Articles
<![CDATA[Pemanfaatan Teknologi Pengajaran Bahasa Inggris di Era Adaptasi Kebiasaan Baru ]]>
<![CDATA[Anne Ratna Suminar]]>;
<![CDATA[Yustika Nur Fajriah]]>;
<![CDATA[Lucky Rahayu Nurjamin]]>;
<![CDATA[Eva Devi Sofyawati]]>
<![CDATA[ Jurnal Abdimas Prakasa Dakara Vol. 2 No. 1 (2022): Teknologi Pendukung Kinerja dan Peningkatan Keterampilan Masyarakat ]]>
Publisher : <![CDATA[LPPM STKIP Kusuma Negara ]]>
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DOI: 10.37640/japd.v2i1.1350
<![CDATA[Kegiatan pengabdian ini bertujuan untuk memberikan sosialisasi kepada para guru bahasa inggris terkait pemanfaatan teknologi dalam pengajaran bahasa Inggris di era adaptasi kebiasaan baru (AKB). Hal ini dirasa penting untuk dilakukan mengingat masih banyaknya guru, khususnya guru bahasa Inggris, yang mengalami kesulitan dalam memilih, menggunakan, serta memanfaatkan jenis teknologi pengajaran yang dirasa efektif dalam pengajaran. Untuk itu, metode yang digunakan sebagai berikut. Pertama, metode ceramah dari pemateri berkenaan dengan jenis-jenis pemanfaatan teknologi yang dapat dilakukan dalam pengajaran bahasa Inggris. Kedua, tanya jawab yang dilakukan dengan para peserta workshop. Ketiga, simulasi yang dilakukan oleh para pemateri terkait langkah praktis dalam menggunakan berbagai platform/aplikasi pengajaran. Keempat, pretes dan postes kepada peserta terkait keterpahaman mereka akan teknologi pengajaran bahasa Inggris berbasis online. Hasil kegiatan ini menunjukkan bahwa terdapat peningkatan pemahaman para guru bahasa Inggris terkait pemanfaatan teknologi ajar. Hal ini terlihat dari hasil postes yang menunjukkan bahwa para guru menjadi lebih memahami secara teoritis dan praktis terkait berbagai platform pengajaran yang dapat dimanfaatkan secara efektif dan efisien untuk pengajaran bahasa Inggris.]]>
<![CDATA[Pendekatan Berbasis Genre pada Guru Sekolah Dasar di Desa Jahiang, Kecamatan Salawu, Tasikmalaya ]]>
<![CDATA[Yustika Nur Fajriah]]>;
<![CDATA[Lucky Rahayu Nurjamin]]>;
<![CDATA[Rajji Koswara Adiredja]]>
<![CDATA[ Jurnal Pekemas Vol 2 No 1 (2019): Jurnal Pekemas Tahun 2019 ]]>
Publisher : <![CDATA[Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut ]]>
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<![CDATA[Departing from a case that Elementary school teachers in Jahiang village still have difficulties in supporting the government’s literacy program, GLS (Gerakan Literasi Sekolah), this study is addressed to develop those teachers’ skills in teaching texts through a workshop, focusing on the socialization of Genre-Based Approach implementation in Elementary school level. Specifically, this workshop was followed by twenty elementary schools from four schools and guided by three trainers. The method used in this workshop is lecturing, combined with small and whole class discussion, as well as a demonstration. As the conclusion, this workshop could help the teachers in designing some activities in teaching texts under Genre-Based Approach framework.]]>
<![CDATA[An EFL Teacher’s Voice on The Inculcation of Character Values ]]>
<![CDATA[Lucky Rahayu Nurjamin]]>;
<![CDATA[Ghia Aulia Syafitri]]>
<![CDATA[ JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 1 No. 2 (2021) ]]>
Publisher : <![CDATA[Ma'soem University ]]>
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<![CDATA[As the significant effect of the appliance of character values in educational process, the EFL teaching and learning must be one of the medium in inculcating the points. However, the practice is still in a big question since many teachers, English teachers in particular, found the character values were hard to employed. Thus, this study focused on investigating an EFL teacher voice toward the inculcation of the character values. The participant involved in this case study was one of English teacher in tenth grade who had seventeen-year experience in teaching English. The data were collected using a semi-structured interview and document in the form of lesson plan. The result shown that, first, the teacher put the character values on the lesson plan representing the teacher follows the government’s suggestion in arranging 2013 curriculum lesson plan. Second, the teacher has a good understanding toward the importance character values as implied in teaching English. Third, the teacher prefer to use implicit strategy in inculcating the values as in line with the English material or instruction given.]]>
