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[THEME AND THEMATIC PROGRESSION OF UNDERGRADUATE THESES ]]>
<![CDATA[Mubarak, Hamdan Zainu]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[This research aimed to analyze the theme and the thematic progression in undergraduate students’ theses. To achieve these aims, qualitative research embracing case study was chosen. The participants of this research were six undergraduate students from academic year 2016, 2017, and 2018 in one of colleges in Garut. The data, students’ theses, were collected by techniques of document study based on these themes (developing writing skill). The theory of theme by Butt et al (2000) and thematic progression by Bloor and Bloor (2004) was used to analyze the data. The result revealed that undergraduate students mostly used unmarked topical theme and reiteration pattern. It meant that the undergraduate students had tried to persuade the readers to accept their point of view and they had tried to make their text focus by repeating the same element as a theme]]>
<![CDATA[METACOGNITIVE STRATEGIES IN STUDENT’S READING COMPREHENSION ]]>
<![CDATA[Aisah, Nur]]>;
<![CDATA[Nurjamin, Lucky Rahayu]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[The aim of this study is to find out the process of using metacognitive strategies applied by introvert student in reading comprehension. This study used qualitative research in terms of descriptive study. In collecting the data, there were two instruments applied; interview, especially semi-interview because it was to find out the problem naturally and not only focus on taking notes during the research and the second instrument was observation. The setting of this study was conducted in outdoor room and the participant was an introvert student of fifteen years old in non-formal education. The study results were the introvert student used metacognitive strategies with three stages in the process of reading, they were planning before reading, monitoring during reading and evaluating after reading, it was removing shortcomings in reading especially in pronunciation and vocabulary, the introvert student thought what she was thinking to maximize her own productivity in reading, she asked herself what she already knew to focus her thinking of reading, and she evaluated what she has carried out in the process of reading, the introvert student fostered forethought and self-reflection in the process of reading so that she became aware of how she learned and evaluated and adapted skills to increase reading comprehension.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ GRAMMATICAL ERROR IN ARGUMENTATIVE WRITING ]]>
<![CDATA[Puspita, Ai Tita]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[This study is entitled “An Analysis of Students’ Grammatical Error in Argumentative Writing”. The objective of this study is to identify what types of grammatical errors mostly made by students in argumentative writing based on Dulays’s surface strategy taxonomy (1982). The students sometimes make errors on the use of grammar when they produce an English writing, also in argumentative writing. It is because Indonesian and English have their own grammatical system. In order to obtain valid findings, qualitative method was used in this study. Six (6) argumentative writing were collected from 6 students in the second semester. Based on the error analysis conducted, the researcher found that errors regarding auxiliary and wrong form of words were the most dominant errors in misformation which consisted of 22 errors. Then it is followed by omission errors consisted of 6 errors and the dominant grammatical error done by the students was omitting the auxiliary. Addition and misordering were only found 1 error from each of them. The findings indicate that the students have difficulties in using correct form, especially in misformation of suffix –s/ -es/ -ed/ -ing. This problem may occur due to their lack of knowledge of English grammatical rules.]]>
<![CDATA[COLLEGE STUDENTS’ PERCEPTIONS ON USING MOVIES FOR VOCABULARY LEARNING ]]>
<![CDATA[Fauzi, Widia Rahmi]]>;
<![CDATA[Muljanto, Setia]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[The purpose of the research was to found out college students’ perception on using movie as learning media for vocabulary learning. The participants of this research are 5 students four Grade at English Education Program in Garut. All participants are those who have taken general and academic course and have used movie media. In collecting the data, the researcher gave interviewed the sample that related to students’ perceptions. Data were collected by interview by using qualitative method. The result is analysis revealed that the students’ responses on using movie as learning media to learn vocabulary were positive, the researcher found 3 results. The first, learning media is very important. The second, students believe that the use of movies as a learning media have beneficial effect. The last, students agreed that movies are useful to learn some new words and improve their vocabulary learning even though they used Indonesian subtitles]]>
<![CDATA[ENHANCING VOCABULARY THROUGH FRAYER MODEL ]]>
<![CDATA[Riksadianti, Deriantami]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[This research was carried out to find the significant effect of Frayer Model in enhancing students’ vocabulary. The research was taken place in one of private Vocational High School in Garut and it was participated by second grade students. The research employed quantitative methodology by using quasi experimental design. The instrument of the research was test; pretest and post-test. The purposive sampling was used. There were 42 students who participated in the study that was consisted of two groups; experimental with 22 students and control group with 20 students. Prior treatment, a pretest was administered to find out the overview of students’ vocabulary. During the treatment, participants in experimental group were exposed to use Frayer model and in control group they used conventional method; translating word using dictionary and illustration. The researcher found that high school students have problem in mastering and remembering the English After the treatment, post-test was administered to see the improvement gained by the participant. The data obtained from pretest and post-test were analyzed by statistical analysis; SPSS 16.00 and manual calculation. Then, the data were analyzed by using parametric test, t test. The result of the research showed the improvement of experimental group’s post-test mean score that was 80. It was bigger than their pretest mean score that was 42.82. It is also supported by the mean gain score of experimental group that got 0.54. Therefore, there was significant effect on students’ vocabulary by using Frayer Model]]>
<![CDATA[USING PICTURES AS TEACHING MEDIA IN WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Vanesa, Agis Putri]]>;
