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

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STUDENTS’ ANXIETY IN SPEAKING OF HORTATORY EXPOSITION TEXT Adisti Rahayu; Irsyad Nugraha; Yustika Nur Fajriah
EEAL Journal (English Education and Applied Linguistics Journal) Vol 2, No 2 (2019): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v2i2.1713

Abstract

This study was aimed to identify types of anxiety in students’ speaking of hortatory exposition texts in one of universities in Garut. To achieve the aforementioned purpose, qualitative approach embracing case study was employed. The data were gathered through observation of the second graders’ speaking performances. The data were analyzed inductively that was transcribed, categorized, analyzed, interpreted and concluded. As the result, there are two types of speaking anxiety; they are trait anxiety and state/situational anxiety. Furthermore, this study suggests teachers be more creative in designing the teaching planning of speaking class.
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING RECOUNT TEXTS Vikri Februansyah; Irsyad Nugraha; Yustika Nur Fajriah
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.v3i2.1837

Abstract

This study is aimed at investigating students’ difficulties in writing recount text. To achieve that purpose, qualitative approach embracing case study design was used in this study. The data were taken from eight texts of the third graders in one of Universities at Garut. The data were then analyzed using the genre rubric from Knapp and Watkins (2005). The result reveals that students are still difficult in organizing the structure of recount text and delivering ideas through the correct grammar such as conjunction, past tense, and mental verb
AN ANALYSIS OF DIFFICULTIES IN WRITING ESSAY AT SECOND GRADE OF EDUCATION COLLEGE OF STKIP Irsyad Nugraha
English Education and Applied Linguistics Journal (EEAL Journal) Vol 2, No 2 (2019): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v2i2.1711

Abstract

Writing as one of the four skills in English has an important role for undergraduate students. This is because writing is productive skill which can build and rebuild the student’s motivation in mastering language. Writing is a basic skill for students, because it can improve students’ abilities in mastering language. In the process, writing skills has so many problems and solutions to enrich student’s capabilities. Population for this research is one purposed random sampling of second grade English Department students. The writer tries to get the sample only 20 students, which were taken from 90 students of second grade populations furthermore the writer tries to choose students with high cumulative mark and low cumulative mark to get the varieties problems of Essay Writing. The writer obtained the instrument of data by using some questionnaires and interview for students in order to analyze wh
SPECIAL NEEDS STUDENTS, WHAT ARE THE CHALLENGES? Irsyad Nugraha; Raynesa Noor Emiliasari; Muhammad Soni; Bayu Ali Wardana
English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v6i1.2906

Abstract

Special education seems to have to be considered one of the most stressful jobs in the education sector. Experts must convey highly specialized teaching methods that support a variety of different learning environments, alignment social and emotional development with firm academic achievement, and finally equip their pupils for a world that impose many real difficulties, and any method of instruction has obviously been a truly massive challenge. Thereby, the objective of this research was to reveal the challenges that English teachers confront while teaching Special Needs Students. The subjects of this research included an English teacher from such a special needs school who had significant experience teaching English. A semi-structured interview was employed to collect data. In accordance with the findings, the most daunting problem that teachers face when teaching English is listening skills. Further to that, the teacher is knowledgeable about teaching concepts, techniques, and problem-solving strategies.
AN ANALYSIS OF GRAMMATICAL COHESION IN STUDENTS’ WRITING (A Case Study in the Eleventh Year Students of SMAN 1 Garut) Zulfan Nurohmah Maulida; Surtiana Harjadijaya; Irsyad Nugraha
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.v3i2.1843

