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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 205 Documents
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The Implementation of Genre-Based Approach Using Visual Media in Teaching Descriptive Writing Silfi Selfia Putri; Bambang Ruby Sugiarto; Luthfiyatun Thoyyibah
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).v13i2.20486

Abstract

This study was carried out to examine the use of visual media integrated into Genre-Based Approach (GBA) for teaching students how to write descriptive texts. Conducted at an Islamic Senior High School in Tasikmalaya, the researcher involved one English teacher and nine students from class XI IPA as participants. The present study used qualitative case study with non- participatory observation and interview instruments To analyze observations, researcher used several procedures such as collecting information, selecting the main data, presenting relevant data, verifying, and concluding the research results. Meanwhile, the interview results were analyze using thematic analysis. The first conclusion revealed that the teacher consistently implemented all stages of GBA by utilizing visual media in the form of pictures to stimulate ideas and build students' understanding in learning to write descriptive texts in class. Then the second conclusion revealed that students gave positive responses to the approach. They were helped in adding vocabulary, developing ideas, and understanding the structure of descriptive text. However, this study also discovered that some learners still faced challenges with grammar, especially in selecting appropriate tenses and applying correct subject-verb agreement in accordance with the rules of descriptive text. Therefore, for future research, it is recommended to complete and overcome the weaknesses of this study, and more focused on grammatical aspects and developing more varied media.
Teachers’ Pedagogical Techniques in Delivering Speaking Assessment: Secondary Level of Education Putri Rahmawati Oktapiani; Luthfiyatun Thoyyibah; Didih Faridah
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).v13i2.20705

Abstract

Speaking assessment plays a critical role in English language teaching, especially in developing students’ oral communication skills in junior high schools. Teachers often rely on limited or repetitive speaking assessment methods, which may not fully support the development of students’ speaking skills. Therefore, this study aimed to explore the types of speaking assessment techniques used in the classroom and the considerations behind the teacher’s choices. A qualitative case study approach was employed, involving one English teacher as the participant. Data were collected through classroom observations and semi-structured interviews. The findings revealed that oral presentation was commonly used, especially in the teaching of procedural texts. Other techniques mentioned included interviews, role plays, group discussions, and picture descriptions. The assessment process was supported by clear instructions, the use of rubrics, a one-on-one delivery format, and sufficient time allocation for both preparation and performance. The teacher’s decisions in choosing assessment techniques were influenced by practicality, validity, student anxiety, and attention to key speaking components such as pronunciation and intonation. The study concludes that speaking assessments can be more effective when adapted to the classroom context and student needs through flexible and student-centred approaches.
Monolingual Pedagogy in a Multilingual Context: Challenges and Paradigm Shifts in English Language Teaching Cinamula Kashuli Joachim; Mukuna Tshimpela Robert; Tembue Matthieu Zembele; Bapolisi Bahuga Paulin; Buzigire Mufanzara Bertin
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).v13i2.23686

Abstract

 This paper explores 1) the challenges that emerge when using monolingual pedagogy in multilingual contexts in the teaching of English as a foreign language ; and 2) discusses the problems faced by the learners in understanding syntactic contents of language and suggests remedial teaching measures. This survey study involved second year students of English at ISP BUKAVU and employed questionnaires to collect the data. The finding shown in the reality is that participants answered in French instead of using the English language, resulting the fact that they happen to grasp the message but it is hard for them to convey it in the target language. In this condition, translanguaging is a new approach that was be used to enhance the mastery of syntactic rules. Monolingual pedagogy works in some contexts but in a multilingual context as experienced by the second year students of English at ISP BUKAVU, translaguaging marks its valuable and still can assist the learners to improve their knowledge of English if teachers of English subsequently and reasonable use it. This findings advocates for a paradigm shift towards translanguaging to enhance learning outcomes in multilingual classrooms as proved throughout the data used in the present paper. The analysis of meaning in words, phrases, and sentences is suggested for further research.
Animated Films as a Tool for Vocabulary Acquisition in Vocational Education Dini Andriani; 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).v13i2.20906

Abstract

Vocabulary mastery is a crucial aspect of language learning, but it poses a challenge for vocational high school (SMK) students due to limited learning media. Previous studies have mostly used non-animated films as learning media, while animated films are still rarely explored. This study aims to investigate students' perceptions of using animated films as a vocabulary learning medium. The research employs a qualitative descriptive method, involving 20 participants from Grade X at SMK Al-Huda Turalak. Data collection techniques include observation and semi-structured interviews. The results of the study indicate that animated films can increase students' interest, engagement, and confidence in learning and using new vocabulary directly. Students can understand and remember new vocabulary through animated films, which are visual and contextual in nature and have proven to be effective. Therefore, animated films can be an attractive and effective alternative learning medium in the context of vocational schools.
Translanguaging as a Pedagogical Strategy for Enhancing Students' English Reading Comprehension Azlya Alizara Dilrahman; Dedeh Rohayati; Lilies Youlia Friatin
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).v13i2.20096

Abstract

This study investigates how translanguaging serves as a teaching strategy to improve students' English reading skills in higher education. The study aims to examine students' implementation and perspective on translanguaging in reading activities. Translanguaging refers to the application of all language skills in a flexible way to achieve comprehension in learning a foreign language. This research applied a qualitative method with a case study approach, and data were obtained through observations and interviews. The participants of this study were purposively selected, consisting of one class of first-year student, and one lecturer for observation. Six students and one lecturer were interviewed based on their level of participation in learning activities to triangulate the data and validate the opinions. The results of this study show that the implementation of translanguaging can improve comprehension in reading English. Students naturally applied translanguaging through discussion, note-taking, retelling, and expressing their understanding. They used Indonesian, Sundanese, and also multimodal, such as gestures. In addition, students gave a positive perspective on translation; they felt relaxed, motivated and more confident when reading texts in English. Although students found it useful, its implementation should be regulated to ensure that it does not cause excessive dependence on the original language. In summary, translanguaging can serve as an effective approach to improve learners' comprehension by giving them the opportunity to utilize all they language resource.

Page 21 of 21 | Total Record : 205

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