<![CDATA[Setiawati, Pipih]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[ This research investigated “Using Picture as Teaching Media in Writing Descriptive Text”. It enhanced the ability to write descriptive in one of junior high school in Garut. The purpose of the research was to know the effect of using pictures on students’ writing ability in descriptive text. The research population was the eighth-grade students. The researcher used a written test to collect data. The research design was quantitative experimental. Data were collected through pre-test and post-test. The technique used in analyzing the data was t-test formula. It was used to determine whether there was a significance difference between the pre-test and post-test. The result of the test between pre-test and post-test, the mean of pre-test was 59.63 and the mean of post-test was 75.17 The obtained t- test was t observed = 12.51 and t critical = 2.0452. The result showed that t observed greater than t critical (12.51 > 2.0452). The t observed was in the area H0 rejected it means H0 was rejected so Ha was accepted. So, it can be concluded that using the pictures as teaching media is effective to develop students’ ability in writing descriptive text after being given the treatments. The result of the research was expected to consider teachers to practice the use pictures as teaching media in writing descriptive text. It would develop students’ writing skill easily.]]>
<![CDATA[THE USE OF AUTHENTIC ASSESSMENT IN IMPROVING STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Supardi, Firda Qotrunnada]]>;
<![CDATA[Muljanto, Tanto Setia]]>;
<![CDATA[Hasyim, Wahid]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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<![CDATA[This research was conducted to reveal the use of authentic assessment in improving students’ reading comprehension. The research method used in this study was quantitative method with the quasi-experimental design and it was conducted at one of Islamic Senior High School in Garut. The data were collected through the result of students’ pre-test and post-test. The result of this research showed that the post-test score was higher than the pre-test score. The result of data analysis showed that the tʹ observed in pre-test was -0.136 with the –t = 2.0570. Because the criterion was Ho accepted if -t ≤ tʹ, so it meant tʹ observed was in area of Ho accepted or Ha rejected. So, there was no significant difference in reading comprehension between two groups in the pre-test. While, after giving treatment to the experimental group, the result of post test showed that the tʹ observed was 5.32 with the –t = 2.056, it meant the result showed opposite from the pre-test because tʹ observed was in area of Ha accepted or Ho rejected So, there was significant difference in reading comprehension improvement on students who are treated by authentic assessment. This result hopefully would motivate the teachers to use authentic assessment in improving students’ reading comprehension.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN TRANSLATING POETRY ]]>
<![CDATA[Khoerunisa, Intan Lutfiyani]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
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<![CDATA[This research aimed to find out students’ difficulties in translating poetry and its causes. In conducting the research, qualitative method and descriptive study are used. The data are taken from the students’ work, questionnaire and interview. The research is conducted to 15 third grade students of English Education Program. The research result shows that the students faced some difficulties in translating poetry. The students got difficulties in finding equivalent words from the source language into the target language, translating words which function as symbols, translating sentences with figures of speech, and the writing style of poetry which uses ungrammatical structures. Based on the result of the research, the researcher suggests that to translate poetry, the students have to enrich their knowledge about translation and poetry.]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ STRATEGIES IN SPEAKING ENGLISH IN THEIR CLASSROOM INTERACTION ]]>
<![CDATA[Marliani, Astri]]>;
<![CDATA[Muljanto, Setia]]>;
<![CDATA[Suminar, Anne Ratna]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
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<![CDATA[This study investigated strategies in learning speaking was used by the students. Besides that, the purpose of this study is to find out the students’ strategies in learning speaking English in their classroom interaction. To achieve the purpose, the study used qualitative as research method and participant observation design. The objects of this study were 10 students of 1st grade in one college in Garut. The primary data collections of the current study were observation and questionnaire. This study used observation check list form to find out the students’ speaking classroom activities Based on the research findings in the observation, showed that the students were story telling about narrative text in front of class individually like actress/actor. After performing, they got the score from their showed about used grammar, pronunciation, character, and their voices (loudly, slowly and clearly). Meanwhile, in the questionnaire, showed that the students used some learning strategies to improve their speaking classroom interaction, the strategies are: 1) Watching English movie with the subtitle. 2) Making conversation in speaking English in daily activities. 3) Finding the new vocabulary. 4) Listening to the music or song. 5) Listening to their friend when speaking English in front of class. Therefore, the students have to practice used their strategies in learning speaking classroom interaction to be more actively and confidence]]>
<![CDATA[THE USE OF STORY TELLING IN PAIRED TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Subono, Denis Wijayadi]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 4 No. 1 (2021): March (EEAL Journal) ]]>
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<![CDATA[This research was aimed at improving the students’ speaking skill through Paired Story Telling technique. This research analyzed how the procedure of the use of Paired Story Telling technique to improve the students’ speaking skill, whether the use of Paired Story Telling technique could improve the students’ speaking skill, and how far the implementation of the students’ speaking skill of students of the first grade of Junior High School level. through Paired Story Telling technique. Forty students of the first grade of Junior High School level. were instructed through Paired Story Telling technique to improve their speaking skill. The methodology of this research used Classroom Action Research (CAR). There were two cycles to give the students more opportunities to improve their understanding about how to speak English with confident in front of the class and comprehend the passage well and effectively in pairs. This technique could help the students remember about storytelling and the details of the narrative text. In the implementation of Paired Story Telling technique, the students could enrich their vocabularies, grammar, pronunciation and be confident to speak English in front of the class. Based on the results, the research recommends using Paired Story Telling technique in speaking skill.]]>
