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All Journal EDUCAFL : E-Journal of Education of English as a Foreign Language Jurnal Abdimas Prakasa Dakara JEPAL (Journal of English Pedagogy and Applied Linguistics) English Education and Applied Linguistics Journal (EEAL Journal) Jurnal Pengabdian kepada Masyarakat Multidisiplin (JUPENGEN)
Eva Devi Sofyawati
Institut Pendidikan Indonesia Garut
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Pemanfaatan Teknologi Pengajaran Bahasa Inggris di Era Adaptasi Kebiasaan Baru Anne Ratna Suminar; Yustika Nur Fajriah; Lucky Rahayu Nurjamin; Eva Devi Sofyawati
Jurnal Abdimas Prakasa Dakara Vol. 2 No. 1 (2022): Teknologi Pendukung Kinerja dan Peningkatan Keterampilan Masyarakat
Publisher : LPPM STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/japd.v2i1.1350

Abstract

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.
POLITENESS STRATEGIES USED BY STUDENTS IN CLASSROOM INTERACTION Luthfi, Muhamad; Sofyawati, Eva Devi
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 5 No. 2 (2022): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v5i2.64

Abstract

In education, such as classroom teaching and learning, politeness is very important. Students communicate with the teacher during the teaching and learning process using various sayings that demonstrate politeness strategies. Considering politeness consists of methods to create appropriate politeness in communication between students and teachers. But when students use politeness strategies in giving feedback on the teacher's response, not all students can know a good speech. Therefore, this study was conducted to determine the politeness strategies used by students and teachers for classroom interaction. There are four politeness strategies based on Brown and Levinson's theory. There are bald on record, off record, positive politeness, and negative politeness. Researcher used qualitative descriptive methods to describe the results. The participants of this study were students and teachers in English classes. Researcher used two research instruments, namely interviews and observations. The Data were analyzed by undergoing several processes such as reading, analyzing, interpreting, and inferring. The results showed that the most dominant politeness strategy used by students is positive politeness. Thus, this study is expected to contribute to students choosing the suitability of politeness strategies when classed.
STUDENTS’ ENGAGEMENT IN ENGLISH LANGUAGE COURSE Hasdina, Niken; Sofyawati, Eva Devi; Dewi, Sinta; Oktarina, Hanifah
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 1 (2024): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i1.225

Abstract

This study aims to analyze the types of student engagement shown by students in the English Language Course. The second objective is to find out the factors that influence student engagement. This research was conducted on 8th grade students at Garut High School. To achieve these objectives, qualitative research with a case study design was used with observation and interview data collection techniques. The sample for this study consisted of 35 students. Out of all the participants, three participated in the interview. The results showed that there were three types of student engagement found, namely cognitive engagement, behavioral engagement, and affective engagement. It was found that the most dominant type was cognitive engagement. The results also show that the five factors presented by Fredricks, Blumenfeld, and Paris (2004) influence student engagement in English language courses. The five factors are: school level, teacher support, peers, classroom structure, and task characteristics.
EFL Learning Style Preferences of Junior High School Students Sopwani, Virna Alfiqa; Nurjamin, Lucky Rahayu; Sofyawati, Eva Devi
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i1.2609

Abstract

This study explored the preferred language learning styles (Visual, Auditory, Kinesthetic - VAK) among ninth-grade students in English class and examined gender-based differences in these preferences, as well as the preferred classroom activities aligned with each learning style. Using a mixed-method approach, quantitative data were collected through the 24-item Barsch Learning Styles Inventory (BLSI) from 189 students and analyzed using SPSS. Qualitative data were gathered from semi-structured interviews with 10 students and analyzed through thematic analysis. The findings revealed that visual learning was the most preferred style overall gender, chosen by 68% of participants, followed by auditory learning (17%) and kinesthetic learning (15%). Gender differences were observed, with female students favoring auditory styles, male students preferring kinesthetic methods, and both genders equally preferred visual learning. This study also found that students expressed a strong preference for activities that align with visual learning, including the use of visual materials, highlighting or color-coding text, and incorporating symbols and animations. Additionally, activities involving such as independent reading, note-taking, and using videos or films were highlighted for their effectiveness in fostering comprehension, retention, and engagement. The dominance of visual learning styles emphasizes the need for educators to prioritize visual materials in their teaching strategies. However, the presence of auditory and kinesthetic learners highlights the importance of a multimodal teaching approach.
Students' Perception of Padlet in Facilitating Collaborative Learning in the Morphology Classroom Rahmawati, Tira; Dewi, Sinta; Sofyawati, Eva Devi; Hamzah, Amir
EDUCAFL: Journal on Education of English as Foreign Language Vol. 9 No. 1 (2026): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2026.009.01.01

