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 ANALYSIS OF BIOLOGY STUDENTS’ NEEDS IN ENGLISH LANGUAGE LEARNING ]]>
<![CDATA[Hermawan, Hermawan]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 5 No. 1 (2022): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v5i1.67
<![CDATA[This study aims to analyze what English skills are most needed by English students and how to structure the curriculum in English. This research method uses qualitative methods with case study research design. This research was conducted in Biology education at a university in Garut. The subjects of this study were 6 students from level 4 and 25 students from levels 1-4. This study used three instruments, namely interviews, analyzing documents, and questionnaires. The results of the study showed that reading skills that was English skill needed by Biology students, having these abilities could help and support their understanding in reading books, journals, and modules in English. Not only that, speaking skills were also needed by them to support future careers, especially in teaching. Second, mastery of vocabulary and grammar aspects is an aspect that Biology students feel is still lacking, so this has an impact on their speaking and reading processes. Therefore, learning English is still lacking if it is only taught one semester in the Biology Study Program.]]>
<![CDATA[TEACHERS’ PERCEPTION ON STUDENTS’ ENGAGEMENT IN BLENDED LEARNING IN EFL READING CLASSROOM ]]>
<![CDATA[Pramadita, Restiana Olivia]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 5 No. 1 (2022): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v5i1.68
<![CDATA[Blended learning is a relatively new field that combines traditional teaching approaches with online learning. Other than that, students’ engagement is a key aspect in the improvement of getting to know in classroom. The purpose of this research is to find out students’ engagement in blended learning in EFL reading classroom from the teacher's point of view. This research was guided by qualitative research approach with case study design. This research was conducted at one of junior high school in Garut. The participants in this research were three English teachers from that school. The data were collected through face-to-face and online interviews. To analyze the data of this research, the researcher used inductive analysis data. The findings of this research based on teachers’ perception from participants are behavioral engagement of students in blended learning in EFL reading classroom have the same position between offline and online learning in classroom. Cognitive engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. Emotional engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. It means that in blended learning, student involvement is more likely to look good or positive during offline learning compared to online learning.]]>
<![CDATA[THE PORTRAYAL OF JAVANESE WOMEN FORTITUDE IN ENTROK BY OKKY MADASARI : (A MORAL MESSAGES ANALYSIS) ]]>
<![CDATA[Nabila, Yugistia Azma]]>;
<![CDATA[Thamrin, Husni]]>;
<![CDATA[Supian, Supian]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 5 No. 1 (2022): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v5i1.69
<![CDATA[This study aims to show how the Javanese women's characteristics depict moral messages in a literary work. The research is entitled "The Portrayal of Javanese Women Fortitude in Entrok by Okky Madasari (A Moral Messages Analysis)". The main source of this research is the novel by Okky Madasari titled Entrok and the translated version titled The Years of the Voiceless as an English reference. The result of data analysis showed that the Javanese women have some types of strength and firmness stance that can be moral messages to society, especially for women. In order to find out the moral messages of the main character as Javanese women in the novel, the writer will use the qualitative research method to finish. Furthermore, the writer will also analyse the data from the novel using descriptive analysis. The result is that the amount of data is much different between Sumarni and Rahayu where Sumarni dominates the message of moral values in the novel, hence the main character who can be chosen as a Javanese woman who portrays fortitude in this novel mostly tends to be Sumarni. From the rigid theory about Javanese women’s characteristics, this novel tends to show that women are not simply can be identified as easy to regulated creatures by men. Sumarni and Rahayu depict that women have the power to determine their path in life.]]>
<![CDATA[THE STUDENTS’ PERCEPTIONS ON THE USE OF YOUTUBE IN LEARNING VOCABULARY ]]>
<![CDATA[Madani, Noviani Sri]]>;
<![CDATA[Hidayat, Muhamad Taufik]]>;
<![CDATA[Hasim, Wahid]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i3.70
