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All Journal TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Journal of English Language and Education EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi English Education and Applied Linguistics Journal (EEAL Journal)
Eva Devi Sofyawati
Institut Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE USE OF ELICITATION IN IMPROVING STUDENTS’ SPEAKING SKILL Yuli Fitria; Eva Devi Sofyawati
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 3 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i3.1701

Abstract

This research was entitled “The Use of Elicitation Technique in Improving Students’ Speaking Skill”. Since there were many students who have problems in learning speaking because the students do not have enough opportunity to speak in English, so they feel uncomfortable to speak and feel awkward to say everything in English because lack of practice. The use of Elicitation technique was choosen as a means to improve an active situation in their speaking skill. This research aimed to found out whether there was any significant effect of using Elicitation as teaching method toward improving students’ speaking skill in a junior high school 4 Garut academic year 2015/2016. The participants of the research were consisted of 32 students of second grade. This is a quantitative research using pre-experimental research design. To achieved the purpose, a test including pre-test and post- test was employed. The test was in the form of speaking test which was retelling the story that had been heard. Normalized Gain Test was used to found out the significant difference between students’ scores in pre-test and post-test. The data from pre-test and post-test showed that the average of the students’ achievement in pre-test was 11.19 and the average of students’ achievement in post-test was 56.19 and the result from Normalized Gain showed that 99.9% students can improve their speaking through the use of Elicitation technique. To analyze the data, the t-test was used and it was revealed that the value of tobserved=8.0494 and the value of tcritical=2.0317. The finding showed that tobserved was bigger than tcritical (8.0494 > 2.0317). The tobserved lied in the rejection area of Null Hypothesis (H0). On the contrary, Alternative Hypothesis (Ha) was accepted. Based on the result of study, it can be concluded that Elicitation technique have significant effect in improving students’ speaking skill and the use of Elicitation technique made students easier in presenting their ideas. Therefore, the teacher should have the best teaching method to use in teaching and learning process that make students actively speak up in the class and the students should practice their speaking continuously. This result indicates that the use of Elicitation technique is effective to improve students’ speaking skill.
THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS TO IMPROVE STUDENTS’ SPEAKING ABILITY Asri Setia Gusminar; Eva Devi Sofyawati
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 3 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i3.1703

Abstract

The use of Authentic Materials method in teaching descriptive text was chosen as a means to improve an active situation in their speaking ability. This research aimed to analyze the use of Autyhentic Materials method in descriptive text type to improve students’ speaking skill. This is a quantitative research using pre-experimental approach. 40 students from first grade students of SMAN 10 Garut were selected to be the respondents of this study. The data were obtained through oral test, and the time to do the research is about one month. Then, they were analyzed and reported descriptively. The finding revealed that the TPR was significantly effective in improving students’ speaking skill. The data from pre-test and post-test showed that the average of the students’ achievement in pre-test was 45.87 and the average of students’ achievement in post-test was 61.80 and the result of Liliefors test showed that tcritical = 2.145 ≤ tobserved = 9.394.The results of the test showed that the students can significantly improve their speaking skill after using Authentic Materials method in learning descriptive text. Based on the result of study, it can be concluded that the majority of students were interested in learning English speaking through Authentic Materials method in learning descriptive text. This result indicates that teaching descriptive text by using Authentic Materials method can make the students tend to be more active in the teaching and learning process.
USING PICTURE SERIES IN IMPROVING STUDENTS’ SPEAKING SKILL Oktaviani Nur Indahsari; Surtiana Harjadijaya; Eva Devi Sofyawati
English Education and Applied Linguistics Journal (EEAL Journal) Vol 2, No 3 (2019): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v2i3.1722

Abstract

The writer intends to observe the use of picture series to improve the students' speaking ability. The steps are taken purpose to identify the significance of using picture series in improving the students’ speaking ability in a recount text. The study involved one class of the 2nd grade students at SMP Negeri 6 Garut as the sample. The design of this research was pre-experimental and used quantitative method to analyze the problem statement. The writer used pre-test and post-test as the research instrument to find out the result of using picture series in improving students’ speaking ability. The speaking assessment was adopted from Hughes (2002) covering accent, grammar, vocabulary, fluency, and comprehension. The hypothesis of the research is; there is a significant improvement using Picture Series in improving students’ speaking ability in VIIIB class at SMP Negeri 6 Garut. Through the process of experiment with using statistical computation showed that the use of picture series has improved students’ speaking ability significantly in a recount text. Test statistical technique on 0.05 significance level, the results are; that tobserve = 19.622 and tcritical = 2.0423, because tobserve (19.622) is higher than tcritical (2.0423), It meant that there is a significant improving of using picture series in improving students’ speaking skill. In reference to the result of the study, the conclusion was drawn that picture series was successful to improve the students’ speaking ability in recount text. The use of picture series to improve students’ speaking ability was proven effective and significant. By using picture series, students are expected to practice speaking and motivated them to learn speaking. As the suggestion, the use of picture series is recommended to be applied during teaching and learning speaking in junior high schools. It is also important for teachers to select particular pictures appropriate with the students’ needs, interests, and the curriculum as well.
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.    
Metacognitive Strategies Used in Listening Comprehension in a Vocational School Context Aziza Arraiyan Andesa; Eva Devi Sofyawati; Wahid Hasim
Journal of English Language and Education Vol 11, No 5 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i5.3308