<![CDATA[THE CONTRIBUTION OF YOUTUBE VIDEO TO STUDENTS’ SPEAKING ON ANALYTICAL EXPOSITION ]]>
<![CDATA[Eka Wahyuni]]>;
<![CDATA[Yustika Nur Fajriah]]>;
<![CDATA[Lucky Rahayu Nurjamin]]>
<![CDATA[ JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 3 No. 1 (2022) ]]>
Publisher : <![CDATA[Ma'soem University ]]>
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DOI: 10.32627/jepal.v3i1.538
<![CDATA[This study aims to investigate how YouTube videos developed students’ speaking on analytical exposition in EFL classroom. To achieve this aim, a qualitative case study design was conducted in this research. The participants involved in this research were six students of class XI in a senior high school in West Java, Indonesia. The data were obtained from observations and document analysis. The data were analysed regarding two categorizations; (a) students’ general aspect of speaking and (b) the improvement of students’ speaking in analytical exposition. The results of this investigation showed that the teacher’s intensive guidance to students during their speaking classroom using YouTube media could contribute to gaining students’ better attainment in terms of general aspects of speaking and the genre move. This could eventually lead to a suggestion that to achieve the meaningful instruction, teachers have to intensively do controlling students’ learning activities during the use of any platforms of teaching.]]>
<![CDATA[THE PRIORITIES OF ENGLISH PRONUNCIATION ELEMENTS FOR INDONESIAN JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Lucky Rahayu Nurjamin]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 1 (2020): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v3i1.850
<![CDATA[The unclear English pronunciation elements taught to Indonesian junior high school students may cause many different impacts related to the suitable elements of English pronunciation in EFL context. This phenomenon triggers this study to address the relevant elements of English pronunciation for Indonesian junior high school students. In this study, qualitative approach employing library research is chosen as the research methodology. The data are taken from books and journals related to teaching and learning English pronunciation in EFL context, particularly in Indonesian context. As a result, the study reveals that sounds, stress, and intonation are the core competence of English pronunciation that should be taught for junior high school students in Indonesian context. ]]>
<![CDATA[BARRIERS OF ONLINE READING LEARNING FACED BY COLLEGE STUDENTS ]]>
<![CDATA[Fauziyyah, Gesha Lailatul]]>;
<![CDATA[Lemieshevska, Alina]]>;
<![CDATA[Nurjamin, Lucky Rahayu]]>;
<![CDATA[Suparman , Asep]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 1 (2023): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut ]]>
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DOI: 10.31980/eeal.v6i1.42
<![CDATA[In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.]]>
<![CDATA[METACOGNITIVE STRATEGIES IN STUDENT’S READING COMPREHENSION ]]>
<![CDATA[Aisah, Nur]]>;
<![CDATA[Nurjamin, Lucky Rahayu]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut ]]>
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<![CDATA[The aim of this study is to find out the process of using metacognitive strategies applied by introvert student in reading comprehension. This study used qualitative research in terms of descriptive study. In collecting the data, there were two instruments applied; interview, especially semi-interview because it was to find out the problem naturally and not only focus on taking notes during the research and the second instrument was observation. The setting of this study was conducted in outdoor room and the participant was an introvert student of fifteen years old in non-formal education. The study results were the introvert student used metacognitive strategies with three stages in the process of reading, they were planning before reading, monitoring during reading and evaluating after reading, it was removing shortcomings in reading especially in pronunciation and vocabulary, the introvert student thought what she was thinking to maximize her own productivity in reading, she asked herself what she already knew to focus her thinking of reading, and she evaluated what she has carried out in the process of reading, the introvert student fostered forethought and self-reflection in the process of reading so that she became aware of how she learned and evaluated and adapted skills to increase reading comprehension.]]>
