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All Journal EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi English Education and Applied Linguistics Journal (EEAL Journal) EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Pipih Setiawati
Institut Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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 1 
THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES IN TEACHING BASIC ENGLISH TO CHILDREN Pipih Setiawati
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.159

Abstract

In his multiple intelligence theory, Gardner (1993) sought to extend the capacity of human potential beyond the frame of the IQ score. Moreover, Gardner has grouped the capabilities into eight categories or intelligences. Those ntelligences are linguistic intelligences, logical�mathematical intelligences, spatial intelligences, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence and the last one is naturalistic intelligence (Amstrong, 2002:2). According to Campbell’s experiences above, the writer is interested to investigate the Multiple Intelligences theory as teaching model especially in teaching basics English to children. All people posses all intelligences at varying levels, it is helpful for teachers to present content material through a variety of intelligences to make the information comprehensible to all learners.
STUDENTS’ PERCEPTION TOWARD THE USE OF EDMODO IN EFL CLASSROOM Meuthia Rafa Fariha; Pipih Setiawati
English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 3 (2021): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v4i3.1893

Abstract

This research intended to investigate the students’ perception toward the use of Edmodo as the English quizzes medium in the EFL classroom. Qualitative research was used in this research. A case study design was applied in this research. Seven students who have used Edmodo as the English quizzes medium in one of the universities in Garut volunteered as the research participants. The data collected by using a semi-structured interview. Three participants were interviewed in a face-to-face setting, while other participants were interviewed by using WhatsApp call and WhatsApp voice notes. The data then analyzed by following Mile and Huberman’s theory that emerges from data that systematically gathered and analyzed through the research process. The steps of analyzing the data in this research were reducing the data, displaying the data, then drawing a conclusion. The result showed that students' experiences influence their perceptions. Two students who have used Edmodo for longer than the others are very understanding and can convey their opinions well. Furthermore, all participants experienced some bad things in using Edmodo, but the researcher did not found any related theory. However, the researcher did a cross-check in the Play Store in the comments section, and it was found that some Edmodo users comment on the same thing that related to this finding. Even though, all participants conveyed positive perceptions toward the use of Edmodo as the English quizzes medium.
PORTRAYING HOW IMAGES ARE USED BY EFL TEACHERS IN THE TEACHING OF TEXTS Samsam Maoladi; Vira Citra Mardiani; Muhammad Jihad Abdul Matin; Pipih Setiawati; Setia Muljanto
English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 2 (2023): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v6i2.3370

Abstract

Multimodal language literacy generates social and contextual ties and refers to the study of language combining two or more modes of meaning. This study aims to investigate how EFL teachers utilized pictures as a meaningful resource. Data collection was carried out face-to-face between teachers and students at one of Junior High Schools in Garut. In this study, an analysis was carried out to determine whether the teacher could explain an image in a text that produced meaning. The results of this analysis found that teachers only mastered limited multimodal competencies. This shows that teachers use pictures only to help teach texts, but teachers do not have enough teaching materials to use for teaching texts and only focus on textbooks when using pictures to make meaning. Then, based on these findings, it is suggested that teachers increase their competency in explaining multimodal meanings in texts so that images are used not only to create understandable learning materials but also to generate more meaning from texts. Based on these findings, it is recommended that teachers improve their ability to explain multimodal meanings in texts so that images are employed not just to make understandable learning materials, but also to generate additional meaning from texts.
PORTRAYING HOW IMAGES ARE USED BY EFL TEACHERS IN THE TEACHING OF TEXTS Samsam Maoladi; Vira Citra Mardiani; M. Jihad Abdul Matin; Pipih Setiawati; Setia Muljanto
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i2.47

Abstract

Multimodal language literacy generates social and contextual ties and refers to the study of language combining two or more modes of meaning. This study aims to investigate how EFL teachers utilized pictures as a meaningful resource. Data collection was carried out face-to-face between teachers and students at one of Junior High Schools in Garut. In this study, an analysis was carried out to determine whether the teacher could explain an image in a text that produced meaning. The results of this analysis found that teachers only mastered limited multimodal competencies. This shows that teachers use pictures only to help teach texts, but teachers do not have enough teaching materials to use for teaching texts and only focus on textbooks when using pictures to make meaning. Then, based on these findings, it is suggested that teachers increase their competency in explaining multimodal meanings in texts so that images are used not only to create understandable learning materials but also to generate more meaning from texts. Based on these findings, it is recommended that teachers improve their ability to explain multimodal meanings in texts so that images are employed not just to make understandable learning materials, but also to generate additional meaning from texts.
THE IMPACT OF IMPLEMENTING INQUIRY-BASED LEARNING ON EFL STUDENTS’ WRITTING DEVELOPMENT: A LITERATURE REVIEW Ismiati Annur Husnaeni AR; Yustika Nur Fajriah; Pipih Setiawati
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10068

Abstract

Writing is considered one of the most complex skills in English as a Foreign Language (EFL) contexts as it requires both linguistic competence and higher-order thinking skills; however, many students still face difficulties due to limited vocabulary, lack of ideas, and teacher-centered instructional approaches. To address these challenges, Inquiry-Based Learning (IBL) has been proposed as an alternative approach that promotes active learning through questioning, investigation, and reflection. This study aims to synthesize previous research on the implementation of IBL in EFL writing instruction and its impact on students’ writing development. This study employed a structured narrative literature review by analyzing 29 selected articles published between 2019 and 2025 from various academic databases, including Google Scholar, ERIC, DOAJ, and SINTA-indexed journals. The findings indicate that IBL has a positive impact on students’ writing development, particularly in terms of idea generation, text organization, coherence, language accuracy, and overall writing quality. In addition, IBL enhances student engagement in the learning process and fosters critical thinking skills that support argument construction in writing. Despite these benefits, variations in research contexts and the predominance of short-term studies limit the generalizability of the findings. Therefore, Inquiry-Based Learning demonstrates strong potential as an effective instructional approach for improving writing skills in EFL contexts and is recommended for further investigation in broader contexts and over longer periods of time.
PORTRAYING HOW IMAGES ARE USED BY EFL TEACHERS IN THE TEACHING OF TEXTS Samsam Maoladi; Vira Citra Mardiani; M. Jihad Abdul Matin; Pipih Setiawati; Setia Muljanto
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i2.47