Abstract

This study focused on AN ANALYSIS OF GRAMMATICAL COHESION IN STUDENTS’ WRITING. It aims to discover what kinds of grammatical cohesive devices used in students’ writing recount text and how these grammatical cohesive devices are used in the students’ writing recount text. To achieve the aims of this research, the researcher used qualitative as research method and case study design. The data source of this research is the eleventh grade students of SMAN 1 Garut that consist of 10 students as participant. The writer has chosen 3 students from high-achiever, 4 students from middle achiever, and 3 students from lower-achiever. For collecting data, the writer used writing test. The writer put the data based on kinds of grammatical cohesion. The writer identified and classified each sentence in data, and the writer analyzed them by using theory from Halliday and Hasan (1976), Halliday&Mathiessen (2004), Bloor & Bloor (2004), Eggins (2004). The result of this study showed that all type of grammatical cohesion appeared in students’ recount text, but the use of substitution and ellipsis were rarely used by students in writing recount text while the use of reference and substitution were often used in students’ writing
INVESTIGATING THE CHALLENGES FACED BY EFL TEACHERS IN DEVELOPING STUDENTS’ 4C SKILLS IN 21ST CENTURY EDUCATION Siti Nur Azizah Septiyanti; Irsyad Nugraha; 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.v6i2.49

Abstract

This research aims to investigate the challenges faced by EFL teachers in developing students’ 4C skills (Critical thinking, Creativity, Communication, and Collaboration) in 21st-century education., followed by four English teachers in different Junior High School in Garut (two public schools and two private schools). To fulfill this objective, a qualitative case study design with a semi-structured interview as the research instruments was employed. The result revealed that both EFL teachers of public and private schools in junior high school had similar problems in developing students' 4C skills in 21-st century education. Those challenges include the difficulties in understanding certain effective methods of learning that support the development of 4C skills, the obstacles in designing a lesson plan for 4C skills, the insufficiency of facilities and infrastructure, and the challenges in developing students’ confidence and activeness.
THE EXPLORING STUDENTS’ CHALLENGES IN USING ROBLOX FOR NARRATIVE WRITING Cahyani Dwiputri; Irsyad Nugraha; Sinta Dewi
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.v6i3.10951

Abstract

This article explores the challenges experienced by ninth-grade EFL students when Roblox was used as an experiential prompt for narrative writing. The study was conducted in an Indonesian junior high school classroom through a qualitative case study design. Data were drawn from four teacher-researcher observation field notes and three semi-structured interviews with focal students coded as S1, S2, and S3. The learning sequence followed four stages: Building Knowledge of the Field, Modeling of the Text, Joint Construction of the Text, and Independent Construction of the Text. Thematic analysis revealed that Roblox provided vivid ideas, settings, characters, conflicts, and chronological events, but it did not automatically lead to coherent English narrative writing. Five major challenges emerged: technical and access barriers, difficulty transforming gameplay into English sentences, difficulty selecting and organizing narrative elements, tension between engagement and distraction, and different levels of student independence. The findings suggest that Roblox can support narrative writing when it is combined with clear genre-based scaffolding, guided worksheets, vocabulary and past-tense support, immediate post-game writing activities, and equitable technical preparation. Thus, the main pedagogical issue is not whether students enjoy Roblox, but how teachers help them transform game experiences into organized and linguistically accurate narrative texts. ABSTRAK Artikel ini mengeksplorasi tantangan yang dialami siswa EFL kelas IX ketika Roblox digunakan sebagai prompt pengalaman untuk menulis teks naratif. Penelitian dilakukan di salah satu kelas sekolah menengah pertama di Indonesia dengan desain studi kasus kualitatif. Data diperoleh dari empat catatan observasi guru-peneliti dan tiga wawancara semi-terstruktur dengan siswa fokus yang dikodekan sebagai S1, S2, dan S3. Rangkaian pembelajaran mengikuti empat tahap, yaitu Building Knowledge of the Field, Modeling of the Text, Joint Construction of the Text, dan Independent Construction of the Text. Analisis tematik menunjukkan bahwa Roblox membantu siswa memperoleh ide, latar, tokoh, konflik, dan urutan peristiwa yang konkret, tetapi pengalaman bermain tidak secara otomatis menghasilkan tulisan naratif berbahasa Inggris yang runtut dan akurat. Lima tantangan utama ditemukan, yaitu hambatan teknis dan akses, kesulitan mengubah pengalaman bermain menjadi kalimat bahasa Inggris, kesulitan memilih dan mengorganisasi unsur naratif, ketegangan antara keterlibatan dan distraksi, serta perbedaan tingkat kemandirian siswa. Temuan ini menunjukkan bahwa Roblox dapat mendukung pembelajaran menulis naratif apabila dipadukan dengan scaffolding berbasis genre, LKPD terarah, dukungan kosakata dan simple past tense, kegiatan menulis segera setelah bermain, serta persiapan teknis yang adil bagi siswa.    
IMPROVING STUDENTS’ NARRATIVE WRITING THROUGH BLOOKET-BASED LEARNING Diana Az-Zahra Mulyana; Irsyad Nugraha; Wahid Hasim
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.v6i3.10960

