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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
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STUDENTS’ SPEAKING PERFORMANCE IN PRESENTATION CLASS Retti Nurhayati Agustini
Journal of English Education Program (JEEP) Vol 5, No 1 (2018): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v5i1.1884

Abstract

This study reports on the students’ speaking performance in presentation class. This study was aimed at finding out: the students’ performance of speaking for academic presentation and the weaknesses and strengths they have in performing speaking for academic presentation. Deborah (2001, p. 1) states that “Presentations are brief discussions of a focused topic delivered to a group of listeners in order to impart knowledge or to stimulate discussion.” The writer took English students at the third grade of English department in Galuh University consisted 20 students. To get the data the writer used two instruments: classroom observation and close ended questionnaire. Then, to interpret the data the writer used qualitative design particularly case study design. The result of this study shows that each student has weaknesses and strengths of each when giving presentations. The prominent strengths when students performing speaking for academic presentation are they did not focus on the notes, they used transitions, their rate speech were not too fast or not too slow and they felt confident to use clear or loud voice. Based on the result of study, it is recommended that students should be more active in practicing their English in groups. It is also suggested that lecturers often implement teaching English speaking through groups.
IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY PEER FEEDBACKING AT FACEBOOK GROUP Gilar Ferisa
Journal of English Education Program (JEEP) Vol 6, No 1 (2019): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v6i1.1852

Abstract

The present study deals with improving students’ achievement in writing narrative text by peer feedbacking at facebook group. Peer feedback is feedback that is given by peer. This study was attempted to find out the difference of students’ achievement in writing narrative text between students who are taught by peer feedbacking at facebook group and those who are not. This study also was attempted to find out the students’ responses toward peer feedbacking at facebook group. This study was conducted at the eleventh grade students of SMAN 1 Kawali. The result of computation showed that t-observed was 2.234 and t-table was 2.021 at the level of significance 0.05 and df=38. It means t-observed was higher than t-table. It was enough to accept the alternative hypothesis (H1), that there is a significant difference of students’ achievement in writing narrative text between students who are taught by peer feedbacking at facebook group and those who are not. In qualitative study, the writer administered a questionnaire to the experimental group to discover their responses toward peer feedbacking at facebook group. The result of questionnaire analysis showed that the students gave positive responses toward peer feedbacking at facebook group in learning writing narrative text. The positive responses itself supported the quantitavie result, that peer feedbacking at facebook group improved students’ achievement in writing narrative text.
AN ANALYSIS OF ONLINE PEER FEEDBACK TO FOSTER STUDENTS' CRITICAL THINKING Syifaulkaromah Syifaulkaromah; R. Bunga Febriani; Didih Faridah
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.909 KB) | DOI: 10.25157/(jeep).v8i2.6432

Abstract

The aims of this study is to find out the students' responses to the practice of peer feedback in online learning and to investigate how online peer feedback foster students' critical thinking. In collecting the data, the study used qualitative method especially case study. Questionnaire and students' peer feedback documentations were the data collection. Purposive sampling was used to select twelve students as participants. Open ended questionnaire and students' peer feedback documentations were the data collection. The writer analysed the students’ responses to the implementation of online learning using percentage computation and interpreted it qualitatively. The students’ peer feedback documentations also analysed by using content analysis. The result indicated that using peer feedback in online learning could improve students’ critical thinking skills which was relevant with Bloom’s Taxonomy. In responding to the second research questions, there were six students who think critically that could be seen from how they criticized the peer’s assignment based on their ability to state opinions clearly and concisely.  Moreover, the most of students agreed that the implementation of online peer feedback was more useful and helped them to improve their writing assignment through giving comments to peers and got comments from peers. Therefore, this research has proved that online peer feedback could foster students’ critical thinking and improved their writing skills especially in the subject Academic Writing.Keywords: Online, Peer feedback, Critical thinking
STUDENTS’ METACOGNITIVE STRATEGIES IN MASTERING WRITING EXPOSITION TEXT Merryta Lestari
Journal of English Education Program (JEEP) Vol 4, No 1 (2017): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v4i1.1875

