cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lucky Rahayu Nurjamin
Contact Email
luckyrahayu@institutpendidikan.ac.id
Phone
+6282120068942
Journal Mail Official
eeal@institutpendidikan.ac.id
Editorial Address
Institut Pendidikan Indonesia Gd. C Lt.2 Jl. Terusan Pahlawan No. 32 Kelurahan Sukagalih, Kec. Tarogong Kidul, Kab. Garut, Jawa Barat
Location
Kab. garut,
Jawa barat
INDONESIA
English Education and Applied Linguistics Journal (EEAL Journal)
Published by Institut Pendidikan Indonesia Garut
ISSN : 26219131     EISSN : 26221675     DOI : https://doi.org/10.31980/eeal%20journal.v5i3
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
English Education and Applied Linguistics Journal (EEAL Journal) is devoted to the applications of English education to problems of English language teaching and learning. Attention is paid to the learning and teaching of English languages as a second and foreign language in all countries. EEAL Journal requires articles to have a sound theoretical base and a visible practical application for a broad readership. Review articles are considered for publication if they deal with critical language learning and teaching issues with significant implications for practice and research. it is a double-blind peer-reviewed journal dedicated to enhancing and disseminating scholarly work in the form of conceptual and research-based articles within the field of teaching English and English linguistics that have not been published or are under consideration elsewhere.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 7 Documents
 1 
Search results for , issue "Vol 1, No 3 (2018): EEAL Journal" : 7 Documents clear
What Makes A Good Student: Voice from Teacher Gesha Lailatul Fauziyyah; Raden Utari Maharani; Anggi Meilanti Rosdiani; Asep Suparman
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.v1i3.1707

Abstract

Commonly, a good student equals good academic achievement. General people tend to associate good students with only excellence in academics. But in reality, another attribute will come up when people stated the definition of a good student. To make a clearer concept of a good student, finding another supporting attribute is needed. This present study aims to identify other attributes as a good student as perceive by the teacher. The teacher’s perspective is chosen because students first acquaint and the first observer is their teacher. Teachers’ perspectives such as teacher’s beliefs, opinions, and concerns are compiled as the source and obtained using interviews with semi- structured questions. Fifteen available teachers from different school levels and ages from 25 to 56 years old involved using convenience sampling in this study. The result of this study showed that teachers define a good student into four aspects or categories. The first is seeing from their academic skill, the second is dependent on the students’ personality, the third is their proficiencies and the last category is from the reflection. A surprising fact, teachers’ experiences, ages, and levels didn’t much influence their perspectives. Meanwhile, teachers’ gender affected their perspectives to define a good student.
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 USE OF SCRABBLE GAME IN IMPROVING STUDENTS’ VOCABULARY MASTERY Dhea Fery Aprillandi Putra; Tatang Setia
EEAL Journal (English Education and Applied Linguistics 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/eeal journal.v1i3.1700

Abstract

The study is entitled “The Use Of Scrabble Game In Improving Students’ Vocabulary Mastery”. The study was attempted to figure out whether the use of Scrabble game could improve the students’ vocabulary mastery. To attain these objectives, 31 students of second grader of Senior High School 6 Garut were involved. The researcher applied quantitative study in pre-experimental design. The data were obtained through the analysis of students’ pre-test, and post-testing class. The findings revealed that the students had lack of ability in vocabulary. The Score of pre-test shown that 87, 1 % with the total students of 27 didnot meet the minimun criteria and only 12, 9 % had meet the minimun criteria. But, the post-test result shown the opposite result that is The Score of post-test shown that 87, 1 % with the total students of 27 meet the minimun criteria and only 12, 9 % had meet the minimun criteria. It is also supported by the the result of paired T-Test shown Ha was accepted, because the computation of t-test on the data shows that ???????????????????????????????????? ≤ ???????????????????????????????????? ≥ ???????????????????????????????????? (2,0423 ≤ 11,0620 ≥ 2,0423 ) and it means that Ha is accepted and H0 is rejected. In other word, there is a significant influence of the use of Scrabble game and students’ vocabulary mastery. It was concluded that Scrabble game could improve students’ vocabulary mastery.
THE USE OF SCAFFOLDING STRATEGY IN IMPROVING STUDENTS’ SPEAKING SKILL Miraz Pringgadana Setiawan; Wahid Hasim
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.v1i3.1708