<![CDATA[This study aims to determine the students' perceptions of YouTube as a medium for learning English vocabulary. This research approach is qualitative research using a case study methodology. Semi- structured interviews and observation of non- participants were used as instruments for data collection. This research was conducted at a secondary school located in Garut, West Java. The participants in this study were ten eighth-grade students who were graded high, medium, and low in English. The results showed that most students felt comfortable using YouTube to learn vocabulary because it was easy to understand and had more exciting visualization. In addition, they feel motivated to learn vocabulary using YouTube because learning is more fun than other learning media. Furthermore, all participants experienced nasty things when using YouTube; internet access was unstable, and lots of advertisements while watching learning videos caused them to lose concentration. However, all participants positively perceived using YouTube as a medium for learning English vocabulary. That way, educators should be able to expand their skills in implementing YouTube as a medium for learning vocabulary with new strategies, and it is also hoped that educators can take a more proactive approach to help students learn English vocabulary.]]>
<![CDATA[THE IMPLEMENTATION OF PROBLEM-BASED LEARNING IN THE TEACHING OF READING AT HIGHER EDUCATION LEVEL ]]>
<![CDATA[Astuti, Risa]]>;
<![CDATA[Dewi, Sinta]]>;
<![CDATA[Fujiarti, Hana Suci]]>;
<![CDATA[Herawati, Dika Triya]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i3.72
<![CDATA[Problem-Based Learning (PBL) is one of the teaching methods highly promoted in the status quo, especially in EFL classes. Regarding this, numerous studies indicate that PBL is effective in enhancing student learning performance, particularly in enhancing problem-solving abilities and self-efficacy learning. However, research on PBL's use in Indonesia, particularly in EFL reading classes, is still barely to be found. Hence, this study is aimed to investigate the implementation of PBL in EFL reading classes by means to investigate how the stages of PBL were implemented and to see what PBL principles have been achieved in the learning activity. This study is produced from qualitative research in the form of a case study, where observations were done during the learning process. The findings indicate that PBL is applicable to be implemented in higher education because the teacher’s actions cover all stages of PBL. However, there is still one principle that must be considered namely student collaboration. One of the expectations of teachers for students is that they can have critical thinking and be able to learn independently, therefore, this can be achieved by making PBL a learning method in the classroom.]]>
<![CDATA[PORTRAYING HOW GENRE-BASED APPROACH WAS EMPLOYED BY EFL TEACHER UNDER KURIKULUM MERDEKA ]]>
<![CDATA[Lestari, Nisi Bunga]]>;
<![CDATA[Adia, Ahmad]]>;
<![CDATA[Nirwana, Putri]]>;
<![CDATA[Mapgun, Jumli Alam]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i3.77
<![CDATA[Merdeka Curriculum is a newly implemented curriculum in Indonesia, making it an important topic for discussion, particularly regarding the teaching approaches. However, there is limited research related to this matter. Therefore, this study aims to investigate the teaching approaches employed under Merdeka Curriculum. This qualitative research adopts a study design and involves observation. The data are gathered from an English teacher in one of the junior high schools that has implemented Merdeka Curriculum. The findings indicate that the teacher implemented the Genre-based Approach in the EFL classroom, which is recognized by Merdeka Curriculum. However, it was found that one crucial stage known as the Joint Construction of the Text (JCoT) was missing in the implementation, and the teacher did not provide feedback to students. Therefore, it is important for teachers to incorporate various pedagogical strategies. These include visualization techniques, instructional house training, collaborative lesson study, and evidence-based professional development approaches like attending genre-based teaching workshops or seminars. By integrating these measures into their teaching repertoire, teachers can optimize their instructional practices and create a more motivating learning environment for students.]]>
<![CDATA[THE DIFFERENCES BETWEEN THE 2013 CURRICULUM AND THE MERDEKA CURRICULUM: TEACHER’S UNDERSTANDING ]]>
<![CDATA[Afgany, Dea Marwah]]>;
<![CDATA[Fajriah, Yustika Nur]]>;
<![CDATA[Nursalam, Hafidatun]]>;
<![CDATA[Soni, Mohammad]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i3.78
