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"Vol 9, No 2 (2022): Journal of English Education Program (JEEP)"
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<![CDATA[AN ANALYSIS OF STUDENTS’ ERRORS IN USING POSSESSIVE ADJECTIVES IN THEIR WRITING TASKS ]]>
<![CDATA[Rizal Pratama Firdaus]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8556
<![CDATA[This study is purposed to analyze 1) the kinds of possessive adjective errors which are mostly made by students in their writing tasks; and 2) the causes of possessive adjective errors which are mostly made by students in their writing tasks. A case study is used as a research design which engaged the students at the tenth grade of a vocational school in Singaparna, Tasikmalaya. By means of purposeful sampling technique, 17 students at class X-TKR 1 are selected as the participants of this study. This study uses two instruments namely, the students’ worksheet on writing test and the semi-structured interview. The result shows that ‘his’ and ‘her’ were the kinds of possessive adjective errors which are mostly made by students in their writing tasks. The results also presented that the students make errors in using and in writing possessive adjectives because they are not aware of possessive adjectives, their grammar is still poor which lead to boredom, unmotivated, and uninterested in learning. The strategies or ways applied by the students are effective to overcome their errors in using and in writing possessive adjectives in their writing tasks so that they are able to identify their errors and difficulties, to correct their errors, and to be focus in learning grammar, especially in learning possessive adjectives]]>
<![CDATA[THE USE OF GRAMMARLY TO ENHANCE STUDENTS' ACCURACY IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Aprilia Wismatul Fauziah Hadiat]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8552
<![CDATA[The purpose of the study is to find out the use of Grammarly to enhance students’ skill in writing descriptive text and to figure out the students’ perceptions on the implementation of Grammarly to enhance the accuracy of writing descriptive text. This case study involves 30 students at class VIII as research participants. The data of this study are gathered from the questionnaire, the interview, and the online classroom observation. The data analysis uses four techniques including the frequency table, content analysis, coding, and triangulation analysis. The findings reveals that the use of Grammarly can enhance the accuracy of writing descriptive text. The findings also shows that most of students give positive perceptions towards the use of Grammarly in writing descriptive text because it can make the students motivated to enhance their writing skill, makes it easy for them to find out the mistakes in writing a text, avoid plagiarism, more thoroughly when there are writing errors, and they are more confident when writing a text using Grammarly. Finally, future researchers are expected to conduct the research quantitatively with similar topic to enrich this study.]]>
<![CDATA[EFL STUDENTS’ PERCEPTIONS ON SUPPORTED SCHEMATA TOWARDS TRANSLATING VARIED TEXT USING GOOGLE TRANSLATE ]]>
<![CDATA[M. Kharisma Nata A.]]>;
<![CDATA[Rina Herlina]]>;
<![CDATA[Wawan Tarwana]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8557
<![CDATA[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.]]>
<![CDATA[EMPOWERING STUDENT’S CREATIVE WRITING ABILITY BY USING CANVA ]]>
<![CDATA[Mustika Larasati]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8548
<![CDATA[The present study was aimed to investigate how teacher teaches creative writing by using Canva and what are student‟s perception on the use of Canva as media in learning writing. The present study used qualitative design with the type of case study. The data were obtained through several sources such as observation which was conducted once to observe how teacher used Canva as media in teaching creative writing. The two others were questionnaire and interview that were employed to collect data about student‟s perception on the use of Canva as media. Eighteen students from 8th grade and one English teacher participated in this study. The observation data and interview were transcribed, coded, interpreted. Meanwhile, the questionnaire data was analyzed using Likert Scale measurement. The findings revealed that, to implement Canva in teaching writing, the teacher used constructivism.Moreover, from interview and questioner about student‟s perception showed that the use of Canva as teaching media could make them more motivated in learning and also enrich their knowledge in using media. Based on the findings,the writer suggested that teacher should use media, especially Canva in their teaching activity, to motivate their students and enrich their knowledge on using various digital media.]]>
<![CDATA[THE USE OF THE MOVIE “THE GOOD DOCTOR” AS TEACHING MEDIA IN ESP ]]>
<![CDATA[Silva Aulia]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8553
<![CDATA[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.]]>
<![CDATA[AN ANALYSIS OF UNDERGRADUATE EFL STUDENTS’ LEARNING EXPERIENCES IN USING GOOGLE TRANSLAT ION CLASS ]]>
<![CDATA[Dede Krisdayanti]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8549
