cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dedeh Rohayati
Contact Email
rohayatidedeh@rocketmail.com
Phone
+6285223936103
Journal Mail Official
rohayatidedeh@rocketmail.com
Editorial Address
Jl. R.E. Martadinata No. 150, Ciamis 46251
Location
Kab. ciamis,
Jawa barat
INDONESIA
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
 4   5   6   7   8 
Enhancing Critical Thinking Through Responding to The English Poetry Isti Kristiani
Journal of English Education Program (JEEP) Vol 3, No 2 (2016): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v3i2.1871

Abstract

Critical thinking in learning is very important because the skill of critical thinking can influence understanding, analyzing, evaluating arguments and viewpoint (Gregory, William, Henry and James 2011, p. 27). An active maker-or meaning in the experience or responding to a text, that brings meaning to and taking meaning from a symbolic form (Vandergrift 1990, p. 127). The study employed a case study design. The writer took the second year in D class that consisted of 18 students which is divided into 6 group and only 12 students were given questionnaire. In determining the sample, the writer used cluster sampling technique. The data were obtained from several sources, including a observation and questionnaire to students. The findings shows that from each group of basic critical thinking which consist of 6 group, half of group included in category, the dominant category from it was fairness category which total 5 from 6 group. Keywords: Poetry, Critical thinking, literature in EFL classroom
THE USE OF THE MOVIE “THE GOOD DOCTOR” AS TEACHING MEDIA IN ESP Silva Aulia
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 (371.947 KB) | DOI: 10.25157/(jeep).v9i2.8553

Abstract

This study aims to determine the vocabulary needed by medical students and students' perceptions of the film "The Good Doctor" as a teaching media for English vocabulary for medical students. This research which uses a qualitative case study design is conducted in a Vocational School in Tasikmalaya. To collect data, the researcher combines the data obtained from thirty-one participants consisting of one English teacher and thirty medical students using semi-structured interviews and an open questionnaire. The results of semi-structured interviews shows that the English vocabulary needed by medical students contains a collection of English vocabulary-specific terms for drugs, diseases, medical equipment, etc. Meanwhile, the results of the open-ended questionnaire based on students' perceptions indicate that medical vocabulary is important because learning English vocabulary can increase students' knowledge. Mainly, special vocabulary and learning English medical vocabulary is useful for their careers. Finally, the researcher provides suggestions on how to increase the needs of vocational students, especially the English vocabulary needed by medical students. The education of this research is to allow the teachers to use films for teaching media in ESP classes.
THE LEARNERS’ PERCEPTION OF PROBLEM-BASED LEARNING EXPERIENCE IN SEMINAR ON ELT CLASS Santi Susanti
Journal of English Education Program (JEEP) Vol 1, No 2 (2014): Journal Of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v1i2.1838

Abstract

This paper is a descriptive survey study that aims at investigating the learners’ perception of problem-based learning experience in Seminar on ELT Class. Choosing of approach in learning English is very important because it can influence successful language learning. One of appropriate approaches which makes the students be active and productive learners is learner-centered approach (O’Banion (1997, p. 47) as cited in Bista (2000, p. 114), problem-based learning is one of methods from learner-centered approach that is very effective to make the students be active and productive learners because toward this method the students have to solve the problem based on real world so that it can train the students to think critically (Lepinski, 2005, p. 1). The writer gave the students a questionnaire. After distributing that questionnaire, the writer conducted interview. The findings showed that the students can explore their knowledge because toward problem-based learning the students have to search appropriate information to get solution of the problem. The students can increase their skill, such as critical thinking because the students have to think critically to solve the problem based on real world. The students can learn to work together and independently so that the students can share their knowledge. Problem-based learning is one of methods can increase students’ critical thinking besides the students can learn collaboratively and independently. Lecturers should choose appropriate method to reach the purpose of learning, particularly in student-centered learning.Key words : learners, perception, problem-based learning
USING STORYTELLLING TO ENHANCE STUDENTS’ INTERESTS IN READING Eka Rianty Anggraini
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 (783.331 KB) | DOI: 10.25157/(jeep).v8i1.5211

Abstract

This research explores the use of storytelling to enhance students interests in reading. It was argued that the use of storytelling would provide students with the powerful tool used in the classroom. A case study methodology was used in this research and this research was conducted at the tenth grade of Vocational School in A Regency. It took an English Teacher who teaches reading class and 35 students as samples who were chosen by purposive sampling. The conclusion of the study shows that the implementation of storytelling is conducted by practice storytelling and teacher’s perception and students’ responses shows that storytelling can enhance students’ reading in classroom. Based on these research findings, it is recommended that the teacher can use storytelling in teaching reading to Senior High School students. Furthermore, the storytelling enhances students in reading. Keywords: interest, reading, reading comprehension, reading skill, storytelling
USING HIGHER ORDER QUESTIONS TO STIMULATES STUDENTS’ SPEAKING ACTIVITIES IN STUDENT CENTERED CLASSROOM Ai Erna Dewi
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).v7i1.4312