<![CDATA[Curriculum change is conducted as an effort to raise the standard of education. In Indonesia context, the education curriculum has been shifted from the 2013 Curriculum to the Merdeka Curriculum. This change brings out some pros and cons in which some teachers support this alteration, meanwhile, others say no to this change. In response to that claim, this research aimed to analyze the differences between the 2013 Curriculum and the Merdeka Curriculum from the teacher’s understanding. To achieve that goal this qualitative research was conducted through the use of semi- structured interviews as the data collection. The data were collected from an English teacher in one of the senior high schools in Garut, West Java. The result showed that the respondent has quite understood the difference between the 2013 curriculum and the Merdeka curriculum in the aspect of the general characteristics of the curriculum and the learning method used. Even the findings revealed that understanding of the curriculum can be captured more for the Merdeka curriculum than the 2013 curriculum, meaning that there are many aspects of the 2013 curriculum that the teacher has implemented but she still does not fully understand. In spite of these findings, the teacher claims that there are challenges such as insufficient infrastructure or supporting factors of facilities to help her in conducting the Merdeka curriculum]]>
<![CDATA[EFL STUDENTS' PERCEPTION ON THE USE OF A MOBILE LEARNING APPLICATION “ENGLISH VOCABULARY” IN VOCABULARY LEARNING ]]>
<![CDATA[Risnawati, Novi]]>;
<![CDATA[Hidayat, Muhamad Taufik]]>;
<![CDATA[Dewi , Sinta]]>;
<![CDATA[Sharma, Prayash]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i3.79
<![CDATA[In today's era, technology permeates every aspect of daily life, including the field of education. There is a concept in education known as mobile assisted language learning (MALL). One instance of its application is the usage of mobile learning applications for vocabulary learning. This study was conducted to find out students' perceptions regarding the use of mobile learning applications (English Vocabulary) in learning vocabulary. Using the qualitative method, the researcher conducted interviews with five high school students who were selected purposively. The results showed that all participants felt helped by the mobile learning application during the learning vocabulary. Besides being easy to use, this application has various fun features that allows students to have pleasant learning. More into this, the students agree that the application should cover more complete material such as grammar, tenses and conversation. The study's findings suggest that mobile learning can assist students learn vocabulary, particularly when there is a pronunciation guide]]>
<![CDATA[NON-ENGLISH STUDENTS’ PERCEPTIONS OF THEIR PROBLEMS OVER LEARNING ENGLISH ]]>
<![CDATA[Nawawi, Aceng]]>;
<![CDATA[Suparman , Asep]]>;
<![CDATA[Dewi , Sinta]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i3.80
<![CDATA[Most of the lecturers has focused on how to make English class more interest without seeing whether there is a problem within. However, this study aims to investigate the non-English students’ perceptions of their problems over learning English in the one of university in Garut, Indonesia. This study adopted the quantitative method with survey design for this research with 75 respondents to find out the research problem. Likert Scale Interpretation was conducted to analyze the data. The result showed that there is a problem over learning English in four skill language: listening’s skill, speaking’s skill, reading’s skill, and also writing skill. In addition to that, the score of each skill was different. Furthermore, speaking’s skill was the skill with the biggest score and need more attention in learning English process.]]>
<![CDATA[CONTRIBUTING FACTORS TO EFL STUDENTS’ SPEAKING ANXIETY ]]>
<![CDATA[Hidayat, Muhamad Taufik]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Anxiety is one of the most influential factors on students’ learning, especially speaking. English speaking is a language skill that is highly affected by anxiety. Therefore, it suggested that the cause of this anxiety be explored to reduce its significant effect on learner. This research aimed at describing contributing factors to EFL students’ speaking. Qualitative inquiry was used as the main framework in completing the analysis. The participants of this research were EFL learners enrolled in English department in a private university in Garut. They were involved based on volunteer participation. Their identity was presented as pseudonym in order to comply with the research ethical conduct. The interviews were used to explore many contributing factors to speaking anxiety experienced by EFL Learners. The result revealed that there are nine dominant factors identified as the cause of students’ speaking anxiety, they are: cognitive and linguistic factors related to classroom procedure, strict and formal classroom environment, classroom presentation, fear of making mistakes and apprehension about others’ evaluation, role of language instructors, linguistic difficulties, pronunciation, grammar, and vocabulary.]]>
