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.
Articles
211 Documents
<![CDATA[THE USE OF NATURAL DISASTER NEWS TEXT IN MODELLING STAGE TO COMPOSE NEWS ITEM TEXT: AUTHENTIC MATERIAL IN THE SECOND STAGE OF GENRE-BASED APPROACH ]]>
<![CDATA[Abdul Azis]]>;
<![CDATA[Ahmad Subki]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v6i1.2908
<![CDATA[In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.]]>
<![CDATA[CLASSROOM MANAGEMENT PRACTICE BETWEEN URBAN AND RURAL EFL TEACHERS ]]>
<![CDATA[Hami Mukaromah]]>;
<![CDATA[Ateng Kurnia]]>;
<![CDATA[Amir Hamzah]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v6i1.2909
<![CDATA[Classroom management has a crucial role in teaching and learning. Classroom management involves aspects of teaching that are central to student learning and teacher success. Unfortunately, Urban and Rural EFL teachers often have difficult to face disciplinary problems and student’s misbehavior. The study aimed to analyzedifferences and the similarities of the classroom rules in the classroom management practice between urban and rural EFL teachers. To achieve the aforesaid purpose, this study employed a qualitative method including comparative analysis research design. The data collected through the interview. Two EFL teachers in different districts of Senior High Schools in West Java, Indonesia which is in urban and rural districts purposively selected as the participant. The finding showed that there were five characteristics of classroom rules considered similar between urban and rural EFL teachers, they were created collaboratively with students, specific in nature, publicly posted, taught to students, and clearly tied to positive and negative consequences. Moreover, there were differences in two characteristics, there were a number of rules and stated positively.]]>
<![CDATA[ANALYSIS OF MOOD STRUCTURE IN EFL STUDENTS’ NARRATIVE TEXTS ]]>
<![CDATA[Yovianti Utari]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v6i1.2904
<![CDATA[This study aimed at finding the types of mood found in students’ narrative texts. This study employed a qualitative research design in which using the document analysis as a technique to obtain the data. The data used in this study were in the form of texts written by the students. There were six students categorized as high achiever, middle achiever and low achiever to become the sample of this study. The data were then analyzed using a data analysis sheet consisting of the categorizations of the data based on the mood types. The findings showed that the dominant mood type of the students’ narrative text was the declarative.]]>
<![CDATA[STUDENTS’ PREFERRED REWARDS ON TASK ACCOMPLISHMENT ]]>
<![CDATA[Sinta Dewi]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v6i1.2277
<![CDATA[This study aims to figure out students’ preference of rewards after the accomplishment of the task given. Understanding the reasons for choosing the preferred reward also becomes the focus of the study. Descriptive study design was chosen to get the depth of understanding about the investigated issue. Semi-structured interview were questioned to 5 senior high school students in attempt to figure out their preferences of teachers rewards. The data were summarized and analyzed descriptively. The findings indicated that students preferred verbal rewards to tangible ones. The reasons for choosing the preferred reward were mostly based on the meaningfulness of the reward itself as well as its influence on their learning and psychological aspects. The study concluded that all factors that can enhance the effectiveness of reward need to be explored and understood. Keywords: Extrinsic reinforcement, reward]]>
<![CDATA[THE IMPLEMENTATION OF BUILDING KNOWLEDGE OF HE FIELD (BKOF) IN TEACHING NARRATIVE TEXT ]]>
<![CDATA[Titin Rahmawati]]>;
<![CDATA[Yustika Nurfajriah]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v6i1.2905
<![CDATA[This research investigated the implementation of Building Knowledge of the Field (BKOF) in teaching narrative text. The purpose to conduct the research is to examine how does an English teacher implement BKOF in teaching narrative text. While this research uses qualitative applying descriptive study. In the research process, data collection was obtained from observation, document analysis, and interview. Thh result shows that there are four stages to implement Building Knowledge of the Field in teaching narrative text, include: First, the teacher gives stimulus to students, the stimulus given by the teacher is by giving examples of narrative texts and using questions; Second, the teacher guides students to mark vocabulary and sentence patterns which are linguistic elements of narrative text; Third, the teacher asks the students to reconstruct the narrative text which has vocabulary and sentence pattern errors; Fourth, the teacher evaluates the results of students' answers with the students.]]>
