English Education and Applied Linguistics Journal (EEAL Journal)
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.
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<![CDATA[AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN TRANSLATING POETRY ]]>
<![CDATA[Intan Lutfiyani Khoerunisa]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v4i1.1117
<![CDATA[This research aimed to find out students’ difficulties in translating poetry and its causes. In conducting the research, qualitative method and descriptive study are used. The data are taken from the students’ work, questionnaire and interview. The research is conducted to 15 third grade students of English Education Program at STKIP Garut. The research result shows that the students faced some difficulties in translating poetry. The students got difficulties in finding equivalent words from the source language into the target language, translating words which function as symbols, translating sentences with figures of speech, and the writing style of poetry which uses ungrammatical structures. Based on the result of the research, the researcher suggests that to translate poetry, the students have to enrich their knowledge about translation and poetry.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERROR IN ARGUMENTATIVE WRITING ]]>
<![CDATA[Ai Tita Puspita]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v4i1.1104
<![CDATA[This study is entitled “An Analysis of Students’ Grammatical Error in Argumentative Writingâ€. The objective of this study is to identify what types of grammatical errors mostly made by students in argumentative writing based on Dulays’s surface strategy taxonomy (1982). The students sometimes make errors on the use of grammar when they produce an English writing, also in argumentative writing. It is because Indonesian and English have their own grammatical system. In order to obtain valid findings, qualitative method was used in this study. Six (6) argumentative writing were collected from 6 students in the second semester. Based on the error analysis conducted, the researcher found that errors regarding auxiliary and wrong form of words were the most dominant errors in misformation which consisted of 22 errors. Then it is followed by omission errors consisted of 6 errors and the dominant grammatical error done by the students was omitting the auxiliary. Addition and misordering were only found 1 error from each of them. The findings indicate that the students have difficulties in using correct form, especially in misformation of suffix –s/ -es/ -ed/ -ing. This problem may occur due to their lack of knowledge of English grammatical rules.]]>
<![CDATA[METACOGNITIVE STRATEGIES IN STUDENT’S READING COMPREHENSION ]]>
<![CDATA[Nur Aisah]]>;
<![CDATA[Lucky Rahayu Nurjamin]]>
<![CDATA[ EEAL Journal (English Education and Applied Linguistics Journal) Vol 4, No 1 (2021): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eeal journal.v4i1.1103
<![CDATA[The aim of this study is to find out the process of using metacognitive strategies applied by introvert student in reading comprehension. This study used qualitative research in terms of descriptive study. In collecting the data, there were two instruments applied; interview, especially semi-interview because it was to find out the problem naturally and not only focus on taking notes during the research and the second instrument was observation. The setting of this study was conducted in outdoor room and the participant was an introvert student of fifteen years old in non-formal education. The study results were the introvert student used metacognitive strategies with three stages in the process of reading, they were planning before reading, monitoring during reading and evaluating after reading, it was removing shortcomings in reading especially in pronunciation and vocabulary, the introvert student thought what she was thinking to maximize her own productivity in reading, she asked herself what she already knew to focus her thinking of reading, and she evaluated what she has carried out in the process of reading, the introvert student fostered forethought and self-reflection in the process of reading so that she became aware of how she learned and evaluated and adapted skills to increase reading comprehension.]]>
<![CDATA[COLLEGE STUDENTS’ PERCEPTIONS ON USING MOVIES FOR VOCABULARY LEARNING ]]>
<![CDATA[Widia Rahmi Fauzi]]>;
<![CDATA[Setia Muljanto]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v4i1.1105
<![CDATA[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]]>
<![CDATA[INSTITUTIONAL, SOCIETAL, AND TEACHER FACTORS ON THE IMPLEMENTATION OF AN ENGLISH COURSE IN GARUT: A QUALITATIVE STUDY ]]>
<![CDATA[Sinta Dewi]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v4i1.1124