Abstract

This study examines the effectiveness of students’ metacognitive strategies in improving students' skills in writing exposition text.The main problems of this study are: “what metacognitive strategies are used by the students in mastering writing exposition text?andwhich metacognitive strategies are dominantly used by students in mastering writing exposition text?.” The purposes of this study are to find out what metacognitive strategies are used by the students in mastering writing exposition text and to find out which metacognitive strategies are dominantly used by students in mastering writing exposition text.  The present study employs a case study method.The population in this study was all the eleventh grade of SMAN 1 Baregbeg in the academic year 2013/2014consisting of 4 classes of 88 students.The study took one class as a sample of the research. The sample of the study was XI IPS 1 consisting of 25 students.The instruments used to collect data were writing test and questionnaire. The result of this study revealed that the students like using metacognitive strategies in learning English. Based on the collected data it can be drawn that it is indicated by the students’ score of metacognitive strategies. Based on the conclusion, this study suggests that the use ofstudents’ metacognitive strategies in writing exposition textshould be implemented during teaching and learning process in class in order that the students can learn it step by step until they understand how to write exposition text.The present study suggests that the use of students’ metacognitive strategies in learning writing exposition text should be given to students during teaching and learning English writing. Keywords: Metacognitive strategies, writing exposition text.
EFL STUDENTS’ PERCEPTIONS ON SUPPORTED SCHEMATA TOWARDS TRANSLATING VARIED TEXT USING GOOGLE TRANSLATE M. Kharisma Nata A.; Rina Herlina; Wawan Tarwana
Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (415.042 KB) | DOI: 10.25157/(jeep).v9i2.8557

Abstract

This study reports the analysis of students’ perception of using schemata towards Google Translate results and their strategies to use their schemata in improving Google Translate results. The approach of this research was a case study. Observation and interviews were used as the instrument for collecting the data. The subject of this study was students of grade three in the English Education Program at one private University in Ciamis and the data collection was derived from online class observation and interviews with translating lecturers. The results showed that the use of schemata is needed in translating text from Google Translate. The results also showed that the outline of students’ strategies to improve Google Translate results can be conducted by checking vocabulary, and sentence structure, and using their understanding or schemata. The researcher suggested for the students of the English Education Program practice translating more and keep expanding their views to make the quality of their translation even more perfect.
THE USE OF TEAM GAME TOURNAMENT (TGT) IN TEACHING SPEAKING ABILITY Disti Meina
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).v6i2.1842

Abstract

This  study  reported  on  the  use  of  Team  Game  Tournament  (TGT)  technique  in teaching speaking ability at the eighth grade of a junior high school. Team Game Tournament (TGT) technique is one of teaching technique in cooperative learning that  involves  four  stages:  teaching,  learning  team,  tournament,  and  recognition team   (Slavin,   2005).   This   study   was   conducted   in   qualitative   approach, particularly   case   study.   To   get   the   data,   the   writer   administered   classroom  observation in four sessions and interview to an English teacher and five students at the eighth grade of a junior high school in Ciamis regency. The results showed  that  based  on  classroom  observation  and  intervie w,  the  use  of  Team  Game Tournament (TGT) technique was useful to teach speaking ability;  Besides,  Team  Game Tournament  (TGT)  technique  could  make  the  classroom  activities  become  more active. Then, according to the data interview to the teacher, the teacher‟s reasons to choose Team Game Tournament (TGT) technique were the students could more increase their speaking and although Team Game Tournament (TGT) technique is team,  but  the  students  competed  with  each  other.  Hence,  based  on  classroom observation and interview to five students, the students gave positive responds in learning speaking through Team Game Tournament (TGT) technique, because the students   interested   in   Team   Game   Tournament   (TGT)   technique.   Based   on findings above, it is recommended that Team Game Tournament (TGT) technique can be used for the teacher to improve students’ speaking ability. Key   words:   teaching   speaking,   technique   in   teaching   speaking,   cooperative learning, Team Game Tournament (TGT),
OVERCOMING STUDENTS’ PROBLEMS IN PRONOUNCING PAST TENSE VERBS BY MEANS OF YOUTUBE VIDEO Junjun Ahmad Santosa
Journal of English Education Program (JEEP) Vol 8, No 1 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (788.041 KB) | DOI: 10.25157/(jeep).v8i1.5230

Abstract

This study was aimed to discover whether teaching by using Youtube videos could overcome students’ problem in pronuncing past tense verbs and to discover the students’ perceptions on the use of Youtube video as teaching media. This study mixed-method study involved the eight grade students of junior high school in Ciamis Year 2017/2018 at which the sample was 27 students of experimental group and 27 for control group. Pre-test and post-test were employed to collect the quantitative data and close-ended questionnaires to collect the qualitative data. The findings indicated that t-observed was 2.344 with degree of freedom 52 and level of significance 0.05 with two tailed test t-table (2.021). It implied that t-observed was higher than t-table (2.344 > 2.021) resulting in rejecting Null hypothesis. It means that there were significant differences on the students’ pronunciation achievement who were taught before using YouTube video and after using YouTube video. Also, students have positive perceptions toward the use of Youtube video as teaching media to overcome their problem in pronouncing past tense verbs such as feeling more intellegent, interested and effective in learning speaking especially pronunciation. This study suggested that Youtube video as media can be applied in other level of students. Keywords: Pronunciation, Past Tense, Youtube Videos
IMPROVING STUDENTS’ WRITING ANALYTICAL EXPOSITION TEXT ABILITY BY USING GENRE-BASED APPROACH Imam Muharrom Nurdiana
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).v7i1.4316