<![CDATA[SPECIAL NEEDS STUDENTS, WHAT ARE THE CHALLENGES? ]]>
<![CDATA[Irsyad Nugraha]]>;
<![CDATA[Raynesa Noor Emiliasari]]>;
<![CDATA[Muhammad Soni]]>;
<![CDATA[Bayu Ali Wardana]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v6i1.2906
<![CDATA[Special education seems to have to be considered one of the most stressful jobs in the education sector. Experts must convey highly specialized teaching methods that support a variety of different learning environments, alignment social and emotional development with firm academic achievement, and finally equip their pupils for a world that impose many real difficulties, and any method of instruction has obviously been a truly massive challenge. Thereby, the objective of this research was to reveal the challenges that English teachers confront while teaching Special Needs Students. The subjects of this research included an English teacher from such a special needs school who had significant experience teaching English. A semi-structured interview was employed to collect data. In accordance with the findings, the most daunting problem that teachers face when teaching English is listening skills. Further to that, the teacher is knowledgeable about teaching concepts, techniques, and problem-solving strategies.]]>
<![CDATA[TEACHERS’ PERCEPTIONS REGARDING ENGLISH LANGUAGE PROFICIENCY AND TEACHING EFFECTIVENESS ]]>
<![CDATA[Syifa Aisyah]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 3 (2022): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v5i3.2529
<![CDATA[Most English teachers teach students that the discussions to be taught are not so detailed that most students do not fully understand what the teacher is teaching. There are also teachers who give only assignments at the beginning of the lesson without explained the material that will be taught beforehand. So many students are overwhelmed and don't understand learning. In this situation, the study finds out how teachers feel about English language proficiency and their teaching effectiveness in English lessons. The study used a qualitative approach with semi-structured interview. The study was conducted at one of the Junior High School in Garut, West Java. It collected data from a Junior High School teachers. Furthermore, the study found that the relationship between English language proficiency and teaching effectiveness is that if a teacher had mastered English correctly and if a teacher had applied the right way of learning, especially in English study will be certainly improve student skills. The teacher will be very easy to present to the children and will make effective teaching in the classroom.]]>
<![CDATA[Barriers of Online Reading Learning Faced by College Students ]]>
<![CDATA[Gesha Lailatul Fauziyyah]]>;
<![CDATA[Alina Alina Lemieshevska]]>;
<![CDATA[Lucky Rahayu Nurjamin]]>;
<![CDATA[Asep Suparman]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v6i1.2907
<![CDATA[In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.]]>
<![CDATA[INVESTIGATION OF LEARNING STYLE ON SENIOR HIGH SCHOOL LEARNERS ]]>
<![CDATA[Imas Suparsih]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 3 (2022): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v5i3.2503
<![CDATA[It is widely believed that understanding learners’ learning is important it can benefit both learners and teachers because every learner has different learning styles in learning. This study is designed to investigate how learners learn and why they have different learning styles. Qualitative approach was chosen to get in-depth explanation about the issues. Semi structure interview was used as the instrument and it was analyzed descriptively. The finding showed that learning style can be formed by sense experience, environment and learners’ behavior. Further research on investigating of different learning style with more representative sample is recommended. Keywords: investigation, learning style]]>
<![CDATA[PORTRAYING HOW IMAGES ARE USED BY EFL TEACHERS IN THE TEACHING OF TEXTS ]]>
<![CDATA[Samsam Maoladi]]>;
<![CDATA[Vira Citra Mardiani]]>;
<![CDATA[Muhammad Jihad Abdul Matin]]>;
<![CDATA[Pipih Setiawati]]>;
<![CDATA[Setia Muljanto]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 2 (2023): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v6i2.3370
<![CDATA[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.]]>
