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Lucky Rahayu Nurjamin
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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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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 6 Documents
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Search results for , issue "Vol. 7 No. 2 (2024): August (EEAL Journal)" : 6 Documents clear
THE EFFICACY OF ICE-BREAKING ACTIVITIES IN ENHANCING STUDENTS' MOTIVATION FOR ENGLISH LANGUAGE ACQUISITION Zulfadli, Noratul Emi; Farizawati; Jamaliah
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1532

Abstract

Ice breaking is believed to cultivate a pleasant learning environment and promote active student participation. It's essential to note that the effectiveness of the ice-breaking strategy hinges on the teacher's ability to craft and execute the activity. Teachers must demonstrate creativity and innovation when selecting ice-breaking activities that align with student characteristics and lesson material. This research aims to explore the application of ice-breaking activities in the learning process to enhance students' motivation at Beuah State Elementary School. The study adopts a descriptive qualitative approach focusing on an English teacher as the key informant. Data collection methods include interviews and documentation, while data analysis incorporates data reduction, presentation, and conclusion techniques. The findings suggest that incorporating ice-breaking activities into learning sessions has transformed the previously dull and uninspiring atmosphere into a vibrant and enjoyable one, increasing student motivation. As a result, ice-breaking activities are deemed highly effective in boosting student engagement and motivation.
STUDENTS' ATTITUDES ABOUT CODE-MIXING IN PRACTICING SPEAKING Humaira , Rizka; Jamaliah; Ramlan
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1617

Abstract

Mastering the English language offers numerous opportunities to effectively communicate one's thoughts, feelings, and ideas to a broader audience. Speaking can be difficult because speakers must develop phrases on the spot. This qualitative research aimed to investigate students’ attitudes towards code mixing in spoken language practice through semi-structured interviews. Five students from Jeumala Amal Islamic Senior High School were interviewed as participants because of their frequent use of code-mixing in daily conversations. The results indicated that students' positive attitudes towards code mixing helped them build confidence in speaking English and become more accustomed to using the language as a part of their regular communication habits.
UNLOCKING FLUENT SPEECH: ENHANCING STUDENTS' SPEAKING SKILLS (A CASE STUDY AT JEUMALA AMAL ISLAMIC BOARDING SCHOOL) Fitri, Mulia; Fauziah; Farizawati
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1620

Abstract

Speaking skills are essential for students, especially in Islamic boarding schools where daily conversations are prevalent. Students become more engaged in speaking English by emphasizing daily vocabulary memorization, particularly when influenced by equally motivated friends. This research aims to identify the factors that impact students' speaking performance in Islamic boarding school using a qualitative descriptive method. The data was collected through interviews, revealing that motivational factors and the language used in communication significantly influence students' speaking abilities. This study found that requiring students to speak English at Islamic boarding schools helps them become more proficient in speaking. Hence, students' daily activities at Jeumala Amal Islamic boarding school can be utilized to enhance their speaking skills.
STUDENTS’ PERSPECTIVE TOWARD THE IMPLEMENTATION OF GOOGLE FORM AS A DIGITAL LEARNING ASSESSMENT TOOL Nursani; Zaiturrahmi; Diana, Novita
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1624

Abstract

The purpose of this research is to describe students' perspectives on the implementation of Google Forms as a digital assessment tool. This research uses a qualitative research design. Data collection was carried out through questionnaires and interviews. The research participants were 20 students in the second grade at Dassa Al-Aziziyah Islamic Senior High School. Data from 20 questions were distributed, and interviews with eight students were analyzed. Results were produced regarding students' perspectives on implementing Google Forms as a digital learning assessment tool. The research results showed that students have a positive perspective on using Google Forms from attractiveness, effectiveness, convenience, and efficiency. The efficiency aspect allows students to know the score directly. Thus, this provides efficiency and accuracy to the assessment system. Additionally, it makes it easy for students to answer questions by clicking on the answer rather than circling the question. Moreover, mandatory questions help students to fill in all the questions before submitting the test. Therefore, this will ensure that questions are answered. However, students have a negative perspective on using Google Forms regarding accessibility.
NAVIGATING THE MERDEKA CURRICULUM: ENGLISH TRANSFORMATIONAL TEACHERS' CHALLENGES WITH PROJECT-BASED LEARNING Nurohmah, Karina; Nurjamin, Lucky Rahayu; Hamzah, Amir
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1761

Abstract

Implementing project-based learning in the classroom remains a significant challenge for educators. In response, numerous studies have been conducted on the challenges of implementing this method. This study focuses on English transformational teachers' challenges in implementing project-based learning within the Merdeka Curriculum. This study aims to identify the challenges English transformational teachers face in implementing project-based learning at the middle and upper education levels in Garut, West Java, Indonesia. A descriptive qualitative approach with a case study design was used in this research. Data collection was conducted through interviews. The data were analysed using Marx et al.'s theory and the Miles formula, which included data reduction, data display, and conclusion drawing/verification. The results showed that of the six challenges proposed by Marx et al., three significant challenges faced by English transformational teachers in implementing project-based learning were time management, controlling and supporting student learning, and school facilitation. Despite being English transformational teachers, the findings indicate that integrating project-based learning into the Merdeka Curriculum remains challenging.
EVALUATING THE EFFECTIVENESS OF PICTURE BOOKS IN INTRODUCING ENGLISH TO EARLY CHILDHOOD LEARNERS: A CASE STUDY IN SOUTH GARUT Ratnasari , Resty; Nur Fajriah, Yustika; Rahim , Norani Abd
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v7i2.1762

Abstract

This study explores the effectiveness of using picture books as a medium to introduce English to early childhood learners at an Early Childhood Education School in South Garut, West Java, Indonesia. This qualitative research employed a case study approach, involving four sessions conducted over two weeks, with a focus on assessing the impact of picture books on English language acquisition among 20 students aged 5-6 years. The research involved a systematic introduction of English through picture books depicting various fruits. Initial observations indicated limited student engagement, but participation increased significantly in subsequent sessions, with nearly 90% of the children actively involved by the third and fourth meetings. The study highlights that picture books, as a novel and age-appropriate tool, can effectively enhance early language learning by capturing children's interest and facilitating their understanding of new vocabulary. Findings suggest that picture books not only improve language skills but also foster a positive learning environment by aligning with children's preferences for visual stimuli. The successful implementation of this method underscores the potential of picture books in early childhood education, advocating for their use in introducing English and possibly other subjects.

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