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[STUDENTS’ PERSPECTIVE TOWARD THE IMPLEMENTATION OF GOOGLE FORM AS A DIGITAL LEARNING ASSESSMENT TOOL ]]>
<![CDATA[Nursani]]>;
<![CDATA[Zaiturrahmi]]>;
<![CDATA[Diana, Novita]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eeal.v7i2.1624
<![CDATA[The purpose of this research is to describe students' perspectives on the implementation of Google Forms as a digital assessment tool. This research uses a qualitative research design. Data collection was carried out through questionnaires and interviews. The research participants were 20 students in the second grade at Dassa Al-Aziziyah Islamic Senior High School. Data from 20 questions were distributed, and interviews with eight students were analyzed. Results were produced regarding students' perspectives on implementing Google Forms as a digital learning assessment tool. The research results showed that students have a positive perspective on using Google Forms from attractiveness, effectiveness, convenience, and efficiency. The efficiency aspect allows students to know the score directly. Thus, this provides efficiency and accuracy to the assessment system. Additionally, it makes it easy for students to answer questions by clicking on the answer rather than circling the question. Moreover, mandatory questions help students to fill in all the questions before submitting the test. Therefore, this will ensure that questions are answered. However, students have a negative perspective on using Google Forms regarding accessibility.]]>
<![CDATA[NAVIGATING THE MERDEKA CURRICULUM: ENGLISH TRANSFORMATIONAL TEACHERS' CHALLENGES WITH PROJECT-BASED LEARNING ]]>
<![CDATA[Nurohmah, Karina]]>;
<![CDATA[Nurjamin, Lucky Rahayu]]>;
<![CDATA[Hamzah, Amir]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eeal.v7i2.1761
<![CDATA[Implementing project-based learning in the classroom remains a significant challenge for educators. In response, numerous studies have been conducted on the challenges of implementing this method. This study focuses on English transformational teachers' challenges in implementing project-based learning within the Merdeka Curriculum. This study aims to identify the challenges English transformational teachers face in implementing project-based learning at the middle and upper education levels in Garut, West Java, Indonesia. A descriptive qualitative approach with a case study design was used in this research. Data collection was conducted through interviews. The data were analysed using Marx et al.'s theory and the Miles formula, which included data reduction, data display, and conclusion drawing/verification. The results showed that of the six challenges proposed by Marx et al., three significant challenges faced by English transformational teachers in implementing project-based learning were time management, controlling and supporting student learning, and school facilitation. Despite being English transformational teachers, the findings indicate that integrating project-based learning into the Merdeka Curriculum remains challenging.]]>
<![CDATA[EVALUATING THE EFFECTIVENESS OF PICTURE BOOKS IN INTRODUCING ENGLISH TO EARLY CHILDHOOD LEARNERS: A CASE STUDY IN SOUTH GARUT ]]>
<![CDATA[Ratnasari , Resty]]>;
<![CDATA[Nur Fajriah, Yustika]]>;
<![CDATA[Rahim , Norani Abd]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eeal.v7i2.1762
<![CDATA[This study explores the effectiveness of using picture books as a medium to introduce English to early childhood learners at an Early Childhood Education School in South Garut, West Java, Indonesia. This qualitative research employed a case study approach, involving four sessions conducted over two weeks, with a focus on assessing the impact of picture books on English language acquisition among 20 students aged 5-6 years. The research involved a systematic introduction of English through picture books depicting various fruits. Initial observations indicated limited student engagement, but participation increased significantly in subsequent sessions, with nearly 90% of the children actively involved by the third and fourth meetings. The study highlights that picture books, as a novel and age-appropriate tool, can effectively enhance early language learning by capturing children's interest and facilitating their understanding of new vocabulary. Findings suggest that picture books not only improve language skills but also foster a positive learning environment by aligning with children's preferences for visual stimuli. The successful implementation of this method underscores the potential of picture books in early childhood education, advocating for their use in introducing English and possibly other subjects.]]>
<![CDATA[Using Word Wall Game to Improve Students’ Writing Ability at the Second Grade Students of Junior High School ]]>
<![CDATA[Dwi, Veloni Ova]]>;
<![CDATA[Kumala, Sari Rosi]]>;