<![CDATA[DOES MULTILINGUALISM ENDANGER LEARNERS’ IDENTITY? A NARRATIVE CASE STUDY OF ENGLISH EDUCATION PROGRAM STUDENTS ]]>
<![CDATA[Astuti, Risa]]>;
<![CDATA[Nurjamin, Lucky Rahayu]]>;
<![CDATA[Hamzah , Amir]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 1 (2024): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut ]]>
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DOI: 10.31980/eeal.v7i1.223
<![CDATA[The phenomena of multilingualism influence how an individual constructs their identity, as language is one aspect of who they are. This study aims to investigate how five English college students view multilingualism and how it affects their sense of self. Semi-structured interviews were used as an instrument to collect the data, and it was found that their loyalty towards the local and national languages remains strong despite their exposure to the use of EFL in their daily lives. As multilingual speakers, the participants know the importance of maintaining their native language as their identity marker. Nonetheless, they agreed that being exposed to English changed their self-concept. These results demonstrate that appropriate sociocultural experience in language learning is essential.]]>
<![CDATA[NAVIGATING THE MERDEKA CURRICULUM: ENGLISH TRANSFORMATIONAL TEACHERS' CHALLENGES WITH PROJECT-BASED LEARNING ]]>
<![CDATA[Nurohmah, Karina]]>;
<![CDATA[Nurjamin, Lucky Rahayu]]>;
<![CDATA[Hamzah, Amir]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eeal.v7i2.1761
<![CDATA[Implementing project-based learning in the classroom remains a significant challenge for educators. In response, numerous studies have been conducted on the challenges of implementing this method. This study focuses on English transformational teachers' challenges in implementing project-based learning within the Merdeka Curriculum. This study aims to identify the challenges English transformational teachers face in implementing project-based learning at the middle and upper education levels in Garut, West Java, Indonesia. A descriptive qualitative approach with a case study design was used in this research. Data collection was conducted through interviews. The data were analysed using Marx et al.'s theory and the Miles formula, which included data reduction, data display, and conclusion drawing/verification. The results showed that of the six challenges proposed by Marx et al., three significant challenges faced by English transformational teachers in implementing project-based learning were time management, controlling and supporting student learning, and school facilitation. Despite being English transformational teachers, the findings indicate that integrating project-based learning into the Merdeka Curriculum remains challenging.]]>
<![CDATA[HOW ORAL CORRECTIVE FEEDBACK IS PERCEIVED BY EFL BILINGUAL ELEMENTARY SCHOOL TEACHER ]]>
<![CDATA[Dewi, Novia Mustika]]>;
<![CDATA[Nurdiya, Ainun Putri]]>;
<![CDATA[Sukandar, Mitha Mediana]]>;
<![CDATA[Nurjamin, Lucky Rahayu]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eeal.v6i2.46
<![CDATA[Oral corrective feedback (OCF) is one of the important teaching methods because it can aid the students in the learning process. The EFL teacher in bilingual primary schools was studied for this research because they are still in under research. This study tries to find out how oral corrective feedback (OCF) is perceived by EFL bilingual primary school teachers. This study used case study. The data were collected using semi-structured interview with one of the teacher. The findings of this research, there are four kinds of oral corrective feedback (OCF) that used often by the teacher in the learning process that are, recast, repetition, elicitation and paralinguistic signals and the mechanism used bases on the situations individually or group correction. The second findings of this research is from the teacher perspective giving oral corrective feedback (OCF) can be easier for students to remember the correction from the teacher]]>
