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Lucky Rahayu Nurjamin
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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 211 Documents
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Teacher’s Scaffolding in Academic Reading and Writing by Using SmallGroup Discussion in University level Asti Rahmiadji; Henda Hendardi; Zihan Fauziah Meilani; Yustika Nur Fajriah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 2 (2023): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v6i2.3371

Abstract

The use 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 macroscaffolding 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.
Seeing How Multimodal Source Are Used in EFL Classroom Salma Salsabila; Nadya Nurazmi; Rai Tri Oktaviana; Ateng Kurnia
English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 2 (2023): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v6i2.3373

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.
TEACHERS’ AND PARENTS’ PERCEPTION ON ENGLISH LANGUAGE POLICY IN ELEMENTARY SCHOOL Fitri Permata Rahim; Yustika Nur Fajriah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 3 (2021): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v4i3.1883

Abstract

Due to the latest alteration of English status in elementary schools in Indonesia; that is, as extracurricular subject, this research aims to find out teachers’ perceptions on the recent English language policy in the primary school level and parents’ perceptions on the deletion of English subject in elementary school. To fulfill this aim, semi-structured interview was used as the instrument in collecting the data. The data were then analyzed inductively through the phases; recording, transcribing, categorizing, and interpreting. As the results, English teachers and parents had the same perceptions on the deletion of English in elementary school stage. Specifically, they disagreed with the abolished of English in Elementary School, almost the participants, not only teachers but also parents, expected English to be included in the curriculum so that the position of English is a local content in elementary school learning, and if possible English is aligned with other subjects. Therefore, the goverment is expected to reconsider this policy about the English status in Elementary school stage.
SITUATING ENGLISH SEGMENTAL AND SUPRASEGMENTAL FEATURES PROPORTIONALLY: A PROFILE OF INDONESIAN EFL STUDENTS Fuad Abdullah; Lulita Lulita
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 1 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i1.44

Abstract

Recently, although teaching and learning English pronunciation has gained much attention from the linguists and TESOL practitioners, the students’ English pronunciation at the English Education Department of Siliwangi University may still remain under-researched. This study was aimed at scrutinizing how the students’ English pronunciation at the English Education Department of Siliwangi University is. Twenty six students participated in this study. The data were collected through reading aloud task. The data were analyzed with Wolcott’s data analysis procedures, namely description, analysis and interpretation (Wolcott as cited in Gibson & Brown, 2009:5). The findings indicated that the students presumably faced difficulties in producing not only suprasegmental but also segmental features. Hence, more emphasis should be addressed on the balanced proportion of teaching and learning the English segmental and suprasegmental features to attain intelligibility as the primary goal of teaching English pronunciation currently.
STRATEGIES USED BY ENGLISH TEACHER FOR STUDENTS WITH SPECIAL NEEDS Resa Hapitri
English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 2 (2022): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v5i2.2519

Abstract

No one wants to be disabled or imperfect like other children. Being disabled doesn't mean they can't do anything. Thus, this research is focused on finding the strategies faced by English teachers in teaching students with special needs. The participant involved in this study is one of the English teachers in a special-needs school who has experience in teaching English. Data was collected using semi-structured interviews. The results show that the strategies used by teachers when teaching English are a student-centered approach and the use of repetition to help students remember lessons.
MOVES WITHIN THE LITERATURE REVIEWS AND DISCUSSION SECTIONS OF INTERNATIONAL POSTGRADUATE THESES AND DISSERTATION ON ELT AND APPLIED LINGUISTICS Fuad Abdullah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.373