<![CDATA[Rahma, Dania]]>;
<![CDATA[Suparmi]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eealjournal.v7i3.1959
<![CDATA[This study aimed to determine whether the use of the Word Wall game can improve students' writing skills in learning English at 7th State Junior High School in Padang. The population and sample of this research were 33 students of class VIII. The type of research was quantitative. The method used was a pre-experimental method design, with one group. The data collection technique used in this research was tests, including a pre-test and post-test. The results of the data showed that the average student score on the post- test was (82,5), higher than the average score on the pre- test (39,75). From the t-test, the study showed that the t- test value (29,14) is higher than the t-table (1,697) at a significance level of 0.05 with degrees of freedom (df) = 32. This result meant that there was a significant difference. This indicated that the alternative hypothesis (H1) is accepted and the null hypothesis (Ho) is rejected. Hence, it can be concluded that the use of Word Wall significantly improves students' writing skills.]]>
<![CDATA[The Implementation of Teams Game Tournament (TGT) to Improve Students’ Writing Ability of Second Grade Students in Junior High School Level ]]>
<![CDATA[Ananda, Feby]]>;
<![CDATA[Rahma, Dania]]>;
<![CDATA[Suparmi]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eealjournal.v7i3.1961
<![CDATA[This pre-experimental study examined the effectiveness of the Teams Game Tournament (TGT) in enhancing the writing abilities of second-grade English learners at 7th State Junior High School in Padang. The research involved 33 students from class VIII.5, employing a one-group pre-test/post-test design to measure the impact of TGT implementation. Quantitative data analysis revealed a substantial increase in students' writing scores following the intervention. Specifically, the post-test average score (89.45) significantly surpassed the pre-test average (60.24). A t-test analysis yielded a t-value of 11.54, which exceeded the t-table value of 1.697 at a 0.05 significance level, with 32 degrees of freedom. This statistically significant difference confirmed the study's hypothesis, indicating that TGT effectively improved students' English writing skills. The findings suggest that TGT is a valuable pedagogical strategy for enhancing writing proficiency in English language learning.]]>
<![CDATA[Theory Underpinning of 2013 English Curriculum as Revealed in Syllabus and English Textbook in Vocational High School ]]>
<![CDATA[Nur Kamalinda, Mega]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eealjournal.v7i3.1992
<![CDATA[This study aims to find out the basic theories exist in the English curriculum as revealed at syllabus and English textbook. The researcher used documents such as the syllabus and English textbooks for class X at one of Vocational High School in Garut. The research method used by the researcher is qualitative research and document analysis as a research design. Data collection was done by analyzing documents in the form of the 2013 curriculum, such as the English syllabus and English textbooks for class X. The results show that there are 2 theory underpinning as revealed in English syllabus and English Textbook including the theory of teaching included Genre Based Approach and theory of learning included behaviorism, cognitive constructivism and social constructivism.]]>
<![CDATA[The Implementation of Interactive Reading in Teaching Reading Comprehension at Twelfth-Grade Students of Senior High School Level ]]>
<![CDATA[Irsyada, Fahmi]]>;
<![CDATA[Dania, Rahma]]>;
<![CDATA[Suparmi]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eealjournal.v7i3.2037
<![CDATA[Reading is a crucial skill for academic and personal purposes, providing information and learning from texts. This study aimed to examine the effect of an interactive reading approach in improving students’ reading comprehension at 6th State Senior High School in Pariaman. The researcher used a pre-experimental one-group pretest-posttest design. The sample consisted of 32 students who received specific instruction on an interactive reading approach. Data collected from the pre and post-tests was analyzed using the Paired Sample T-Test in SPSS version 29. The paired sample test results showed a statistically significant difference between pre-test and post-test scores of -17, with a t-value of -15.830 and a p-value less than 0.001. This rejects the null hypothesis (H0) and accepts the alternative hypothesis (H1), indicating a significant difference between the two scores. This confirms that the learning intervention significantly improves students' reading comprehension, with an average difference of 17 points. Based on the result, the researcher suggests that the interactive reading approach can be an effective method for teaching reading to students, providing a more engaging lesson.]]>
