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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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Structural Shifts and Information Density of Complex Noun Phrases in Sinta 2 Abstract: A Translation Study syahmiarni syahmiarni; Veni Roza; widya syafitri
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).v13i2.25241

Abstract

This study examines structural shifts and information density in the translation of Complex Noun Phrases (CNPs) from Indonesian into English in Sinta 2-accredited bilingual journal abstracts. Grounded in Catford's (1965) framework of structural shift and Halliday's (1985) lexical density formula as a measurement instrument for information density, the study addresses three research questions: (1) how CNPs are structurally restructured in Indonesian-English translation; (2) what linguistic mechanisms characterize those structural shifts; and (3) how structural shifts relate to information density in translated CNPs. A descriptive qualitative design was employed, with data consisting of 110 CNPs extracted from fifteen purposively selected bilingual abstracts across five Sinta 2 ELT and linguistics journals published between 2021 and 2026. Findings reveal that structural shifts occurred consistently across all fifteen abstracts, with four predominant mechanisms: modifier-head reordering (43.6%), modification pattern change (26.4%), constituent expansion or reduction (17.3%), and grammatical relation transformation (12.7%). Information density effects were variable: some shifts increased density by compressing meaning into compact English premodifier stacks, others preserved informational equivalence, and a smaller number reduced density when nominalized source-language concepts were merged into more general target-language expressions. These findings reveal a tension in academic translation between grammatical naturalness and conceptual precision, contributing to translation studies by integrating structural and functional perspectives on Indonesian-English academic translation.
An Exploration of Students’ Autonomous Vocabulary Learning through Marvel Cinematic Universe (MCU) Movies Rohmat Hidayat; Herlina Rina; Wawan Tarwana
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).v13i2.20851

Abstract

Vocabulary acquisition is central to language learning, and in recent years, movies have become popular tools for supporting learner independence. The Marvel Cinematic Universe (MCU) offers engaging and authentic content, making it a compelling medium for vocabulary development. While many studies emphasize the value of authentic materials in theory, fewer have examined how students actually experience autonomous vocabulary learning through entertainment media such as MCU films. This study aims to explore senior high school students’ experiences in independently learning English vocabulary through MCU movies, including the strategies they use, challenges they face, and the outcomes they achieve. A qualitative descriptive design was employed. Data were collected through semi-structured interviews with six students, indirect observation via reflective journals, and documentation of students’ vocabulary results. Thematic analysis was used to interpret the data. Students reported high motivation and enjoyment while learning through MCU content. The findings of this research showed that students employed various strategies such as pausing, using subtitles, repeating scenes, and maintaining vocabulary journals. Challenges included fast speech, slang, and distractions from action scenes, which students overcame through self-adjusted learning strategies. Thus, it is concluded that MCU movies are effective and enjoyable tools for supporting autonomous vocabulary learning. They enhance learner motivation, contextual understanding, and promote independent language acquisition.
Teacher’s Barriers in Using Flashcards as Interactive Media in Teaching English Vocabulary Sri Lestari; Lilies Youlia Friatin; Etika Rachmawati
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).v13i2.20099

Abstract

Vocabulary plays a fundamental role in English language acquisition as it supports the development of language skills. Vocabulary mastery can be developed by optimizing the use of interactive media such as flashcards which offer an effective and engaging activity in teaching vocabulary, especially for young learners. This study was carried out to explore the barriers faced by an English teacher in using interactive flashcards in an elementary school in Ciamis and how the teacher overcomes the barriers found. This study used a qualitative case study and was taken through classroom observation and semi-structured interviews as research instruments. Thematic analysis was used to analyse the data from the classroom observation and interviews. The research participants involved in this study were a second grade English teacher. The findings revealed three main challenges: (1) students' limited reading and writing skills; (2) difficulty in time management due to varying student response times and lack of time management features in the flashcard application; and (3) different levels of vocabulary mastery among students, which affected the overall effectiveness of teaching. To overcome these challenges, the teacher implemented various adaptive strategies such as verbal repetition, adjusted time allocation, and differentiated teaching based on the needs of each student. This study highlights the importance of teacher adaptability to ensure the effective use of interactive media in teaching vocabulary.
Teachers’ Challenges in Teaching English Pronunciation (A Case Study at One of the Senior High Schools in Ciamis) Alya Handaya Putri; Didih Faridah; Rina Herlina
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).v13i2.20972

