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Lucky Rahayu Nurjamin
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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. 8 No. 2 (2025): August (EEAL Journal)" : 6 Documents clear
Improving Students’ Writing Ability through Jeopardy Game at the Second Grade Students of Junior High School Arwandi, Nurfitrah; Suparmi; Dania, Rahma; Alhusna, Asma
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2617

Abstract

This research aimed to determine the impact of using Jeopardy games on improving students’ writing ability in learning English at Junior High School state 2 in Padang. Jeopardy game is a guessing game type with a unique rule, which the clues in statements form and answers in questions form, allowing players to think critically and creatively. This research used a quantitative research with a pre-experimental approach and data collection was carried out using pre-test and post-test to analyze the effect of using Jeopardy games on students who consisted of 32 students from class VIII, who were selected using cluster random sampling. The research results show that Jeopardy games can improve students’ writing ability. The pre-test result showed average score was 47,88 and the post-test was 70,89. After data was collected, the data was analyzed using t-test formula. The result of the analysis showed that the value of t-test > t table is 9,802 > 2,042. The last hypothesis shows that (Ho) is rejected and (Ha) is accepted. It means there is a significant influence on improving students’ writing ability using Jeopardy game.
Teachers’ Questions on Students’ Participations A Discourse Analysis in Fourth-Year English Education Program Maurina, Selvia; Sallama, Mutiara; Dewi, Sinta
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2621

Abstract

Participation in the classroom plays an important role because learning occurs through the interaction between the teacher and the students. However, many students do not participate in class, which can hinder effective communication and limit opportunities for collaborative learning. Then, one effective strategy to encourage participation is to pose questions to the students. This study aims to identify the types of questions most frequently used by the teacher and investigate the impact of these question types on fostering student participation in class. The data were collected through classroom observations and interviews consisting of a group of fourth-year students and one copywriting lecturer at an institution in the city of Garut. Observations were conducted just to determine what types of questions were frequently used by lecturers, followed by interviews to determine the impact of each type of question. The results of the observation showed that the most frequently used type of question was the closed type. Then from the interviews the researcher found that closed and convergent questions encouraged more participation because the questions could be answered briefly and more definitely. Recall questions and open questions reduced interest in participation because the questions require complex answers. Keywords: impact, interaction, participation, teacher questioning
Positive Politeness Strategies in Main Character “ Moana II ” Movie Utterances Arum, Amanda Dwi Juliatining
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2628

Abstract

This study analysis discusses how often positive politeness appears in the main character's dialogue in the film "Moana 2", what are the functions of positive politeness strategies used in the film "Moana 2" and what are the factors that cause positive politeness strategies to be used in the film "Moana 2". The purpose of this study was to determine how often, what the types, factor and functions of politeness strategies used by the main character in the film "Moana 2", to obtain the types of dominant politeness strategies produced by the main character in the film "Moana 2" and to describe the context of politeness strategies used by the main character in the film "Moana 2". The data of this study are the dialogues of the main characters in the film "Moana 2". This study was conducted using a descriptive qualitative design and only focused and limited to the main character. . In this analysis, positive politeness itself was found to have 5 types, namely notice, exaggrate, use in-group identity markers, avoid disagreement and use friendly and respectful language. The findings of this study are 68 positive politeness strategies. The most dominant politeness strategy spoken by the main character in the film "Moana 2" is use friendly and respectful language. This positive politeness strategy occurs because the main character speaks with politeness and politeness that is inherent as their culture and is in a royal environment
Investigating Freshmen's Perceptions of Using Authentic Materials in Reading Classes at Sai Gon University Trinh, Le Thi Thuy; Tam, Tran Pham My
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2638

Abstract

Authentic Materials, defined as resources created for native speakers, provide contextualized language exposure that traditional materials often lack. Especially when authentic materials are integrated into educational settings through classes. Therefore, exploring students' perceptions of using Authentic Materials in reading classes is a research topic of interest. This paper examines the perceptions and preferred types of Authentic Materials among first-year English Language students at Saigon University (SGU). A mixed-methods approach, combining questionnaires and interviews, was employed to collect data from 100 freshmen for the survey and 10 for the interviews. The findings revealed a generally positive view towards Authentic Materials, perceiving them as beneficial for increasing engagement, enhancing vocabulary, and improving reading comprehension. Moreover, magazines, novels, and short stories were the preferred genres of Authentic Materials. However, challenges related to Authentic Materials, such as difficulty in relevance to course content, were also highlighted. In conclusion, Authentic Materials are perceived as both engaging and educationally valuable, despite some implementation challenges. This study contributes to the understanding of material selection in EFL contexts, offering evidence-based insights that can inform curriculum design and classroom practices in higher education.
The Talking Stick's Impact: A Study on Improving Second- Graders' English Speaking Skills Chantika, Mayang; Suparmi; Dania , Rahma; Alhusna, Asma
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2668

Abstract

This study investigated the effectiveness of the Talking Stick method in improving the speaking skills of students at SMP N 2 Padang, addressing common issues like low proficiency, anxiety, and poor communication. Using a quantitative pre-experimental design, a single group of 32 students from class VIII.1 received a pre-test and a post-test. The results showed a significant improvement, with the average score increasing from 48.59 on the pre-test to 75 on the post-test. Statistical analysis confirmed this finding, as the calculated t-test value of 23.893 was significantly greater than the t-table value of 2.042, leading to the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (Ha). The significance of these findings lies in their ability to provide empirical evidence that the Talking Stick method is a highly effective, data-backed tool for enhancing student speaking skills. This research offers a practical, actionable solution for teachers facing similar challenges in their classrooms and contributes to the existing body of literature by validating the method's effectiveness in a specific, localized context.
Investigating Perceptions of Online Paraphrasing Tools among English-Majored Students at Sai Gon University in Learning Academic Writing Cao, Hoang Minh Nguyet; Lam, Minh Phuong Uyen
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2675

Abstract

Abstract English academic writing, especially scientific reports, is difficult due to many problems. In particular, many researchers found that a large number of students are still unable to effectively paraphrase English texts, as shown by the fact that the majority of the sources are almost exactly repeated in the students' work, leading to unintentional plagiarism. To address the lack of paraphrasing skill, Artificial Intelligence (AI) can provide students with great assistance. Therefore, this study aims to investigate Sai Gon University students' perceptions towards online paraphrasing tools and recommend some ways to avoid plagiarism in learning academic writing. The data from 100 random English-majored seniors were collected through questionnaires and interviews. The findings revealed positive perceptions of students towards the utilization of online paraphrasing tools in learning academic writing. Most of them found these tools beneficial for their improvement in paraphrasing skill. Based on the data collected, the study recommends some useful and appropriate ways to avoid plagiarism by using AI tools in their writing.

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