Abstract

Literature Reviews (LRs) and Discussion sections are plausibly considered as indispensable components in theses and dissertations. To illustrate, LRs commonly function to rationalize the value of the research and to delineate its differences with what has been authenticated in the existing literature. Meanwhile, Discussion sections enable the writers to answer the research questions, summarize findings or focus on the primary findings. Conversely, there is a dearth of research on LRs and Discussions from a genre-analytic perspective. To fill this void, this study aimed at exploring the obligatory, conventional, and optional moves in the LRs and Discussions of a number of postgraduate theses and a dissertation on ELT and Applied Linguistics. The data were collected through document analysis by involving three MA theses and one dissertation as the corpus of this study (N=4). The data were analyzed by following the concepts of Jian’s Schematic Structure on LRs (Jian, 2010) and Nodoushan & Khakbaz’s Rhetorical Moves of Discussion sections (Nodoushan & Khakbaz, 2011). The findings displayed that Establishing territory (Move 1), Surveying & summarizing previous research (Move 2) and Creating a research niche (Move 3) can probably categorized as important and obligatory moves to exist in LRs. Furthermore, Reporting results (Move 2), Commenting on results (Move 4), Evaluating study (Move 6) & Deductions from research (Move 7) are obviously assumed to be obligatory for they can cover the essence of other moves in Discussion sections. Therefore, move-sensitivity should be implanted and developed earlier to help students write effective and informative LRs and Discussion sections both within postgraduate theses and dissertations
INVESTIGATING THE CHALLENGES FACED BY EFL TEACHERS IN DEVELOPING STUDENTS’ 4C SKILLS IN 21ST-CENTURY EDUCATION Siti Nur Azizah Septiyani; Irsyad Nugraha; Ateng Kurnia
English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 2 (2023): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v6i2.3372

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.
DEVELOPING STUDENTS’ WRITING SKILL IN ANALYTICAL EXPOSITION TEXT THROUGH CONTEXTUAL TEACHING AND LEARNING (CTL) Risma Salima; Muhamad Taufik Hidayat
English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 1 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v3i1.1094

Abstract

This research is aimed to find out whether there is difference of students’ writing skill in analytical exposition text after the implementation of Contextual Teaching and Learning (CTL). The participants for this research were one class consisting of thirty students from the eleventh grade of a vocational school in Garut. It involved accounting class b which was selected by using purposive sampling. This research implemented pre-experimental design as research method. The data were obtained from English essay writing skill test involving pre-test and post-test in order to know the students’ writing skill before and after using contextual teaching and learning (CTL) approach. The result of the instruments was analyzed quantitatively using statistical analysis. It can be seen in the result of the hypothesis testing through Wilcoxon Test shows that Zcritical= 0.0000082 < significance level (α) =0.05. Therefore the alternative hypothesis of this research is accepted and null hypothesis of this research is rejected. And the normalized gain of this research is categorized as middle with average value 0.46. It means that contextual teaching and learning has significant effect to develop students’ writing skill in analytical exposition text.
AN ANALYSIS OF GRAMMATICAL COHESION IN STUDENTS’ WRITING (A Case Study in the Eleventh Year Students of SMAN 1 Garut) Zulfan Nurohmah Maulida; Surtiana Harjadijaya; Irsyad Nugraha
English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 2 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v3i2.1843

Abstract

This study focused on AN ANALYSIS OF GRAMMATICAL COHESION IN STUDENTS’ WRITING. It aims to discover what kinds of grammatical cohesive devices used in students’ writing recount text and how these grammatical cohesive devices are used in the students’ writing recount text. To achieve the aims of this research, the researcher used qualitative as research method and case study design. The data source of this research is the eleventh grade students of SMAN 1 Garut that consist of 10 students as participant. The writer has chosen 3 students from high-achiever, 4 students from middle achiever, and 3 students from lower-achiever. For collecting data, the writer used writing test. The writer put the data based on kinds of grammatical cohesion. The writer identified and classified each sentence in data, and the writer analyzed them by using theory from Halliday and Hasan (1976), Halliday&Mathiessen (2004), Bloor & Bloor (2004), Eggins (2004). The result of this study showed that all type of grammatical cohesion appeared in students’ recount text, but the use of substitution and ellipsis were rarely used by students in writing recount text while the use of reference and substitution were often used in students’ writing
FACING THE NOVICE TEACHER’S STAGE Widiarti Hasanah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 3 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v3i3.1866

Abstract

This study aims to investigate the experience that faced by novice English teacher in teaching English. To achieve the aforesaid purpose, this study was employed a qualitative study. The data collected through WhatsApp conversations. A novice English teacher of one Senior High School is chosen as participant. The result showed that there are some challenges faced by novice English teacher in teaching process; initial activities, core activities, and closing activities. The novice teacher provides several solutions to deal with these challenges, including in the initial activities stage, core activities stage, and the closing activities stage.

Page 12 of 22 | Total Record : 211

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