Abstract

The study investigated to discover whether scaffolding strategy can be used as an effective strategy in improving students’ speaking skill or not. This study was taken because there are many difficulties that most of students face when they learn speaking skill. So scaffolding strategy was taken because scaffolding itself is an extremely social form of instruction, with more capable peers and teacher helps student to solve some tasks (Hogan and Pressley, 1997) and it is match with what Tam (1997) said that providing students with some kind of situations and speaking task takes a significant role in improving students’ speaking skill. This study had been done on March 31st 2016 until April 28th 2016. This study is a quantitative research with pre-experimental one group pre-test – post-test design. The population of this study was the second grade of SMAN 1 Garut. The samples of this study were the students of class XI MIPA 8 with 36 students. Instrument that was used in this study is speaking test that was divided into two parts, they were pre-test that was used to test the students’ ability before the students were given the treatment and also post-test that was used to test the students’ ability after the students were given the treatment. Based on the study, it was found that the result of tobserved was 6.8359 and the result of tcritical was 2.0317. The result of the data analysis showed that tobserved = 6.8359 was placed in the area where Ha is accepted. Thus, it means that Ha is accepted otherwise Ho is rejected. There was a significant influence scaffolding strategy in improving students’ speaking skill. Based on the findings above, scaffolding can be used as an alternative teaching strategy that is effective in improving students’ speaking ability.
THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING IN WRITING RECOUNT TEXT Afifah Anggraeni Sekar; Amir Hamzah
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.v1i3.1702

Abstract

This research entitled "The Effect of Contextual Teaching and Learning method in writing recount text". This aim of this research is to find out the significant effect of Contextual Teaching and Learning method that used in writing recount text. In this research, the researcher took one Junior High School in Wanaraja academic year 2016/2017. This participant of this research were conducted to 37 students in the 2nd years of Junior High School 1 Wanaraja in 27th July 2016. The researcher used Quantitative method and Pre-experimental design to find out the effect of CTL method. Writing test used in this research were collected Pre-test, Post-test, and treatment. Moreover, this research will use text in the This research also will use pre- experimental research and will focuses on the second grade at one state of Junior high school in Garut . In addition, writing test, pre-test, and post-test will be used to collect the data. Quantitative method will be used to analysethe data to compare the score of both groups in pre-test and post-test.
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.
THE INFLUENCE OF SUBTITLES IN SHORT MOVIES ON STUDENTS’ LISTENING COMPREHENSION (A Quasi- Experimental Study in One of State Junior High Schools in Garut) Amalia Audina; Anne Ratna Suminar
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.v1i3.1697

Abstract

This quasi-experimental study intended to figure out whether the subtitles in short movies influence students’ listening comprehension. To achieve the purpose, the data were collected through listening test. This nonequivalent control group design was conducted with 60 students of second grade in one of Junior High School in Garut. In terms of findings, the study revealed that subtitles in short movies had significant influence on students’ listening comprehension. It proves by the t’ test value of posttest that is tcount = 2.268 < tcritical = 2.0452. Therefore, it means that Ho was rejected and Ha was accepted. This study concluded that the subtitles in short movies offer potential benefit and may help on improving students’ listening comprehension.

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2018 2018


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2025): August (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal) Vol. 7 No. 1 (2024): March (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal) Vol 6, No 2 (2023): EEAL Journal Vol. 6 No. 2 (2023): August (EEAL Journal) Vol. 6 No. 1 (2023): March (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal Vol. 5 No. 3 (2022): December (EEAL Journal) Vol 5, No 3 (2022): EEAL Journal Vol 5, No 2 (2022): EEAL Journal Vol. 5 No. 2 (2022): August (EEAL Journal) Vol 5, No 1 (2022): EEAL Journal Vol. 5 No. 1 (2022): March (EEAL Journal) Vol 4, No 3 (2021): EEAL Journal Vol 4, No 2 (2021): EEAL Journal Vol. 4 No. 2 (2021): August (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal Vol. 4 No. 1 (2021): March (EEAL Journal) Vol 3, No 3 (2020): EEAL Journal Vol 3, No 2 (2020): EEAL Journal Vol 3, No 1 (2020): EEAL Journal Vol 2, No 3 (2019): EEAL Journal Vol 2, No 2 (2019): EEAL Journal Vol 2, No 1 (2019): EEAL Journal Vol 1, No 3 (2018): EEAL Journal Vol 1, No 2 (2018): EEAL Journal Vol 1, No 1 (2018): EEAL Journal More Issue