Abstract

Pronunciation is a crucial component of English communicative competence and plays a vital role in ensuring intelligibility in spoken interaction. In the Indonesian EFL context, teaching pronunciation remains challenging due to limited exposure to authentic language, mother-tongue interference, and insufficient resources. Despite previous studies on pronunciation pedagogy, research integrating the psychological, linguistic, and pedagogical dimensions of teachers’ challenges, particularly at the high school level, remains limited. The present study aims to investigate the obstacles EFL teachers face in teaching pronunciation and to identify the strategies the EFL students employ to address these obstacles. This research uses a qualitative case study involving three EFL teachers in a senior high school in Ciamis, Indonesia. Data were gathered through classroom observations and semi-structured interviews, then analysed using thematic analysis. The findings reveal five primary challenges: low student self-confidence, limited time and resources, difficulties in linking spelling and pronunciation, first-language interference, and inconsistent practice. Teachers addressed these constraints through ice-breaking activities, contextualised repetition, constructive feedback, bilingual explanations, and materials connected to students’ interests. The study concludes that effective pronunciation instruction requires balancing technical accuracy with affective support, providing consistent practice opportunities, and adopting adaptive strategies tailored to learners’ needs. Overall, the findings emphasise that addressing both cognitive and emotional factors is essential for enhancing pronunciation learning in the EFL classroom.
The Impact of English Week Program on Students’ Interactive Speaking Performance at an Islamic Boarding School: An EFL Teacher’s Perspective Siti Zahra Fauziah; Iskhak Said; Andi Rustandi
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).v13i2.20838

Abstract

Speaking is one of the most crucial skills in English language learning; and interactive speaking is challenging for students, especially those in boarding schools with limited exposure. Although previous studies have examined students' perceptions, there has been little research conducted on teachers' perspectives. This study aims to explore an EFL teacher's perspective on the implementation and impact of the English Week program on students' interactive speaking performance and to identify the challenges they faced during the program. The researcher employed a qualitative case study approach, utilizing a snowball sampling technique, followed by non-participant observation and semi-structured interviews with an EFL teacher at an Islamic boarding school in Tasikmalaya. The results showed that the program successfully stimulated students' interactive speaking skills by combining formal and informal activities. The teacher employed scaffolding strategies and served as a facilitator and motivator. As a result of this research, students demonstrated increased confidence and improved interaction skills. However, there were other challenges, including a limited vocabulary, fluctuating motivation, and inadequate facilities. Based on this research, the English Week program has a positive impact on students' interactive speaking skills through creative and varied learning strategies, structured management, and a supportive learning environment. Understanding the teacher's perspective confirms the importance of institutional support and continuous program development. Future research is suggested to dig out the students’ perceptions on this related topic with a large sample to obtain a broad insight.
Whatsapp Instant Messaging Activity in Writing English Slogans to Stimulate the 10th Grade Vocational Students’ Critical Thinking Skill Siti Nur Kholifah Hidayati; Dedeh Rohayati; Bambang Ruby Sugiarto
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).v13i2.19162

Abstract

The research reports on issues centred of Instant Messaging Activity in Writing English Slogans to Stimulate the 10th Grade Vocational Students’ Critical Thinking. The idea derives from the facts that students still feel writing difficult skill involving vocabulary mastery and sentences translation; this topics leads the research to be carried out. The study aims to find out the activity of using instant messaging in writing English slogans to stimulate students’ critical thinking and analyze the linguistic features, in particular, sound strategies used by the students. In this activity, students can think critically in choosing words when writing English slogans. The method used by researchers is a qualitative case study using observation, field note, a document of narrative slogans and a semi-interview. Thirty-three students from X-OTKP have participated in this research. The observation result and field notes was to be explained descriptively; and the documents of slogans was to be analyzed by using the theory of J.A. Cuddon (1998). Meanwhile, the interview result was recorded, transcribed, and interpretied. The findings indicated that, several students were able to create an interesting slogans well and correctly even though there were still some vocabulary words written incorrectly in the slogans. This might be an evidence of students’ critical thinking skill in term of Taxonomy Bloom’s applying, analyzing, evaluation, and creating; but it still needs improvement. In addition, the use of instant messaging activities were able to provide a pleasant learning atmosphere. Unfortunately, there are still some less motivated students. Therefore, future researchers are advised to learn and determine the effectiveness of instant messaging using quantitative methods.
The Effectiveness of the Direct Method in Improving English Speaking among Secondary School Students Desty Febria; Maya Marsevani; Rizky Putra
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).v13i2.24787