<![CDATA[Unreached agreement on the educational goals often arises among stakeholders due to the fact that most of the program goals were designed intuitively by either the instructors or institution without taking into account the learners‟ needs and the larger context in which the program takes place. This study intends to analyse the three situational factors: institutional, societal and teacher factors that may affect the implementation of one of the English courses in Garut. To this end, the present study employed case study design and used observation and semi-structured interview to collect the data. The findings indicated that the institutional factors such as facilities and supportive learning environment play an important role on the attainment of the teaching and learning goals. The society has expectation on the course to produce students with good communication skill. Meanwhile, the instructors were found to have different beliefs on what was percieved to be the best teaching practices (Genre Based Approach, Oral Approach and Fluency Activity Approach). More comprehensive aspects of the factor are recommended to be explored in further research.]]>
<![CDATA[ENHANCING VOCABULARY THROUGH FRAYER MODEL ]]>
<![CDATA[Deriantami Riksadianti]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v4i1.1106
<![CDATA[This research was carried out to find the significant effect of Frayer Model in enhancing students’ vocabulary. The research was taken place in one of private Vocational High School in Garut and it was participated by second grade students. The research employed quantitative methodology by using quasi experimental design. The instrument of the research was test; pretest and post-test. The purposive sampling was used. There were 42 students who participated in the study that was consisted of two groups; experimental with 22 students and control group with 20 students. Prior treatment, a pretest was administered to find out the overview of students’ vocabulary. During the treatment, participants in experimental group were exposed to use Frayer model and in control group they used conventional method; translating word using dictionary and illustration.The researcher found that high school students have problem in mastering and remembering the English After the treatment, post-test was administered to see the improvement gained by the participant. The data obtained from pretest and post-test were analyzed by statistical analysis; SPSS 16.00 and manual calculation. Then, the data were analyzed by using parametric test, t test. The result of the research showed the improvement of experimental group’s post-test mean score that was 80. It was bigger than their pretest mean score that was 42.82. It is also supported by the mean gain score of experimental group that got 0.54. Therefore, there was significant effect on students’ vocabulary by using Frayer Model.]]>
<![CDATA[CONTRIBUTING FACTORS TO EFL STUDENTS’ SPEAKING ANXIETY ]]>
<![CDATA[Muhamad Taufik Hidayat]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v4i1.1101
<![CDATA[Anxiety is one of the most influential factors on students’ learning, especially speaking. English speaking is a language skill that is highly affected by anxiety. Therefore it suggested that the cause of this anxiety be explored to reduce its significant effect on learner. This research aimed at describing contributing factors to EFL students’ speaking. Qualitative inquiry was used as the main framework in completing the analysis. The participants of this research was EFL learners enrolled in English department in a private university in Garut. They were involved based on volunteer participation. Their identity was presented as pseudonym in order to comply with the research ethical conduct. The interviews were used to explore many contributing factors to speaking anxiety experienced by EFL Learners. The result revealed that there are nine dominant factors identified as the cause of students’ speaking anxiety, they are: cognitive and linguistic factors related to classroom procedure, strict and formal classroom environment, classroom presentation, fear of making mistakes and apprehension about others’ evaluation, role of language instructors, linguistic difficulties, pronunciation, grammar, and vocabulary]]>
<![CDATA[ARE YOUR IDEAS REPRESENTED IN YOUR TEXTS? TRANSITIVITY ANALYSIS OF RECOUNT TEXTS ]]>
<![CDATA[Yustika Nur Fajriah]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v4i1.1296
<![CDATA[Following the curriculum 2013’s demand that students are required to be able to deliver ideas by considering the context, this study is an attempt to analyze the student’s recount texts based on Halliday’s theory of transitivity. To achieve this aim, this study employed a qualitative research approach with a case study design. Specifically, six selected students’ recount texts were chosen to be analyzed. The analysis focuses on types of processes, participants, and circumstances. The result reveals that some of the students focused on describing places (relational process) instead of retelling the activities, meanwhile others have used the material process as the most dominant type of process yet did not evaluate the events (mental process). Therefore, text models, explicit teaching, as well as effective corrective feedback, are the alternatives to be taken into account in improving their capacities in writing this simplest text; recount text.]]>
