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All Journal SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) English Education and Applied Linguistics Journal (EEAL Journal)
Setia Muljanto
Institut Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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 1 
GRAMMATICAL ERROR ANALYSIS IN EFL SPEAKING PERFORMANCE Widi Lestari; Setia Muljanto; Lusiana Lestari
English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 2 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v3i2.1840

Abstract

This study was carried out to analyze the grammatical errror analysis which are made by the students in their speaking performance. It was based on the assumption that grammatical rule has a function in speaking to make the communication clearly and to convey the information in appropriate way. The study was conducted under qualitative methodology by using case study as the appropriate research design. The data source of this research is 1st grade student from the speaking class of English Education major that consisted of 24 students. For collecting the data, the researcher used observation fieldnote and also video record. The writer identified and analyzed data based on the types of error using Dulay’s theory. Based on the finding, the result of this research showed that students made a total errors 318 times divided into four types of errors: omission, addition, misformation, and misordering. From the quantity of each error types, misformation was the highest errors produced by the students. It took 175 times of errors. And omission had 115 times of errors, moreover, 24 errors fell into error of addition, and the last one misordering was the lowest errors produced by the students the total was 5 errors. Actually, errors are necessary in learning a language, especially learning English language as the foreign language. Thus, error analysis also helps the students identify what the errors are made, because the students cannot apply their language acquisition directly without committing error firstly. They cannot achieve the target language perfectly when the errors appear. Error analysis is very advantageous for both learner and teacher. For learner, by paying more attention, the learners are expected to increase their knowledge on the English grammar. Whereas for teachers, hopefully the research can be useful information in teaching process and in the end, the teacher can be able to teach the material appropriately
COLLEGE STUDENTS’ PERCEPTIONS ON USING MOVIES FOR VOCABULARY LEARNING Widia Rahmi Fauzi; Setia Muljanto
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.v4i1.1105

Abstract

The purpose of the research was to found out college students’ perception on using movie as learning media for vocabulary learning. The participants of this research are 5 students four Grade at English Education Program in Garut. All participants are those who have taken general and academic course and have used movie media. In collecting the data, the researcher gave interviewed the sample that related to students perceptions. Data were collected by interview by using qualitative method. The result is analysis revealed that the students’ responses on using movie as learning media to learn vocabulary were positive, the researcher found 3 results. The first, learning media is very important. The second, students believe that the use of movies as a learning media have beneficial effect. The last, students agreed that movies are useful to learn some new words and improve their vocabulary learning even though they used Indonesian subtitles
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.
SEEING HOW MULTIMODAL SOURCE ARE USED IN EFL CLASSROOM Salma Salsabila; Nadya Nurami; Rai Tri Oktaviana; Setia Muljanto; Ateng Kurnia
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.v6i2.50

Abstract

The use of body movements and facial expressions in learning English helps students interpret and express the meaning of words and sentences. By looking at the implementation of multimodal in English classrooms, this study provides important insights into the potential for using multimodal in enhancing English learning. Multimodality involving various types of media such as text, images, audio, and video will be analyzed in the context of three SFL dimensions, namely ideational, interpersonal, and textual dimensions and observing how teachers and students gain an understanding of how multimodal is used in contexts of language and meaning. The results of this research can provide valuable contributions to the development of more innovative and effective English curricula and teaching methods. English teachers can use these findings as guidelines in designing learning strategies that are more interesting and focus on students' needs. In addition, this research can also be a basis for further research on the use of multimodal in the context of learning English. This study aims to analyze the use of multimodal in learning English in the classroom. This research includes observing the use of multimodal at SMA Garut in English classes at level 10, as well as the use of multimodal in teaching English based on the Linguistic Functional System (SFL) theory.
THE INFLUENCE OF DEBATE METHOD TO STUDENTS CRITICAL THINKING IN EFL SETTING: IN SENIOR HIGH SCHOOL Mutiara Haspari Lova; Setia Muljanto; Ateng Kurnia
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.12808

Abstract

This study aims to analyze the impact of the debate method on the development of critical thinking and speaking skills of first-grade students at an Islamic High School. The research instruments include interviews and observations, with participants divided into two groups, each consisting of three students. Debate is used as a method to train critical thinking and speaking skills, which is believed to foster leadership qualities through students' roles in teams, while transforming students from passive recipients of information into active participants who take responsibility for their learning. Data were collected through interviews, where students were asked questions related to specific topics, as well as observations that monitored students' engagement during the wrong learning process, with these interviews serving as the foundation of qualitative research to explore participants' in-depth understanding. By combining interviews and observations, this study aims to describe the effectiveness of the debate method in the context of active learning. Data analysis was carried out using a structured qualitative framework consisting of three steps: data condensation, data display, and conclusion drawing/verification. Data condensation helps summarize and filter essential information, while data display visualizes findings to facilitate analysis. The final step, conclusion drawing and verification, generates an in-depth understanding of the impact of the debate method on students' skills. The findings of this study are expected to make a significant contribution to the development of active learning methods, particularly in enhancing students' critical thinking and speaking skills. With a structured approach, this study highlights the importance of the debate method in creating more interactive and meaningful learning experiences for students.
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.
SEEING HOW MULTIMODAL SOURCE ARE USED IN EFL CLASSROOM Salma Salsabila; Nadya Nurami; Rai Tri Oktaviana; Setia Muljanto; Ateng Kurnia
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.v6i2.50

Abstract

The use of body movements and facial expressions in learning English helps students interpret and express the meaning of words and sentences. By looking at the implementation of multimodal in English classrooms, this study provides important insights into the potential for using multimodal in enhancing English learning. Multimodality involving various types of media such as text, images, audio, and video will be analyzed in the context of three SFL dimensions, namely ideational, interpersonal, and textual dimensions and observing how teachers and students gain an understanding of how multimodal is used in contexts of language and meaning. The results of this research can provide valuable contributions to the development of more innovative and effective English curricula and teaching methods. English teachers can use these findings as guidelines in designing learning strategies that are more interesting and focus on students' needs. In addition, this research can also be a basis for further research on the use of multimodal in the context of learning English. This study aims to analyze the use of multimodal in learning English in the classroom. This research includes observing the use of multimodal at SMA Garut in English classes at level 10, as well as the use of multimodal in teaching English based on the Linguistic Functional System (SFL) theory.
Co-Authors Ateng Kurnia Lusiana Lestari M. Jihad Abdul Matin Muhammad Jihad Abdul Matin Mutiara Haspari Lova Nadya Nurami Pipih Setiawati Rai Tri Oktaviana Salma Salsabila Samsam Maoladi Vira Citra Mardiani Widi Lestari Widia Rahmi Fauzi