Abstract

Teacher feedback stipulation is a necessity for students especially in the process of writing. The present study, therefore, aims at 1) Figuring out how the teacher uses higher order questions to stimulate students speaking activities in student centered classroom; and 2) To investigate what classroom activities will be indicative in student centered speaking class by means of higher order questions. The present study implemented case study with the type of observation for the qualitative design. The present study involved 19 students as participants. Classroom observation, questionnaire and teacher interview were carry out to obtain the data in the present study. Afterwards, classroom activities observation and documentation of students’ test were conducted to get the data. Based on the observations result, higher order questions is one of the most frequently used strategies in classroom teaching, as well as the most influential teaching skill. It is a useful way for teachers to get and convey information, and to obtain feedback from students. Teachers can also use it to communicate with their students.  Effective questioning in class can encourage students to give relative and complete answers. It can activate students’ thought, develop their opinion, express their ideas and discussion class as well, make students active in classroom (student centered) and the teacher as facilitators. Based on these findings, it is recommended that English teachers should be provided with more training on employing of higher order questions to facilitate students’ thinking for themselves and develop the students’ mind by encouraging their English speaking.  Keywords: higher order questions, student centered, speaking activities
TEACHER’S SCAFFOLDING TO PROMOTE TEACHING TRANSACTIONAL AND INTERPERSONAL CONVERSATION YULI YULIANTI
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).v6i1.1895

Abstract

This paper reports the effectiveness of teacher’s scaffolding to promote teaching transactional and interpersonal conversation. This study was aimed at finding out the kinds of scaffolding which are used by the teacher in teaching transactional and interpersonal conversation and the teacher’s reasons of using scaffolding to promote teaching transactional and interpersonal conversation. The study employed a qualitative research design, the writer used a case study as the way to figure out teacher’s scaffolding to promote teaching transactional and interpersonal conversation. The instruments used in this study consisted of two instruments including observation and interview. The findings revealed that the teacher used offering explanations, inviting students’ participation, verifying and clarified student understandings, and modelling to promote students’ conversation. Based on these findings, scaffolding is one of teaching process in order to make students enjoy the teaching and learning. It is aimed at helping students to accomplish their task through scaffold them with various ways. In conclusion, teacher’s scaffolding was helpful and effective to promote teaching transactional and interpersonal conversation.
THE USE OF VISUAL SCAFFOLDING IN HELPING STUDENTS TO LEARN PROCEDURE TEXT Rika Amelia Arizki
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).v3i1.1865

Abstract

This paper deals with the use of visual scaffolding in helping student to learn procedure text. This study was aimed at investigating how the teacher scaffold the student through visual scaffolding in the teaching learning process of procedure text and figuring out the issues encountered by the teacher in applying visual scaffolding. The writer used a case study design as a research design of the study in order to gained the detail information how the use of visual scaffolding in helping students to learn procedure text. The instruments used in this study consisted of two instruments including classroom observation and interview. The results of data analysis showed that the first research question of this study which emphasized on how does the teacher scaffold the student in the teaching learning process of procedure text through visual scaffolding. In this sense, the kinds of scaffolding used by teacher in helping students to learn procedure text was visual scaffolding. Besides, the teacher agreed that the implementation of visual scaffolding should be implemented by each of the English teacher to improve students’ comprehension toward the material in the class.
A NARRATIVE ANALYSIS OF ENGLISH TEACHER’S EXPERIENCES IN TEACHING PUBLIC SPEAKING THROUGH ONLINE LEARNING-BASED EMERGENCY REMOTE TEACHING Indah Khoirunnisa
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 (758.398 KB) | DOI: 10.25157/(jeep).v9i1.7574

