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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Abdimas Prakasa Dakara English Education and Applied Linguistics Journal (EEAL Journal)
Eva Devi Sofyawati
Institut Pendidikan Indonesia Garut
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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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.
Exploring the Consequences of the Absence of English Teachers on Students’ English Learning in Rural Schools: A Case Study at Senior High School Nurjanah, Imas Siti; Sofyawati, Eva Devi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8338

Abstract

This study examines the impact of the lack of competent English teachers on student learning in rural schools, focusing on a case study of Nurul Hasan Plus High School. The shortage of English teachers in the 3T (remote, frontier, and outermost) areas has been shown to hamper academic development and reduce student motivation. Through an exploratory qualitative case study approach involving interviews, observations, and documentation, data were collected from 1 principal, 1 substitute teachers, and 4 students. The findings show that schools must rely on substitute teachers from other fields, resulting in inconsistent learning and declining quality. Students feel bored, lack enthusiasm, and experience difficulties in mastering basic skills such as reading, writing, and speaking. Efforts such as self-study using digital media or simple assignments cannot replace the role of professional teachers, while institutional solutions such as the placement of non-specialist teachers are only temporary. This condition widens the educational gap between rural and urban areas. This condition widens the educational gap between rural and urban areas. The study highlights how teacher shortages directly disrupt English learning processes in rural settings and underscores the need for systemic measures to ensure equitable access to qualified English teachers.
Co-Authors Anne Ratna Suminar Hasdina, Niken Muhamad Luthfi Nurjamin, Lucky Rahayu Nurjanah, Imas Siti Oktarina, Hanifah Sinta Dewi Sopwani, Virna Alfiqa Yustika Nur Fajriah