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All Journal English Education and Applied Linguistics Journal (EEAL Journal)
Ateng Kurnia
Institut Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE INFLUENCE OF PRONUNCIATION INSTRUCTION ON SPEAKING SKILL OF COLLEGE STUDENTS Fani Triani Rahmat; Ateng Kurnia; Amir Hamzah
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.v1i2.1119

Abstract

This paper is titled "Effect of Pronunciation Instructions on Student Speaking Skills". The aim is to know clearly the effect on students' pronunciation in English speaking skills. The research design that will be used is qualitative and data collection in case studies, using several types of data collection namely questionnaires and interviews. As a participant, the authors prepared 6 students as participants to participate in the study. These are English students from the Indonesian Institute of Education (IPI). Then the authors observe the effect on English speaking skills and what difficulties students have when learning pronunciation. The factors that cause the teaching of pronunciation are not student skills, namely the lack of practice instructed by the teacher. And the lack of students understanding books recommended by teachers to better understand the instructions given
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.
CLASSROOM MANAGEMENT PRACTICE BETWEEN URBAN AND RURAL EFL TEACHERS Hami Mukaromah; Ateng Kurnia; Amir Hamzah
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.v6i1.2909

Abstract

Classroom management has a crucial role in teaching and learning. Classroom management involves aspects of teaching that are central to student learning and teacher success. Unfortunately, Urban and Rural EFL teachers often have difficult to face disciplinary problems and student’s misbehavior. The study aimed to analyzedifferences and the similarities of the classroom rules in the classroom management practice between urban and rural EFL teachers. To achieve the aforesaid purpose, this study employed a qualitative method including comparative analysis research design. The data collected through the interview. Two EFL teachers in different districts of Senior High Schools in West Java, Indonesia which is in urban and rural districts purposively selected as the participant. The finding showed that there were five characteristics of classroom rules considered similar between urban and rural EFL teachers, they were created collaboratively with students, specific in nature, publicly posted, taught to students, and clearly tied to positive and negative consequences. Moreover, there were differences in two characteristics, there were a number of rules and stated positively.
Seeing How Multimodal Source Are Used in EFL Classroom Salma Salsabila; Nadya Nurazmi; Rai Tri Oktaviana; Ateng Kurnia
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.v6i2.3373

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.
INVESTIGATING THE CHALLENGES FACED BY EFL TEACHERS IN DEVELOPING STUDENTS’ 4C SKILLS IN 21ST-CENTURY EDUCATION Siti Nur Azizah Septiyani; Irsyad Nugraha; Ateng Kurnia
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.v6i2.3372

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.
Co-Authors Ai Rachma Yunita Amir Hamzah Fani Triani Rahmat Hami Mukaromah Irsyad Nugraha Nadya Nurazmi Rai Tri Oktaviana Salma Salsabila Siti Nur Azizah Septiyani Wahid Hasyim