<![CDATA[EFL Students’ Attitudes toward Informal Digital Learning of English (IDLE) as a Mediation ]]>
<![CDATA[Ismail, Nika Aulia Anwar]]>;
<![CDATA[Fauziah]]>;
<![CDATA[Zaiturrahmi]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eealjournal.v7i3.2264
<![CDATA[This research aimed to understand student attitudes towards the integration of digital learning in English language education at 1st State Senior High School, Peukan Pidie. Employing a qualitative under case study design combining offline questionnaires and semi-structured interviews to gain a comprehensive understanding of student perspectives. Sixty students participated, providing a rich dataset for analysis. The data from the questionnaires revealed prevalent trends in student attitudes. The interview data underwent thematic analysis, following Braun and Clarke's (2006) methodology, to identify recurring themes and patterns. The findings demonstrated a consistently positive attitude among students toward digital English learning. Participants perceived digital tools as engaging, accessible, and beneficial to their learning. They highlighted the enjoyable and interactive nature of these technologies, emphasizing their ease of use and perceived support in the learning process. This study underscores the potential benefits of strategically integrating digital tools into English language education, reflecting a positive student reception and highlighting the technology's perceived effectiveness in enhancing learning outcomes.]]>
<![CDATA[The Effectiveness of Using Visual Aids in Teaching English Vocabulary to Vietnamese Young Learners: An Experimental Study ]]>
<![CDATA[Nguyen, Thanh Thai]]>;
<![CDATA[Pham, Hong Thi Thanh]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eealjournal.v7i3.2483
<![CDATA[Vocabulary is a crucial component of learning English. Among the various methods employed by teachers, using visuals is one of the most common approaches. But how effective is it? This study aims to evaluate the effectiveness of using visuals in teaching vocabulary to Vietnamese young learners and to examine potential differences in learning outcomes between male and female students. The research was conducted with the participation of 30 first-grade students aged 5 to 6, all of whom were beginner-level English learners. An experimental research design was implemented, with participants divided into two groups: a control group and an experimental group, each comprising 15 students. The experimental group was taught English vocabulary using visuals, while the control group received instruction through traditional teaching methods without additional teaching aids. Data were collected through three assessments: a pre-test, a midterm test, and a post-test. The results demonstrated that visuals are an effective tool for teaching English vocabulary to first-grade students. Additionally, the post-test revealed a significant difference in vocabulary acquisition between male and female students, with females outperforming their male counterparts when learning with visuals. In conclusion, this study highlights the effectiveness of incorporating visuals into vocabulary teaching and recommends their integration to improve learning outcomes. It also suggests tailoring teaching strategies to optimize vocabulary acquisition for both genders.]]>
<![CDATA[Local wisdom as Humanity Education in the Legend of Lake Bagendit: A Sociolinguistic approach ]]>
<![CDATA[Qoriah, Desi]]>;
<![CDATA[Dioka Muhammad Akbar]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
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DOI: 10.31980/eealjournal.v8i1.2485
<![CDATA[Local wisdom in this modern life has been faded, overshadowed by the rapid pace of globalization and technological advancements. It is important to investigate humanity education embedded in cultural narratives, such as the Legend of Lake Bagendit, to preserve Humanity values and foster a sense of community. This study employs a descriptive qualitative method with a sociolinguistic approach to analyze the humanity dimensions reflected in the legend. Data were collected through textual analysis of the narrative, supported by interviews with cultural experts and a review of related literature to ensure triangulation. The findings reveal that the legend embodies key humanity values, very identic with “Nyi Endit” or Ms. Stingy so the values found are tolerance, respect and interconnected which are conveyed through symbolic language and social interactions within the story. These values are deeply rooted in Sundanese culture and serve as moral lessons that remain relevant to addressing contemporary social issues. This research emphasizes the significance of integrating local wisdom into modern educational frameworks to promote humanity education and cultural preservation.]]>