<![CDATA[The present study is aimed to determine the learning experience of undergraduate students in using Google Translate in the translation class. This study uses a qualitative research design under the characteristics of a case study. Data were obtained through interviews conducted by researchers with 4 participants at level 3 of the English Education Study Program who takes elective courses in translation classes at one of the private universities in West Java. The findings reveal that Google Translate is an online translation tool that really helps students in learning. However, the results of the Google Translate translation should not be taken for granted because they need to be improved again. Lecturers do not recommend the use of Google Translate in translation classes because of the negative impact that can make students lazy to develop their abilities and the translation results are considered inaccurate. Based on these findings, it is recommended for teachers to be innovative in using Google Translate as a learning aid and students should limit the use of Google Translate and not feel dependent.]]>
<![CDATA[INVESTIGATING THE IMPACT OF E-LEARNING ASSESSMENT USING PORTFOLIO ON WRITING ENGAGEMENT: INDONESIAN ISLAMIC EFL HIGH SCHOOL STUDENTS’ PERCEPTION ]]>
<![CDATA[Annisa Diah Nur Alamsyah]]>;
<![CDATA[Dedeh Rohayati]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8554
<![CDATA[This paper reports an analysis of students’ perception on the impact e-learning assessment using portfolios on writing engagement. This research employed a case study approach. Questionnaires were used as data collection instruments. The participant of this study was students of Islamic High School of grade 10 in Garut and the data collection was obtained from the questionnaire with EFL Students. The results showed that the use of e-learning assessment through portfolio was very influential on students in collecting assignments. The results also show that the student's perception of e-learning assessment through the portfolio is very influential on students ' writing engagement.]]>
<![CDATA[TEACHER AND STUDENTS’ CHALLENGES AND STRATEGIES IN WRITING NARRATIVE TEXT USING GOOGLE CLASSROOM IN A REMOTE AREA ]]>
<![CDATA[Meita Nurdini Lestari]]>;
<![CDATA[Dedeh Rohayati]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8550
<![CDATA[This research focused on teacher and students’ challenges and strategies in writing narrative text by using Google Classroom in a remote area. This case study was carried out in an Islamic Senior High School in Malangbong Garut. The writer selected the English teacher and 27 students in class XI IPA-1 as the participants of this study. The first conclusion revealed that the teacher and the students faced challenges in teaching and learning of writing narrative text by using Google Classroom in a remote area, especially in grade eleven of an Islamic Senior High School in Malangbong Garut. The second conclusion revealed that the teacher and students used strategies to solve their challenges in teaching and learning of writing narrative text by using Google classroom in a remote area.]]>
<![CDATA[INVESTIGATING EFL PRE-SERVICE TEACHERS’ PERCEPTIONS OF TPACK (TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE) FOR THEIR TEACHING ]]>
<![CDATA[Nur Alifatun Nisa]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8555
<![CDATA[This study focused on EFL pre-service teachers’ perceptions of TPACK (Technological Pedagogical Content Knowledge) for their teaching English education students at a private college in Ciamis, Indonesia. A survey study was used as a research design. The writer purposively selected 35 pre-service teachers (11 male and 24 female students) as the participants. The questionnaires were used as the research instrument in this study. This study used exploratory data analysis to analyze the data. The conclusions revealed that TK, TPK, and TPC were informed the highest percentages followed by Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK). It also revealed that they implemented their TPACK which mostly focuses on technological knowledge rather than pedagogical knowledge.]]>
<![CDATA[EFL TEACHER EDUCATOR’S STRATEGIES IN DEVELOPING TEACHING MATERIALS FOR ONLINE SPEAKING CLASSES USING GOOGLE CLASSROOM ]]>
<![CDATA[Aris Munandar]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i2.8551
<![CDATA[The objective of this study was aimed 1) to figure out how EFL teacher educator develops teaching materials for speaking lessons in online classes using Google Classroom; 2) to find out the obstacles EFL teacher educator in developing teaching materials for speaking lessons in online classes using Google Classroom; 3) and to find out student perceptions of EFL teacher educator in developing teaching materials for the online speaking class using Google Classroom. The present study used a qualitative Case study design. Seven students from the 1D English education program and an English lecturer took part in this research. The data were gained through interview and questionnaire. To analyse the interview, the researcher first transcribed and then made interpretation from it. The questionnaire data were analysed using Likert Scale measurement. The findings revealed that the lecturer has considerations and steps to developing teaching materials. In addition, based on the findings, the researcher analysed that the teaching materials made by lecturers can be understood well by students and online speaking learning using Google Classroom can be done well. The researcher suggests for lecturers to make more variations in developing teaching materials so that class learning can be more fun and easy to understand, and help students to keep their interest and motivation in the learning activity.]]>