Abstract

The present study examines the students’ perceptions of the use of Padlet to support the collaborative learning during English Morphology course. The study was carried out through survey approach through which the data were collected through a 5 point-Likert scale questionnaire administered to 50 seventh-semester students of the English Education Study Program at one of the private universities in Indonesia. To complement the survey data, the interviews were done to the 9 selected participants. The data analysis focused on the students’ perception towards Padlet, its benefits and challenges that present. The results showed that the students have general positive perceptions toward Padlet, especially in terms of its ease of use, its impacts on students ‘engagement and learning motivation. Padlet was considered helpful in facilitating the students to understand abstract morphological concepts, support their analytical skills, and facilitate feedback and discussion. Regardless of the benefits, several barriers such as technical issues, potential distraction and lack of teacher’s role remain a challenge. The findings indicate that Padlet has the potential to support the process of linguistic learning if it is supported by adequate infrastructure, appropriate teaching strategies and the active roles of teachers. Further studies are recommended to examine the effectiveness of Padlet compared to other platforms, integrate it with the innovative learning model and assess its impact on the students’ academic performance and their 21st century skills.
Integrasi Cooperative Learning, Total Physical Response, Dan Media Visual Dalam Pembelajaran Kosakata Bahasa Inggris Siswa Sekolah Dasar Eva Devi Sofyawati; Pipih Setiawati; Annisa Qurotul Aenun
Jurnal Pengabdian Kepada Masyarakat Multi Disiplin Vol. 3 No. 3 (2026): JUPENGEN - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jupengen.v3i3.1930

Abstract

Vocabulary mastery is an important aspect of English learning because it supports the development of listening, speaking, reading, and writing skills. However, English vocabulary learning at the elementary school level still faces several challenges, including teacher-centered instruction, limited use of learning media, and insufficient student participation. This community service activity aimed to implement a multimodal learning model integrating Cooperative Learning, Total Physical Response (TPR), and visual media in English vocabulary learning for elementary school students. The activity was conducted at SD Negeri 2 Regol, Garut Regency, involving fifth-grade students. The implementation consisted of four stages: preparation, learning implementation, evaluation, and reflection. The learning activities focused on Parts of the Bodythrough vocabulary presentation using visual media, Listen and Do activities based on TPR, Grab the Picture Game, and simple speaking practice. The observation results showed that the multimodal learning activities supported an active and interactive learning environment. Students demonstrated enthusiasm in participating in movement-based activities, group work, and the use of English vocabulary during the activities. Based on the implementation of the activity, the integration of Cooperative Learning, TPR, and visual media can serve as an alternative approach for contextual English vocabulary learning that is appropriate for elementary school students.      
The Portrait of Translanguaging Process in EFL Classroom Context Syakila Amelia Octora; Yustika Nur Fajriah; Eva Devi Sofyawati
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1836

Abstract

This study investigates translanguaging practices employed by an English as a Foreign Language (EFL) teacher in an Indonesian elementary school classroom. The study aims to identify the types of translanguaging used by the teacher and to examine the pedagogical functions of these practices in supporting students’ comprehension, participation, and engagement. A qualitative descriptive research design was adopted, involving classroom observations and a semi-structured interview with one EFL teacher as the primary data sources. The collected data were analyzed thematically to capture recurring patterns of translanguaging use in classroom interaction. The findings suggest that the teacher employed translanguaging through language alternation, insertion, and pronunciation scaffolding to explain vocabulary, give instructions, and model sentence structures. These practices functioned to enhance students’ understanding, increase confidence, and maintain classroom engagement. The study indicates that translanguaging serves as a purposeful pedagogical approach in elementary EFL classrooms, allowing teachers to utilize students’ full linguistic repertoires as valuable learning resources.
Co-Authors Amir Hamzah Anne Ratna Suminar Annisa Qurotul Aenun Hasdina, Niken Muhamad Luthfi Nurjamin, Lucky Rahayu Oktarina, Hanifah Pipih Setiawati Rahmawati, Tira Sinta Dewi Sopwani, Virna Alfiqa Syakila Amelia Octora Yustika Nur Fajriah