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All Journal Journal Civics and Social Studies IALLTEACH (Issues In Applied Linguistics & Language Teaching) English Education and Applied Linguistics Journal (EEAL Journal)
Muhamad Taufik Hidayat
Institut Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AN ANALYSIS OF SOCIAL CONFLICT IN TOER’S “MIDAH, SIMANIS BERGIGI EMAS” Ilma Darojah; Muhamad Taufik Hidayat
English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 2 (2021): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v4i2.1855

Abstract

The objective of this study was to find out the significant effect of Task Based Language Teaching towards students’ writing ability. The research method used in this study was quantitative method with the pre-experimental design. The participants of this study were the tenth grade students in one of state vocational high schools in Garut at academic year 2019/2020. One class was chosen as sample of this study. One class was selected as an experimental class which consisted of 30 students. The data were collected through the result of students’ pre-test and post-test. The data were analyzed by using ztable formula. The result showed that zobserved = 13.012 and the significance level of 0,05; zcrirtical = z(0,5-0,05) = z0,450 = 1,65. Therefore, zobserved = 13.012 was greater than zcrirtical = 1,65, so that H0 was rejected and H was accepted. It could be concluded that there was a significant effect on students’ reading comprehension by using Read, Cover, Remember and Retell strategy.
THE ANALYSIS OF EFL STUDENTS’ RESPONSES TO TEACHER FEEDBACK ON WRITING Muhamad Taufik Hidayat
English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 1 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v3i1.1093

Abstract

Providing feedback is one teacher’s inevitable activity in the classroom. The feedback may occurs in different learning subjects, one of which is in writing course. In this subject, students need the feedback process more than other subject. However, not all students’ responded positively to this process of feedback. Relevant to the fact, this study was intended to find out the students’ responses to their teacher feedback especially in writing course. To that end, qualitative research analysis was used to explore and investigate this phenomena. Students enrolled in writing course were the main participants in this study. Interviews and observation were used as the primary instrument to collect the data needed. The result has revealed that students responses vary based on their own personal preferences. Some positively responded, some responded neutrally and the other responded negatively
CONTRIBUTING FACTORS TO EFL STUDENTS’ SPEAKING ANXIETY Muhamad Taufik Hidayat
English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v4i1.1101

Abstract

Anxiety is one of the most influential factors on students’ learning, especially speaking. English speaking is a language skill that is highly affected by anxiety. Therefore it suggested that the cause of this anxiety be explored to reduce its significant effect on learner. This research aimed at describing contributing factors to EFL students’ speaking. Qualitative inquiry was used as the main framework in completing the analysis. The participants of this research was EFL learners enrolled in English department in a private university in Garut. They were involved based on volunteer participation. Their identity was presented as pseudonym in order to comply with the research ethical conduct. The interviews were used to explore many contributing factors to speaking anxiety experienced by EFL Learners. The result revealed that there are nine dominant factors identified as the cause of students’ speaking anxiety, they are: cognitive and linguistic factors related to classroom procedure, strict and formal classroom environment, classroom presentation, fear of making mistakes and apprehension about others’ evaluation, role of language instructors, linguistic difficulties, pronunciation, grammar, and vocabulary
DEVELOPING STUDENTS’ WRITING SKILL IN ANALYTICAL EXPOSITION TEXT THROUGH CONTEXTUAL TEACHING AND LEARNING (CTL) Risma Salima; Muhamad Taufik Hidayat
English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 1 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v3i1.1094

Abstract

This research is aimed to find out whether there is difference of students’ writing skill in analytical exposition text after the implementation of Contextual Teaching and Learning (CTL). The participants for this research were one class consisting of thirty students from the eleventh grade of a vocational school in Garut. It involved accounting class b which was selected by using purposive sampling. This research implemented pre-experimental design as research method. The data were obtained from English essay writing skill test involving pre-test and post-test in order to know the students’ writing skill before and after using contextual teaching and learning (CTL) approach. The result of the instruments was analyzed quantitatively using statistical analysis. It can be seen in the result of the hypothesis testing through Wilcoxon Test shows that Zcritical= 0.0000082 < significance level (α) =0.05. Therefore the alternative hypothesis of this research is accepted and null hypothesis of this research is rejected. And the normalized gain of this research is categorized as middle with average value 0.46. It means that contextual teaching and learning has significant effect to develop students’ writing skill in analytical exposition text.
Co-Authors Amir Hamzah Hilmi Fahmiyati Gustiani Ilma Darojah Ira Destiani Resa Andiyani Risma Salima Sinta Dewi Tanto Setia Muljanto Tatang Setia Ulfah Nurhasanah Wahid Hasim Yayu Sri Rahayu Yuly Krisdayanty