Abstract

Despite the widespread implementation of the Direct Method in EFL classrooms, empirical evidence examining students’ perceptions of its role in developing speaking skills remains limited, particularly in small-scale instructional contexts. This study aims to explore EFL students’ perceptions of the Direct Method in enhancing their speaking ability. This study employed a qualitative descriptive research design to explore students’ perceptions of the use of the Direct Method in developing speaking skills. Semi-structured interviews and classroom observations were used as data collection instruments to allow methodological triangulation and enhance the credibility of the findings. This study involved 26 students from  grade VII and 1 English teacher. Researchers have been conducted the observation three times and the interview on the following week. The findings indicate that the Direct Method contributed to increased learner confidence, improved vocabulary recall, and greater classroom engagement; however, students also reported challenges related to pronunciation accuracy and spontaneous sentence production.
EFL Students’ Strategies in Reading Printed and Digital Texts Hilmiatul Asna; Luthfiyatun Thoyyibah; Iskhak Said
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).v13i2.20413

Abstract

Reading strategies are crucial for EFL students to comprehend texts, both in print and digital formats. The rapid development of digital media has influenced students' reading habits and skills. Previous research has primarily focused on reading preferences and comprehension between print and digital texts, but few have highlighted the strategies students use and the challenges they face across both media. This study aims to explore the strategies employed by first-year EFL students in reading print and digital texts, as well as the difficulties they encounter. This study employed a qualitative approach with a case study design. First-year students from the English Language Education Study Program at Galuh University participated. Data were collected through classroom observations and semi-structured interviews, then analyzed using thematic and content analysis. Students used strategies such as skimming, scanning, highlighting, note-taking, and rereading across both printed and digital texts, though their application varied depending on the medium. For digital texts, additional strategies such as screen adjustment and the use of online translation tools were also identified. Challenges include notification distractions, eye fatigue when reading digitally, and difficulty finding information quickly in print texts. These findings highlight the importance of adaptive reading strategies for improving students' digital comprehension and literacy and provide input for educators to develop more effective teaching practices.
Junior High School Teacher and Students’ Perspective on Actual Performance in Descriptive Text Writing: A Mixed Method Study Firda Maghfiroh; Ahmad Munir
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).v13i2.23342

Abstract

Writing descriptive text is an important skill in English learning at the junior high school level because it requires the ability to develop ideas, organize paragraphs, and use linguistic elements. Previous studies have mainly focused on students’ writing difficulties or learning strategies and rarely examined both teacher and student perceptions in relation to students’ actual writing performance. This study aims to explore teacher and student perceptions of students' actual performance in writing descriptive text and analyze the relationship between perceptions and actual writing performance. This study used a mixed-method approach combining descriptive qualitative and correlational quantitative approaches. The subjects consisted of one English teacher and 20 seventh-grade students. Data were collected through self-assessment questionnaires, semi-structured interviews, and document analysis of student writing. The results showed that teachers assessed students as having basic skills in developing ideas and content, but still experienced difficulties in vocabulary, grammar, paragraph organization, and writing mechanics. Students showed positive perceptions of writing motivation, but acknowledged linguistic difficulties. Correlation analysis showed a weak and negative relationship between students' perceptions and actual writing performance. The study indicated a gap between perceptions and actual performance and low metacognitive awareness of students. Therefore, explicit feedback, structured assessment, and strengthening of metacognitive awareness are needed in teaching descriptive text writing.

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