Abstract

Listening comprehension remains a major challenge for English as a Foreign Language (EFL) learners, particularly vocational high school students navigating English learning under the Merdeka Curriculum. This study explored the listening comprehension experiences of six vocational high school students, focusing on the difficulties they encountered and the metacognitive strategies they used to address them. Data were collected through semi-structured interviews and analyzed using Goh's (2000) taxonomy of listening difficulties and Vandergrift Goh's (2012) metacognitive framework. Goh’s taxonomy provided a basis for identifying listening-related difficulties, while the metacognitive framework guided the analysis of students’ approaches to managing these challenges. The findings highlighted students’ efforts to manage listening difficulties through planning, directed attention, monitoring comprehension, problem-solving, and evaluating their understanding. These strategies reflected students’ attempts to anticipate listening demands, identify misunderstandings, use contextual clues, and assess their comprehension. The findings suggest that metacognitive awareness may help learners respond more strategically to listening challenges. This study highlights the importance of incorporating explicit metacognitive strategy instruction into EFL listening activities to support students’ listening development in vocational education.
STUDENTS' LEARNING EXPERIENCES AND PERCEIVED SPEAKING DEVELOPMENT THROUGH VLOG-BASED PROJECT-BASED LEARNING Adinda Maulani Ilima; Eva Devi Sofyawati; Anne Ratna Suminar
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i4.16470

Abstract

This study aims to explore junior high school students' learning experiences and their perceived speaking development during the implementation of vlog-based Project-Based Learning (PjBL) in an English as a Foreign Language (EFL) classroom. This study employed a qualitative approach with a case study design. The primary data were collected through semi-structured interviews with six ninth-grade students selected through purposive sampling, consisting of two high-achieving, two middle-achieving, and two low-achieving students who participated in a vlog project themed “Traveling with Your Friends” at a public junior high school in Garut, West Java. The data were analyzed using thematic analysis based on Braun and Clarke (2006). The findings reveal that students experienced a learning process involving active engagement, participation across project stages, collaboration with group members, and various challenges such as pronunciation difficulties, limited vocabulary, and speaking anxiety in front of the camera. Nonetheless, students reported decreasing anxiety and increasing motivation throughout the project. Regarding their perceived speaking development, students perceived improvements in fluency, confidence, willingness to communicate, and mastery of pronunciation and vocabulary, although the extent of improvement varied among high-, middle-, and low-achieving students. These findings confirm that vlog-based project learning can serve as a meaningful strategy to support junior high school students' speaking development, while highlighting the importance of emotional and collaborative support throughout the learning process. ABSTRAK Penelitian ini bertujuan untuk mengeksplorasi pengalaman belajar siswa sekolah menengah pertama serta persepsi mereka terhadap perkembangan kemampuan berbicara selama penerapan Project-Based Learning (PjBL) berbasis vlog dalam kelas Bahasa Inggris sebagai Bahasa Asing (EFL). Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data utama dikumpulkan melalui wawancara semi-terstruktur terhadap enam siswa kelas sembilan yang dipilih melalui purposive sampling, terdiri atas dua siswa berkemampuan tinggi, dua siswa berkemampuan sedang, dan dua siswa berkemampuan rendah yang berpartisipasi dalam proyek vlog bertema "Traveling with Your Friends" di sebuah SMP negeri di Garut, Jawa Barat. Data dianalisis menggunakan analisis tematik berdasarkan Braun dan Clarke (2006). Temuan menunjukkan bahwa siswa mengalami proses belajar yang melibatkan keterlibatan aktif, partisipasi di berbagai tahap proyek, kolaborasi dengan anggota kelompok, serta berbagai tantangan seperti kesulitan pelafalan, keterbatasan kosakata, dan kecemasan berbicara di depan kamera. Meskipun demikian, siswa melaporkan penurunan kecemasan dan peningkatan motivasi sepanjang proyek berlangsung. Terkait persepsi perkembangan kemampuan berbicara, siswa merasakan peningkatan dalam kelancaran, kepercayaan diri, kemauan untuk berkomunikasi, serta penguasaan pelafalan dan kosakata, meskipun tingkat peningkatan tersebut bervariasi antara siswa berkemampuan tinggi, sedang, dan rendah. Temuan ini menegaskan bahwa pembelajaran berbasis proyek melalui vlog dapat menjadi strategi yang bermakna untuk mendukung perkembangan kemampuan berbicara siswa sekolah menengah pertama, sekaligus menyoroti pentingnya dukungan emosional dan kolaboratif sepanjang proses pembelajaran.    
Co-Authors Adinda Maulani Ilima Anne Ratna Suminar Asri Setia Gusminar Asyilla Agustina Mustika Janwar Aziza Arraiyan Andesa Oktaviani Nur Indahsari Pipih Setiawati Surtiana Harjadijaya Wahid Hasim Yuli Fitria