Abstract

In this research, Genre-Based approach was investigated to know about students’ perceptions and teachers’ experiences in improving students’ writing analytical exposition text. Qualitative research was method chosen to be used with case study because this study focused carried out the detailed description of the study.It used three data collection techniques there are interview, observation, and questionnaire. Observation was analyzed by recording the learning activity by using video during the lesson and transcribed it, questionnaire was analyzed by analyzingand generalizing of the data used percentage computation, and interview was analyzed by presentingand translating the interview into English.In this regard, the participants in this study were the eleventh grade at one of senior high school in West Java. In the finding of this study, referring from the observation and interview data, writer concludes the use of Genre-Based approach can motivate students in learning activities, enhance students how to write properly and effectively. Then,based on the data from questionnaire it shows that most of students argued if the used of Genre Based Approach can improve their motivations and abilities in writing analytical exposition text Finally, a suggestion has been provided for future researchers are recommended to conduct the research with the same topic quantitatively to strengthen the finding of this study. Keywords: Writing, Genre-based approach, Analytical exposition text. 
THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) IN GUIDING STUDENTS’ CRITICAL THINKING Anggi Kharisma Dewi
Journal of English Education Program (JEEP) Vol 1, No 1 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i1.1835

Abstract

This paper was aimed at finding out the process of the implementation of Problem-Based Learning (PBL) in guiding students’ critical thinking, the lecturer's beliefs toward the use of Problem-Based Learning (PBL) in guiding students' critical thinking, and the students' perception toward the use of Problem-Based Learning (PBL) in guiding their critical thinking. This study employed a qualitative study that was designed as a case study. The writer took the third grade students of English education program of a private university in West Java that consisted of thirty-four students and a lecturer as a sample purposively. The findings revealed that there are several stages that can guide the students’ critical thinking and encourage the effective teaching and learning process. Moreover, the role of the lecturer in PBL class is just as a facilitator who encourages the students to use their thinking totally. Furthermore, the lecturer believed that he has opportunities to guide the students’ critical thinking. In addition, generally the students perceive that their critical thinking have been guided since they have been taught by means of Problem-Based Learning (PBL). However, in that process the students and the lecturer still find challenge; particularly it is caused by the lack of information. Based on these findings, it is recommended that the lecturer should implement the appropriate method to conduct the teaching and learning process in order to guide students’ critical thinking; moreover to create an effective teaching and learning process. Key words:    Problem-based learning (PBL), lecturer’s beliefs, students’ perception.
THE ROLE OF PEER GROUP DISCUSSION ACTIVITY TOWARD STUDENTS’ SPEAKING ANXIETY Sasi Viviani
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).v7i2.4361

Abstract

This paper reports on the role of peer group discussion activity towards students' speaking anxiety. This research aimed to discover find out factors affecting students’ speaking anxiety, the students’ ways to overcome their speaking anxiety, and the students’ perceptions of the role of peer group discussion activity toward students’ speaking anxiety. This research employed qualitative design in which a case study and the data were collected through questionnaires and interviews. The participant of this research was the 31 junior students of English Department Galuh University. The researcher used a close-ended questionnaire and it consists of ten statements. The data from the questionnaire analyzed by using close items on the questionnaire and the percentage computation, while the researcher used a semi-structured interview to obtain the data of the research. Furthermore, the researcher conducted a telephone interview and the data from the interview was analyzed by displaying data interpretation from the interviewees. The researcher found that students have two factors that influence their speaking anxiety, namely linguistic factors, and non-linguistic factors. Furthermore, students have two strategies to overcome their speaking anxiety namely preparation and getting help from their friends. Then, students perceive that peer group discussion activity was very helpful to overcome their speaking anxiety and improve their speaking skills because students can be more confident and comfortable talking about with their friends. They can help each other to share opinions, make conversations, and motivate them to be more confident. Students also perceive that peer group discussions can help them to improve their speaking skills because they can talk more confidently and they can help one another, correct when making mistakes, and share information about what is not understood.Keywords: peer group, group discussion, speaking, anxiety. 

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