Abstract

This article is focused to investigate the way the English teacher prepares, implements and evaluates, what problems are faced, and how to solve problems that occur during the learning activity takes place. The study employed a narrative analysis method to find out the English teachers’ experiences, the problems and its solutions in the implementation of teaching public speaking through online learning based-emergency remote teaching in the Covid-19 pandemic situation. The first  result of this study reveals that there are several things that must be considered to carry out learning activities, namely the preparation stage, the implementation stage and the stage for evaluating student learning outcomes. The second result indicates that several problems emerged on its implementation, namely poor internet connections,  the lack of student internet quotas, and the problem of direct interaction between teacher and students during virtual meetings. The third result come with the solutions that were found to overcome network problems and internet quotas is to make learning video recordings posted on Google Classroom or Telegram;  so students can watch them at a later time after having a good internet connection and sufficient quota, and the provision of Telegram as a forum for indirect interaction between teachers and students outside of direct interaction in virtual meetings.
AN ANALYSIS OF CODE MIXING USED IN THE COMMERCIAL ADVERTISEMENTS ON THE NEWSPAPER AND ITS INFLUENCES TOWARD THE DEVELOPMENT OF LANGUAGE LEARNING Rini Mulyani
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).v5i1.1885

Abstract

This  study  is  aimed  at  investigating  the  types  of  code  mixing  used  in  the commercial advertisement in the  newspaper and the influence of the used of code mixing in commercial advertisement appear toward the development of language learning.   The   study  used   descriptive   study  for  retaining   the   holistic   and meaningful characteristic of real life event. The population was all the commercial advertisements   on   several   newspapers   which   consist   of   30   commercial advertisement  and  took fifteen  commercial  advertisements  as the  sample.  The instruments  used  to  collect  the  data  were  newspaper  advertisements  by using content analysis as the technique to analyze the data and questionnaire used to get the influence the code mixing toward the language learning. Actually, the result showed that code mixing is one of a number of the linguistic manifestations  of language contact and mixing. It shows that there were three types of code mixing; situational switching, metaphorical switching, and conversational switching. Accordingly, there were some kind of code mixing including emblematic, intra- sentential, inter-sentential, and intra-lexical code mixing. In conclusion,  the most types of code  mixing  used  in the  newspaper  was inter-sentential  code  mixing which the percentage 86%, and intra-sentential as the second findings which the percentage was 13%, and the last emblematic which  the percentage was 1%. In addition, the suggestion of this study was aimed at investigating  the application  of code mixing in education  field  and also  the other researcher to repair the study more perfect.
AN ANALYSIS ON THE STUDENTS’ TRANSLATION TECHNIQUES IN TRANSLATING A POEM GINA SRI WAHYUNI
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).v2i2.1853

Abstract

This paper was an analysis on the students’ translation techniques in translating poem entitled “You’ll live, But I’ll Not ...” by Anna Akhmatova. This study was a case study since it was carried out in a small case and single case. In this case, the entire students who joined translation subject consisting of 60 students at the fourth grade of English department of Galuh University and were selected by using purposive sampling technique to gain the sample. As a result, two students were chosen as sample to conduct the research. The writer used the students’ translation test to answer the first and the second research questions. In analyzing the data, the writer used the steps adapted from Fraenkel and Wallen (2007, p. 425-427). The results of analysis concluded that deletion, literal translation, adaptation, modulation, transposition, and addition were techniques used by the translators in translating poem “You’ll live, But I’ll Not ...” by Anna Akhmatova. Meanwhile, the results also revealed that ambiguity, grammar, linguistic translation, cultural translation, pragmatic translation, and text-specific translation were problems faced by the translators in translating poem entitled “You’ll live, But I’ll Not ...” by Anna Akhmatova.   Key words: translation, techniques, poem.

Page 6 of 18 | Total Record : 174

 4   5   6   7   8 

Filter by Year

2014 2025


Reset
Filter By Issues
All Issue Vol 12, No 2 (2025): Journal of English Education Program (JEEP) Vol 12, No 1 (2025): Journal of English Education Program (JEEP) Vol 11, No 2 (2024): Journal of English Education Program (JEEP) Vol 11, No 1 (2024): Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program Vol 8, No 1 (2021): Journal of English Education Program Vol 7, No 2 (2020): Journal of English Education Program Vol 7, No 1 (2020): Journal of English Education Program Vol 6, No 2 (2019): Journal of English Education Program Vol 6, No 1 (2019): Journal Of English Education Program Vol 5, No 2 (2018): Journal Of English Education Program Vol 5, No 1 (2018): Journal Of English Education Program Vol 4, No 2 (2017): Journal Of English Education Program Vol 4, No 1 (2017): Journal Of English Education Program Vol 3, No 2 (2016): Journal Of English Education Program Vol 3, No 1 (2016): Journal Of English Education Program Vol 2, No 2 (2015): Journal Of English Education Program Vol 2, No 1 (2015): Journal Of English Education Program Vol 1, No 2 (2014): Journal Of English Education Program Vol 1, No 1 (2014): Journal Of English Education Program More Issue