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Lucky Rahayu Nurjamin
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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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Difficulties in Pronunciation Encountered by English Major Freshmen at Saigon University Hoang, Quoc
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i1.2603

Abstract

In learning a language, it is necessary to master four skills including listening, speaking, reading and writing. Out of them, speaking skill is one of the most useful skills that the learners can use in both the process of studying English and in the future. However, to be able to speak well, the learners need to have correct pronunciation. On this account, English major students usually face many difficulties, especially the freshmen. Therefore, this study aims to find out the difficulties in pronunciation encountered by English language majors freshmen. This study applies the quantitative method. Then, through the questionnaire, the researcher analyzes the data of 106 participants. The result showed that although most of the participants appreciated the importance of pronunciation because of its benefits, they still have many difficulties in pronunciation. Specifically, some difficulties about first language, regional accent, their teacher and the transcription. Besides, the participants also confuse the sounds of vowels and consonants, and they have problems with stress, intonation and rhythm. As English major students, it can be a serious problem if they cannot overcome these difficulties. Therefore, this study helps English major freshmen at Saigon University know their own difficulties and find the suitable solutions to overcome.
EFL Learning Style Preferences of Junior High School Students Sopwani, Virna Alfiqa; Nurjamin, Lucky Rahayu; Sofyawati, Eva Devi
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i1.2609

Abstract

This study explored the preferred language learning styles (Visual, Auditory, Kinesthetic - VAK) among ninth-grade students in English class and examined gender-based differences in these preferences, as well as the preferred classroom activities aligned with each learning style. Using a mixed-method approach, quantitative data were collected through the 24-item Barsch Learning Styles Inventory (BLSI) from 189 students and analyzed using SPSS. Qualitative data were gathered from semi-structured interviews with 10 students and analyzed through thematic analysis. The findings revealed that visual learning was the most preferred style overall gender, chosen by 68% of participants, followed by auditory learning (17%) and kinesthetic learning (15%). Gender differences were observed, with female students favoring auditory styles, male students preferring kinesthetic methods, and both genders equally preferred visual learning. This study also found that students expressed a strong preference for activities that align with visual learning, including the use of visual materials, highlighting or color-coding text, and incorporating symbols and animations. Additionally, activities involving such as independent reading, note-taking, and using videos or films were highlighted for their effectiveness in fostering comprehension, retention, and engagement. The dominance of visual learning styles emphasizes the need for educators to prioritize visual materials in their teaching strategies. However, the presence of auditory and kinesthetic learners highlights the importance of a multimodal teaching approach.
The Effect of Using Quizizz on Students’ Reading Comprehension in Procedure Text Hura, Vian Elfrida; Andriani, Desi; Diana, Rahma
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i1.2610

Abstract

This study investigates the effect of using Quizizz, a game-based digital learning platform, on students’ reading comprehension of procedure text at Semen Padang Vocational School. The research was motivated by students’ struggles in understanding procedure texts, especially in following sequences, identifying main ideas, and grasping instructions-challenges commonly found in vocational school contexts. The objective of this study is to determine whether the implementation of Quizizz significantly improves reading comprehension among eleventh-grade students in the Industrial Electronic Engineering program. A pre-experimental design with one group pre-test and post-test employed, involving 17 students who participated in four sessions of instruction using Quizizz. Data were collected using comprehension-based tests before and after the intervention. The analysis revealed a significant improvement in students’ reading score, with the average increasing from 46.18 (pre-test) to 87.94 (post-test). A paired sample t-test yielded a t-value of 7.87, which is significantly higher than the t-table value of 2.131, indicating a statistically significant effect. These results demonstrate that Quizizz not only enhances comprehension through its interactive and gamified approach but also fosters student motivation and engagement. Students who previously had low scores were able to show remarkable progress, indicating that the tool is effective for a wide range of learner abilities.
Navigating Complexity: Authentic Materials and Writing Development in a Pioneer School Program Humairah, Nenden Nur; Fajriah, Yustika Nur; Ar, Ismiati Annur Husnaeni; Janwar, Asyilla Agustina Mustika; Rahim, Norani Abd
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i1.2614

Abstract

This study aims to explore the use of authentic materials in teaching writing within the School Mover program. Through a project-based learning approach, the research demonstrates that integrating authentic materials—such as news articles, social media posts, and song lyrics—significantly enhances students’ writing skills in Class VIII B of the 1st state junior high school in Garut, West Java, Indonesia. The use of authentic materials not only makes the learning process more engaging and relevant but also increases students’ motivation and participation. The findings reveal improvements in students’ ability to organize ideas logically, use appropriate vocabulary, and apply correct grammar. Additionally, support from teachers and peer feedback played a crucial role in the successful implementation of authentic materials. Although students initially faced challenges in understanding complex texts, strategies such as text simplification and the use of visual aids helped them overcome these obstacles. This study recommends further use of authentic materials in various educational contexts to improve students’ language skills.
Using Clock as an Instructional Media for Teaching Telling Time Nurkholijah, Nurkholijah; Nasution, Yuni Sari; Oktarina, Hanifah; Dewi , Sinta
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i1.2620

Abstract

This research discusses the use of clocks as a learning medium in teaching time telling. The purpose of this article is to describe the use of clock media in Telling Time learning and to determine students' interest and enthusiasm in learning using learning media, namely clock media, in learning English clocks. The methodology used in this research uses a qualitative descriptive method; the research sample is students 8th grade at 6thstate junior high school in Panyabungan, North Sumatra. Data collection in this research was through observation, interviews, and was unstructured. Meanwhile, the results of interviews with grade 8 students revealed that they had never learned to use Learning Media in the Talking Time material, but they learned to tell time by understanding the contents of the textbook and listening to the teacher's explanation, without having to listen to the teacher's explanation. In short, it can be said that teaching using a learning environment in the learning process in class makes them more enthusiastic about learning and more interesting.
Improving Students’ Writing Ability through Jeopardy Game at the Second Grade Students of Junior High School Arwandi, Nurfitrah; Suparmi; Dania, Rahma; Alhusna, Asma
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2617