Abstract

This research is motivated by the low narrative writing skills of English as a Foreign Language (EFL) students due to low motivation and the use of less interactive learning methods. The focus of this research problem is directed at testing the effectiveness of the Blooket digital platform as a game-based learning medium to optimize the ability to compose narrative texts. This quantitative study applies a quasi-experimental method with a non-equivalent control group design involving the experimental class and the control class at the junior high school level in Garut. The research procedure begins with a pre-test, implementation of an intervention in the form of integrating the Blooket interactive questionnaire for four meetings, and ends with a writing post-test. The results of quantitative data analysis using the SPSS program show a significant increase in the average score of the experimental class from 61.94 to 80.83 with a gain score of 18.89 and a significance value of p = 0.000 less than 0.05. In contrast, the control class did not show significant progress. The main conclusion confirms that the integration of Blooket is proven to be effective in significantly boosting students' writing skills. In addition to the academic aspects, the use of game elements has successfully fostered motivation, active participation, and students' self-confidence in organizing story ideas in a coherent and enjoyable manner during the learning process. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya keterampilan menulis teks naratif pada siswa kelas English as a Foreign Language (EFL) akibat rendahnya motivasi serta penggunaan metode pembelajaran yang kurang interaktif. Fokus masalah dalam riset ini diarahkan pada pengujian efektivitas platform digital Blooket sebagai media pembelajaran berbasis gim untuk mengoptimalkan kemampuan menyusun teks naratif. Studi kuantitatif ini menerapkan metode eksperimen semu dengan desain non-equivalent control group yang melibatkan kelas eksperimen dan kelas kontrol pada jenjang sekolah menengah pertama di Garut. Prosedur penelitian diawali dengan pemberian pra-tes, pelaksanaan intervensi berupa pengintegrasian kuesioner interaktif Blooket selama empat pertemuan, dan diakhiri dengan pemberian pasca-tes menulis. Hasil analisis data kuantitatif menggunakan bantuan program SPSS menunjukkan peningkatan nilai rata-rata kelas eksperimen secara signifikan dari 61,94 menjadi 80,83 dengan capaian skor gain sebesar 18,89 serta nilai signifikansi p = 0,000 kurang dari 0,05. Sebaliknya, kelas kontrol tidak memperlihatkan kemajuan yang berarti. Simpulan utama menegaskan bahwa integrasi Blooket terbukti efektif dalam mendongkrak keterampilan menulis siswa secara nyata. Selain aspek akademis, pemanfaatan elemen gim ini sukses menumbuhkan motivasi, partisipasi aktif, serta rasa percaya diri siswa dalam mengorganisasikan ide cerita secara koheren dan menyenangkan selama proses pembelajaran.    
Co-Authors Adisti Rahayu Ateng Kurnia Bayu Ali Wardana Cahyani Dwiputri Diana Az-Zahra Mulyana Muhammad Soni Raynesa Noor Emiliasari Sinta Dewi Siti Nur Azizah Septiyanti Surtiana Harjadijaya Vikri Februansyah Wahid Hasim Yustika Nur Fajriah Zulfan Nurohmah Maulida