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Lucky Rahayu Nurjamin
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luckyrahayu@institutpendidikan.ac.id
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eeal@institutpendidikan.ac.id
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Institut Pendidikan Indonesia Gd. C Lt.2 Jl. Terusan Pahlawan No. 32 Kelurahan Sukagalih, Kec. Tarogong Kidul, Kab. Garut, Jawa Barat
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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
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Search results for , issue "Vol. 6 No. 2 (2023): August (EEAL Journal)" : 7 Documents clear
HOW ORAL CORRECTIVE FEEDBACK IS PERCEIVED BY EFL BILINGUAL ELEMENTARY SCHOOL TEACHER Dewi, Novia Mustika; Nurdiya, Ainun Putri; Sukandar, Mitha Mediana; Nurjamin, Lucky Rahayu
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.v6i2.46

Abstract

Oral corrective feedback (OCF) is one of the important teaching methods because it can aid the students in the learning process. The EFL teacher in bilingual primary schools was studied for this research because they are still in under research. This study tries to find out how oral corrective feedback (OCF) is perceived by EFL bilingual primary school teachers. This study used case study. The data were collected using semi-structured interview with one of the teacher. The findings of this research, there are four kinds of oral corrective feedback (OCF) that used often by the teacher in the learning process that are, recast, repetition, elicitation and paralinguistic signals and the mechanism used bases on the situations individually or group correction. The second findings of this research is from the teacher perspective giving oral corrective feedback (OCF) can be easier for students to remember the correction from the teacher
PORTRAYING HOW IMAGES ARE USED BY EFL TEACHERS IN THE TEACHING OF TEXTS Maoladi, Samsam; Mardiani, Vira Citra; Matin, M. Jihad Abdul; Setiawati, Pipih; Muljanto, Setia
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.v6i2.47

Abstract

Multimodal language literacy generates social and contextual ties and refers to the study of language combining two or more modes of meaning. This study aims to investigate how EFL teachers utilized pictures as a meaningful resource. Data collection was carried out face-to-face between teachers and students at one of Junior High Schools in Garut. In this study, an analysis was carried out to determine whether the teacher could explain an image in a text that produced meaning. The results of this analysis found that teachers only mastered limited multimodal competencies. This shows that teachers use pictures only to help teach texts, but teachers do not have enough teaching materials to use for teaching texts and only focus on textbooks when using pictures to make meaning. Then, based on these findings, it is suggested that teachers increase their competency in explaining multimodal meanings in texts so that images are used not only to create understandable learning materials but also to generate more meaning from texts. Based on these findings, it is recommended that teachers improve their ability to explain multimodal meanings in texts so that images are employed not just to make understandable learning materials, but also to generate additional meaning from texts.
TEACHER’S SCAFFOLDING IN ACADEMIC READING AND WRITING BY USING SMALL GROUP DISCUSSION IN UNIVERSITY LEVEL Rahmiadji, Asti; Hendardi, Henda; Meilani, Zihan Fauziah; Fajriah, Yustika Nur
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.v6i2.48

Abstract

The using of scaffolding in many teaching subjects has been used by teachers. Many lectures use scaffolding to embrace the students and make easier the learning. Lectures also use micro-scaffolding and macro- scaffolding for teaching. Previous study said that using scaffolding has advantages and disadvantages. However, this article attempts to find out the result of using scaffolding in Academic Reading and Writing in classroom. This study using qualitative with case study as a path to gain the information, with an English lecturer in one of university in Garut. This study also used non-participant observation as instrument and gathering the information using inductive analysis. The finding indicate that scaffolding make the classroom interact each other
INVESTIGATING THE CHALLENGES FACED BY EFL TEACHERS IN DEVELOPING STUDENTS’ 4C SKILLS IN 21ST CENTURY EDUCATION Septiyanti, Siti Nur Azizah; Nugraha, Irsyad; Kurnia, Ateng
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.
SEEING HOW MULTIMODAL SOURCE ARE USED IN EFL CLASSROOM Salsabila, Salma; Nurami, Nadya; Oktaviana, Rai Tri; Muljanto, Setia; Kurnia, Ateng
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.v6i2.50

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.
ANALYZING TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION Ratnasari, Suminar; Suparman, Asep; Soni, Muhammad
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.v6i2.51

Abstract

This study focuses on the teachers’ strategies in teaching reading comprehension. The objective of the research is to find out teachers’ strategies in teaching reading comprehension. To reach this objective, this study used qualitative method and case study design for investigating and analyzing the natural situation focused on teachers’ strategies. To collect the data, this study used participants who involved in this study were three teachers in one of senior high schools in Garut. The result showed that the teachers used different strategies in teaching reading comprehension. The strategies are memorizing, question and answer relationship, silent reading, game, discussion, and reading aloud. Hopefully, this study may portray a clear explanation for readers about teacher’s strategies in teaching reading comprehension.
ENGLISH TEACHERS’ STRATEGIES IN MANAGING LARGE CLASSES: A CASE STUDY Safura, Siti; Helmanda, Cut Mawar; Ninda, Afra
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.v6i2.52

Abstract

In order to create an engaging teaching and learning environment, classroom management is crucial for teachers. In line with this, this study was to find out the teachers’ way in managing large classes and to know what strategies that used by the teachers when teaching the large classes. The design of this study is qualitative method. This study involved two English teachers at MTsN 3 Banda Aceh. The data of this study were collected through observation and interview. To analyze the data, Miles and Huberman’ concepts was applied. The finding of this study demonstrated that that the teachers of MTsN 3 Banda Aceh managed large class by applying the proper strategies to ease at teaching and controlling large number of students effectively. The implemented strategies by teachers included (1) planning the lesson plan; (2) creating the comfortable classroom; (3) grouping students and forcing discussion; and (4) making rules and providing learning media.

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