Abstract

This research aimed to determine the impact of using Jeopardy games on improving students’ writing ability in learning English at Junior High School state 2 in Padang. Jeopardy game is a guessing game type with a unique rule, which the clues in statements form and answers in questions form, allowing players to think critically and creatively. This research used a quantitative research with a pre-experimental approach and data collection was carried out using pre-test and post-test to analyze the effect of using Jeopardy games on students who consisted of 32 students from class VIII, who were selected using cluster random sampling. The research results show that Jeopardy games can improve students’ writing ability. The pre-test result showed average score was 47,88 and the post-test was 70,89. After data was collected, the data was analyzed using t-test formula. The result of the analysis showed that the value of t-test > t table is 9,802 > 2,042. The last hypothesis shows that (Ho) is rejected and (Ha) is accepted. It means there is a significant influence on improving students’ writing ability using Jeopardy game.
Teachers’ Questions on Students’ Participations A Discourse Analysis in Fourth-Year English Education Program Maurina, Selvia; Sallama, Mutiara; Dewi, Sinta
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2621

Abstract

Participation in the classroom plays an important role because learning occurs through the interaction between the teacher and the students. However, many students do not participate in class, which can hinder effective communication and limit opportunities for collaborative learning. Then, one effective strategy to encourage participation is to pose questions to the students. This study aims to identify the types of questions most frequently used by the teacher and investigate the impact of these question types on fostering student participation in class. The data were collected through classroom observations and interviews consisting of a group of fourth-year students and one copywriting lecturer at an institution in the city of Garut. Observations were conducted just to determine what types of questions were frequently used by lecturers, followed by interviews to determine the impact of each type of question. The results of the observation showed that the most frequently used type of question was the closed type. Then from the interviews the researcher found that closed and convergent questions encouraged more participation because the questions could be answered briefly and more definitely. Recall questions and open questions reduced interest in participation because the questions require complex answers. Keywords: impact, interaction, participation, teacher questioning
Positive Politeness Strategies in Main Character “ Moana II ” Movie Utterances Arum, Amanda Dwi Juliatining
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2628

Abstract

This study analysis discusses how often positive politeness appears in the main character's dialogue in the film "Moana 2", what are the functions of positive politeness strategies used in the film "Moana 2" and what are the factors that cause positive politeness strategies to be used in the film "Moana 2". The purpose of this study was to determine how often, what the types, factor and functions of politeness strategies used by the main character in the film "Moana 2", to obtain the types of dominant politeness strategies produced by the main character in the film "Moana 2" and to describe the context of politeness strategies used by the main character in the film "Moana 2". The data of this study are the dialogues of the main characters in the film "Moana 2". This study was conducted using a descriptive qualitative design and only focused and limited to the main character. . In this analysis, positive politeness itself was found to have 5 types, namely notice, exaggrate, use in-group identity markers, avoid disagreement and use friendly and respectful language. The findings of this study are 68 positive politeness strategies. The most dominant politeness strategy spoken by the main character in the film "Moana 2" is use friendly and respectful language. This positive politeness strategy occurs because the main character speaks with politeness and politeness that is inherent as their culture and is in a royal environment
Investigating Freshmen's Perceptions of Using Authentic Materials in Reading Classes at Sai Gon University Trinh, Le Thi Thuy; Tam, Tran Pham My
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2638

Abstract

Authentic Materials, defined as resources created for native speakers, provide contextualized language exposure that traditional materials often lack. Especially when authentic materials are integrated into educational settings through classes. Therefore, exploring students' perceptions of using Authentic Materials in reading classes is a research topic of interest. This paper examines the perceptions and preferred types of Authentic Materials among first-year English Language students at Saigon University (SGU). A mixed-methods approach, combining questionnaires and interviews, was employed to collect data from 100 freshmen for the survey and 10 for the interviews. The findings revealed a generally positive view towards Authentic Materials, perceiving them as beneficial for increasing engagement, enhancing vocabulary, and improving reading comprehension. Moreover, magazines, novels, and short stories were the preferred genres of Authentic Materials. However, challenges related to Authentic Materials, such as difficulty in relevance to course content, were also highlighted. In conclusion, Authentic Materials are perceived as both engaging and educationally valuable, despite some implementation challenges. This study contributes to the understanding of material selection in EFL contexts, offering evidence-based insights that can inform curriculum design and classroom practices in higher education.
The Talking Stick's Impact: A Study on Improving Second- Graders' English Speaking Skills Chantika, Mayang; Suparmi; Dania , Rahma; Alhusna, Asma
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v8i2.2668

Abstract

This study investigated the effectiveness of the Talking Stick method in improving the speaking skills of students at SMP N 2 Padang, addressing common issues like low proficiency, anxiety, and poor communication. Using a quantitative pre-experimental design, a single group of 32 students from class VIII.1 received a pre-test and a post-test. The results showed a significant improvement, with the average score increasing from 48.59 on the pre-test to 75 on the post-test. Statistical analysis confirmed this finding, as the calculated t-test value of 23.893 was significantly greater than the t-table value of 2.042, leading to the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (Ha). The significance of these findings lies in their ability to provide empirical evidence that the Talking Stick method is a highly effective, data-backed tool for enhancing student speaking skills. This research offers a practical, actionable solution for teachers facing similar challenges in their classrooms and contributes to the existing body of literature by validating the method's effectiveness in a specific, localized context.

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