study through three data collection techniques, i.e. interview, observation, and questionnaire. The participants of this study consisted of an English teacher and twenty-nine students of the eleventh grade at an Islamic Senior High School in Tasikmalaya. The data from interview and observation were analyzed by using triangulation analysis. Meanwhile, the questionnaire data was calculated by using percentage computation. The findings showed that the teacher used two teaching strategies on the use of Project-Based Learning by creating video in teaching explanation text. They are Situated Learning Strategy and Task Based Learning. Besides, the result of the interview also revealed that the students have positive perceptions on the use of this method. In conclusion, the teacher used two teaching strategies and the students have positive perceptions on Project-Based Learning by creating video. In addition, the further research is recommended to investigate on applying Project- Based Learning by creating video in other English skills (listening, reading, and writing).
Young Learners’ Language Learning Strategies in Learning Speaking Yeni Nurwahidah
Journal of English Education Program (JEEP) Vol 5, No 2 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i2.1889

Abstract

This study is aimed at analyzing what kinds of language learning strategies are used and mostly used by young learners in learning speaking at the fourth grade of an elementary school in Ciamis. Furthermore, the qualitative method used by the writer was case study to identify the used of language learning strategy in learning speaking. In this case, the writer used purposive sampling as the sampling technique to take the sample. All the students at class IV were choosen as the sample of this study cosisted of 20 students. This study used observation and questionnaire as the research instruments. The result from the observations were some strategies are used by young learners they are memory, cognitive, compensation, metacognitive, and affective. Meanwhile, from the Strategy Inventory for Language Learning (SILL) showed that the students at the fourth grade of MIS Utama Ciamis was low. It means that generally, the used of learning strategies when the students learning speaking is less. From the questionnaire, there was metacognitive strategy are mostly used by the students in learning speaking. Based on these findings, this  study concludes that the students in the age of young learners learned English more slowly, and  they used metacognitive strategy more than other strategy. Hence, the teacher must be slow and clear in giving explanation about the material in teaching and learning process.
Students’ Response to Literature as Experience in Aesthetic Reading of Narrative Text Pupun Robiah Mutmainah
Journal of English Education Program (JEEP) Vol 2, No 2 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i2.1856

Abstract

This article centered around the issues of students’ responses to literature as experience in aesthetic reading of narrative text. The aims of this study are to identify the kinds of students’ responses that dominant in aesthetic reading of narrative text and to acknowledge the strategies of response which dominant in aesthetic reading of narrative text. Qualitative approach was employed in this research by using a case study, and data were collected through observation and open-ended questionnaire. The research has found that the kinds of students’ response dominant used by students in aesthetic reading of narrartive text was focusing on part type 18 participants (57% respondents) and the strategies of response dominant used by students in aesthetic reading of narrative text was engaging strategy (33 sentences). This research concludes that the reader response can used as a strategy and aesthetic reading used as an approach in teaching learning literature.
INVESTIGATING EFL LEARNERS’ ENGAGEMENT THROUGH DIGITAL STORYTELLING: A CASE STUDY AT ISLAMIC HIGH SCHOOL IN CIAMIS Diana Lestari; Lilies Youlia Friatin; Dedeh Rohayati
Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (362.626 KB) | DOI: 10.25157/(jeep).v9i1.7568

Abstract

This study aimed to investigate students’ activities during digital storytelling lessons and whether digital storytelling affects EFL students’ engagement or not and identify the extent to which the improvement of EFL students’ interest in their learning process by using digital storytelling. The present study implemented a qualitative approach. A case study was applied as a research design. The instruments in this study were observation and interview. The data analysis of this study is based on what the researcher observed; the observation was utilized to generate a description of whether or not students’ engagement in implementing digital storytelling in the classroom was achieved. The researcher transcribed all of the interviews which were recorded to analyze the data from the interviews. In this research, non-random sampling was used to choose the participants. The sample consisted of four participants, which were categorized based on gender. There were 2 male students and 2 female students. The results show that digital storytelling can affect EFL students’ engagement and the researcher found that the application of digital storytelling could increase students' interest in the learning process.
IMPROVING STUDENTS’ SELF CONFIDENCE IN SPEAKING ENGLISH SKILL BY USING DRAMA Weny Noviany Rahayu
Journal of English Education Program (JEEP) Vol 4, No 2 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i2.1879

Abstract

This paper deals with the investigating students’ self-confidence in speaking English skill by using drama. This study was aimed at investigating whether the use of drama could improve students’ self-confidence or not and the students’ perception about their self confidence in English speaking skill by using drama. The writer use a case study design as a research design of the study in order to gained the detail information how drama improve the students’ self-confidence in speaking. The population in this study all students at the third grade of English Departement in Galuh University. The sample of this study was one class of the third grade students as a sample of the study. In determining the sample, the writer used purposive sampling technique. The instruments used in this study consisted of two instruments including classroom observation and questionnaire. The results of data analysis showed that regarding the first research question, most of the students’ performance indicated have optimal self-confidence. Meanwhile, the diffident self-confidence was indicated in the conversation of drama. The last, the over self confidence also found on the students’ performance in performing the drama. The result also showed that there were some requirements of speaking which influence toward the students’ speaking performance. All those requiremets include the use of appropriate grammar, vocabularies, and spelling the appropriate pronunciation. All the requirements should be noticed by each of the speakers. In conclusions, the use of drama in speaking effective in improving students’ sel-confidence.
AN ANALYSIS OF SOCIAL AND CULTURAL ISSUES REFLECTED IN KID’S TALK, AN EFL TEXTBOOK FOR ELEMENTARY SCHOOL Diah Suharyati
Journal of English Education Program (JEEP) Vol 2, No 1 (2015): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v2i1.1847

Abstract

This paper aims at investigating social identity and the dominant gender through images in the textbook. This research was analyzed by classifying gender based on social identity theory (Byram et al, 1994), and analyzed occupational stereotyping (Sunderland, 1994a, pp. 55-56).The population of this study was 896 images in the textbook and 46 images based on occupation chosen purposively as the sample. The writer used semiotic approach as tool to support this study especially Saussures’ categories. The findings occupations of male and female was found similarity of percentages, especially in dancer, painter, secretary, nurse, architect and nanny in male were not found, whilst in female, baker, seller, barber, driver, porter, waiter, racer, office worker and doctor also not found. The dominant gender in the textbook was male based on occupations. It proved with the number of male more than female. From the results above, the writer conclude that the result of this study obtained gender bias. It was proved with male tend to occupy more great occupations than female.Keywords: social identity, culture, gender, semiotics and textbook.

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