Abstract

Multimodal language literacy generates social and contextual ties and refers to the study of language combining two or more modes of meaning. This study aims to investigate how EFL teachers utilized pictures as a meaningful resource. Data collection was carried out face-to-face between teachers and students at one of Junior High Schools in Garut. In this study, an analysis was carried out to determine whether the teacher could explain an image in a text that produced meaning. The results of this analysis found that teachers only mastered limited multimodal competencies. This shows that teachers use pictures only to help teach texts, but teachers do not have enough teaching materials to use for teaching texts and only focus on textbooks when using pictures to make meaning. Then, based on these findings, it is suggested that teachers increase their competency in explaining multimodal meanings in texts so that images are used not only to create understandable learning materials but also to generate more meaning from texts. Based on these findings, it is recommended that teachers improve their ability to explain multimodal meanings in texts so that images are employed not just to make understandable learning materials, but also to generate additional meaning from texts.
EXPLORING EFL STUDENTS' PERCEPTIONS OF AI WRITING ASSISTANTS IN SUPPORTING ACADEMIC WRITING STRUCTURE AND COHERENCE Asyilla Agustina Mustika Janwar; Eva Devi Sofyawati; Pipih Setiawati
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i4.14851

Abstract

The rapid development of Artificial Intelligence (AI) has led to the increasing use of AI Writing Assistants in tertiary academic writing practices. Although these tools offer considerable technical support, students' perceptions of their actual role in supporting higher-order writing dimensions—specifically organizational structure and textual coherence—warrant rigorous empirical investigation. This study aims to explore EFL students' perceptions and lived experiences regarding the use of AI Writing Assistants in developing academic writing structure and coherence. Employing a descriptive qualitative research design, this inquiry engaged ten final-year English Education undergraduates at a university in Garut who had completed Academic Writing coursework and routinely utilized AI-powered platforms. Primary data were gathered through semi-structured online interviews guided by a 25-item open-ended protocol and systematically examined using the interactive qualitative analysis model of Miles, Huberman, and Saldaña, which encompasses data condensation, data display, and conclusion drawing/verification. The findings reveal that AI Writing Assistants provide substantial benefits by facilitating idea mapping, structural outlining, paragraph coherence enhancement, formative revision feedback, and drafting support. Nevertheless, participants encountered critical operational challenges, including the necessity of sophisticated prompt formulation, occasional factual inaccuracies, cognitive dependency, and the imperative for critical manual verification. The study concludes that AI Writing Assistants function effectively as scaffolding partners in fostering academic writing structure and coherence when deployed with active metacognitive regulation and rigorous critical evaluation. ABSTRAK Perkembangan pesat Artificial Intelligence (AI) telah mendorong meluasnya adopsi AI Writing Assistants dalam praktik penulisan akademik di perguruan tinggi. Meskipun teknologi ini menawarkan kemudahan teknis, persepsi mahasiswa mengenai perannya dalam menopang aspek tingkat tinggi penulisan akademik, khususnya struktur teks dan koherensi, masih memerlukan kajian empiris yang mendalam. Penelitian ini bertujuan untuk mengeksplorasi persepsi dan pengalaman nyata mahasiswa English as a Foreign Language (EFL) dalam memanfaatkan AI Writing Assistants guna mengembangkan struktur dan koherensi tulisan akademik. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi deskriptif yang melibatkan sepuluh mahasiswa tingkat akhir Program Studi Pendidikan Bahasa Inggris di Garut yang berpengalaman menggunakan alat bantu berbasis AI. Pengumpulan data dilakukan melalui wawancara semi-terstruktur mendalam secara daring dengan instrumen berupa pedoman wawancara 25 butir pertanyaan terbuka, serta dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña yang mencakup reduksi data, penyajian data, dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa AI Writing Assistants memberikan manfaat nyata dalam membantu pemetaan ide, penyusunan kerangka karangan, penyelarasan koherensi antarparagraf, pemberian umpan balik formatif, dan fasilitasi proses draf penulisan. Kendati demikian, mahasiswa menghadapi tantangan teknis berupa tuntutan literasi prompt, risiko keluaran teks yang tidak akurat (hallucination), kecenderungan ketergantungan kognitif (overreliance), serta perlunya verifikasi kritis terhadap sumber rujukan. Penelitian ini menyimpulkan bahwa AI Writing Assistants efektif menjadi mitra penopang (scaffolding partner) dalam memfasilitasi struktur dan koherensi penulisan akademik apabila diimbangi oleh regulasi metakognitif dan evaluasi kritis dari mahasiswa.    
Co-Authors Asyilla Agustina Mustika Janwar Eva Devi Sofyawati Ismiati Annur Husnaeni AR M. Jihad Abdul Matin Meuthia Rafa Fariha Muhammad Jihad Abdul Matin Samsam Maoladi Setia Muljanto Vira Citra Mardiani Yustika Nur Fajriah