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p-Index From 2020 - 2025
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All Journal English Education and Applied Linguistics Journal (EEAL Journal)
Wahid Hasyim
Institut Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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USING CHILDREN SHORT STORIES TO DEVELOP STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXT Putri Utami Sundari; Wahid Hasyim
EEAL Journal (English Education and Applied Linguistics 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/eeal journal.v3i2.1839

Abstract

This research is aimed to find out whether there is any significant improvement of using short stories method in students’ reading comprehension on narrative text. The participants for this research were one class consisting of thirty two students from the second grade of a junior high school in West Java. This research implemented pre-experimental design as research method. The data were obtained from the tests involving pre-test and post-test in order to know the students’ reading comprehension on narrative text before and after using short stories method. Type of the tests used was multiple choices in which every test consisted of twenty questions. The result of the instruments was analyzed quantitatively using statistical analysis. It can be seen in the result of the hypothesis testing through T-Test formula in the significance degree (α) = 0.05. The result showed that tobserved = 18.198 ≥ tcritical = 2.0395. Therefore the null hypothesis (Ho) of this research is rejected and alternative hypothesis (Ha) of this research is accepted. Then, the normalized gain of this research is categorized as medium with average value 0.45. Based on the result, it could be concluded that using short stories method has significant improvement to develop students’ reading comprehension on narrative text.
EXPLORING NON-NATIVE ENGLISH TEACHERS’ ORAL CORRECTIVE FEEDBACK IN CLASSROOM Ai Rachma Yunita; Ateng Kurnia; Wahid Hasyim
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.v3i1.1098

Abstract

This study aims to describe the types of oral corrective feedback used by teacher in classroom activity. To achieve the aim, the study used descriptive qualitative design in order to answer the research problem; what are types of oral corrective feedback used by teacher in the classroom activity. The data were collected from three non-native English teachers through observation by taking audio/videos of the teaching and learning process. The videos were transcribed and then analyzed it for gaining the result. This study employs six types of teachers’ feedback by Ellis (2009) as checklist criteria. By doing so, they are able to strengthen the findings into the assessment of language teachers education. The result shows that teacher A used explicit correction and repetition in her classroom activity. Teacher B used clarification request. Teacher C used clarification request and explicit correction. In conclusion, the dominant types on teachers’ oral CF used in the classroom activity is clarification request. However, teachers’ strategy on give the corrections toward students’ erroneous in classroom activity is different depend on the mistakes and the conditions of the students itself.
Co-Authors Ai Rachma Yunita Ateng Kurnia Putri Utami Sundari