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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. 3 (2025): december (eeal journal)" : 6 Documents clear
The Roles of Teachers in Promoting 10th-Grade Students’ Learner Autonomy in Learning English Writing Skills at Trung Vuong High School Linh Y Ta; Lan Hoang Tran
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

Grounded in Sociocultural Theory, this study investigated how teachers and tenth-grade students perceive five teacher roles: Instructor, Facilitator, Resource, Assessor, and Co-learner in promoting learner autonomy in English writing skills among tenth-grade students in one upper-secondary school in Vietnam. The study used a convergent design of mixed methods to gather data from 4 English teachers and 450 tenth-grade students. The comparison between 2 sets of perceptions showed that both teachers and students acknowledged the Instructor and Assessor roles for their contributions to the development of learner autonomy by giving formative feedback and structured direction. The Facilitator role was preferred by teachers but disapproved by students. Although students indicated positive responses to the Resource role, teachers found it ineffective because of students' passive use of materials. Both groups voiced discomfort regarding the Co-learner role's practicality in a teacher-centered society, making it the least desired option. These findings propose the need for contextually adapted, autonomy-supportive practices in Vietnamese EFL writing instruction.
The Use of Story Face Strategy to Enhance Reading Comprehension in Narrative Text Mery Handrayani; Annisha Dyuli Adha; Rahma Dania
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

This study investigates the use of the Story Face Strategy to enhance students’ reading comprehension of narrative texts at one of public junior high school in Padang. The research was motivated by students’ difficulties in understanding narrative texts, particularly in identifying the main idea, characters, setting, conflict, and resolution—common challenges faced by eighth-grade students. The objective of this study is to determine whether the implementation of the Story Face Strategy significantly enhances students’ reading comprehension. A one-group pre-test and post-test pre-experimental design was employed, with instruction delivered using the strategy across multiple sessions. Data were collected through a 25-item multiple-choice reading comprehension test administered before and after the intervention. The results showed a notable enhancement in students’ performance, with the average score increasing from 53.5 (pre-test) to 76.9 (post-test). A paired sample t-test confirmed the statistical significance of this improvement at the 0.05 confidence level. These findings suggest that the Story Face Strategy is effective in helping students understand narrative elements and can serve as an engaging and structured method for enhancing reading comprehension in junior high school contexts.
Improving Reading Comprehension Using Snowball Throwing Technique among Students at One of Public Vocational High School in EFL Context Queena Sehara Jeanery; Asma Alhusna; Rahma Dania
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

This research investigates the effectiveness of the Snowball Throwing Technique (STT) in improving students’ reading comprehension. The objective of this study was to determine whether there is a significant difference in students’ reading comprehension before and after being taught using the STT. A quantitative method with a pre-experimental design was employed, involving one randomly selected class of tenth-grade culinary students at one of public vocational high school in Padang. Data were collected using a pre-test and post-test. The mean score of students’ reading comprehension in the pre-test was 57.26, while the post-test score increased to 79.5. Based on the results of the paired t-test, the t-value (8.892) was higher than the t-table value (2.045), indicating a statistically significant improvement. These findings confirm that the Snowball Throwing Technique has a positive effect on enhancing students’ reading comprehension skills. This study concludes that STT can be an effective teaching method to improve students’ engagement and understanding in reading activities. This study contributes to educational research by offering empirical evidence that interactive, student-centred strategies like STT can improve reading outcomes, particularly in vocational school contexts. It supports the integration of collaborative techniques into English language teaching practices.
Motivation in learning English: A Case Study of Second-Year Students at Saigon university Thuy Phuong Nguyen; Nhu Ngoc Huynh
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

This study investigated motivation in language learning through a questionnaire distributed to 108 second-year students at the Faculty of Foreign Languages, Saigon University. The findings reveal that the students demonstrate a relatively positive attitude toward learning English. In the relationship between academic performance and learning motivation, the motivation to learn English for better job opportunities ranks highest (accounting for 73.1%), as students believe it is essential for achieving material success after graduation. The motivation to gain promotion opportunities in the future also holds a relatively high percentage (67.6%), followed by the motivation to learn English for entertainment purposes (66.7%), the belief that English is a global language (64.8%), and the desire to communicate with foreigners (61.1%). In addition, the motivation to learn English for travel purposes also shows a fairly high proportion (58.3%). These factors all have an impact on students’ academic performance. The findings of the study offer useful suggestions for both students and lecturers in overcoming challenges in teaching and learning, helping students develop a more active and positive learning motivation.
The Effect of Using Flower Writing Strategy on Students’ Writing Skills of First Grade Students in Vocational High School Raehan Anwar; Asma Alhusna; Rahma Dania; Dwi Megista Putri
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

This study investigated the effectiveness of the Flower Writing Strategy in improving tenth-grade students’ writing skills. Employing a quantitative approach with a pre-experimental one-group pre-test and post-test design, the research was conducted at a vocational high school in Padang. A total of 35 students from Class X Culinary 1 were selected as the sample through purposive sampling. Data were collected using a writing test administered before and after the treatment. The collected data were analyzed using a t-test to examine the research hypothesis. The results revealed that the calculated t-value (3.442) exceeded the critical t-table value at the 0.05 significance level (1.692), indicating a statistically significant difference between students’ pre-test and post-test scores. Consequently, the alternative hypothesis (Hₐ) was accepted, while the null hypothesis (H₀) was rejected. These findings demonstrate that the Flower Writing Strategy has a significant positive effect on students’ writing skills. The study suggests that this strategy can serve as an effective instructional approach to enhance writing performance in EFL classrooms, particularly at the vocational high school level.
Symbolic and Didactic Appraisal of Lenrie Peters “The Panic of Growing Older" Imeta Akakpo; Robert Atsu Okor; Isaac Horsu
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

This paper conveys a legitimate role of poetry to society. The introductory background conveys the role of poetry in society. The students' languages learning process for improvement of understanding and decoding of the symbiotic relationships of diction and literary art are made bare. It further portrays the importance and significance of poetry to students and society. The set objectives manifest a better scrutiny of poetry in unavailing the inner perimeters of poetry analysis; the use of appropriate diction, symbols and the moral lessons attached to poems and other literary art. Based on Barthes symbiotic theory, the paper digresses the connotative and denotative use of language in Lenrie Peters' poem 'The Panic of Growing Older'. Though the theory's major focus is on symbolism and didactive meaning of work of art, how best such diction and symbols can be helpful in the interpretation of a poem are brought to bear in the analysis and discussions in this paper. The analysis of the poem translates the serious stages of man's life on earth. The discussion does not only interpret what is indicated by the poet but relay them to the knowledge of the irreversible ageing features to set a tone for awareness and expected domain one finds himself or herself at that stage of life as described by the Lenrie Petters. Certainly, the paper gears towards the lessons shared in the poem to direct the upcoming youth on expectant challenges to be prepared for as on keeps growing which is inevitable. The brilliant use of diction to denote the intention of the poet is also discussed.

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