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
230 Documents
<![CDATA[INVESTIGATING THE CHALLENGES FACED BY EFL TEACHERS IN DEVELOPING STUDENTS’ 4C SKILLS IN 21ST CENTURY EDUCATION ]]>
<![CDATA[Siti Nur Azizah Septiyanti]]>;
<![CDATA[Irsyad Nugraha]]>;
<![CDATA[Ateng Kurnia]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i2.49
<![CDATA[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.]]>
<![CDATA[SEEING HOW MULTIMODAL SOURCE ARE USED IN EFL CLASSROOM ]]>
<![CDATA[Salma Salsabila]]>;
<![CDATA[Nadya Nurami]]>;
<![CDATA[Rai Tri Oktaviana]]>;
<![CDATA[Setia Muljanto]]>;
<![CDATA[Ateng Kurnia]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i2.50
<![CDATA[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.]]>
<![CDATA[ANALYZING TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Suminar Ratnasari]]>;
<![CDATA[Asep Suparman]]>;
<![CDATA[Muhammad Soni]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i2.51
<![CDATA[This study focuses on the teachers’ strategies in teaching reading comprehension. The objective of the research is to find out teachers’ strategies in teaching reading comprehension. To reach this objective, this study used qualitative method and case study design for investigating and analyzing the natural situation focused on teachers’ strategies. To collect the data, this study used participants who involved in this study were three teachers in one of senior high schools in Garut. The result showed that the teachers used different strategies in teaching reading comprehension. The strategies are memorizing, question and answer relationship, silent reading, game, discussion, and reading aloud. Hopefully, this study may portray a clear explanation for readers about teacher’s strategies in teaching reading comprehension.]]>
<![CDATA[ENGLISH TEACHERS’ STRATEGIES IN MANAGING LARGE CLASSES: A CASE STUDY ]]>
<![CDATA[Siti Safura]]>;
<![CDATA[Cut Mawar Helmanda]]>;
<![CDATA[Afra Ninda]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31980/eeal.v6i2.52
<![CDATA[In order to create an engaging teaching and learning environment, classroom management is crucial for teachers. In line with this, this study was to find out the teachers’ way in managing large classes and to know what strategies that used by the teachers when teaching the large classes. The design of this study is qualitative method. This study involved two English teachers at MTsN 3 Banda Aceh. The data of this study were collected through observation and interview. To analyze the data, Miles and Huberman’ concepts was applied. The finding of this study demonstrated that that the teachers of MTsN 3 Banda Aceh managed large class by applying the proper strategies to ease at teaching and controlling large number of students effectively. The implemented strategies by teachers included (1) planning the lesson plan; (2) creating the comfortable classroom; (3) grouping students and forcing discussion; and (4) making rules and providing learning media.]]>
<![CDATA[The Roles of Teachers in Promoting 10th-Grade Students’ Learner Autonomy in Learning English Writing Skills at Trung Vuong High School ]]>
<![CDATA[Linh Y Ta]]>;
<![CDATA[Lan Hoang Tran]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Grounded in Sociocultural Theory, this study investigated how teachers and tenth-grade students perceive five teacher roles: Instructor, Facilitator, Resource, Assessor, and Co-learner in promoting learner autonomy in English writing skills among tenth-grade students in one upper-secondary school in Vietnam. The study used a convergent design of mixed methods to gather data from 4 English teachers and 450 tenth-grade students. The comparison between 2 sets of perceptions showed that both teachers and students acknowledged the Instructor and Assessor roles for their contributions to the development of learner autonomy by giving formative feedback and structured direction. The Facilitator role was preferred by teachers but disapproved by students. Although students indicated positive responses to the Resource role, teachers found it ineffective because of students' passive use of materials. Both groups voiced discomfort regarding the Co-learner role's practicality in a teacher-centered society, making it the least desired option. These findings propose the need for contextually adapted, autonomy-supportive practices in Vietnamese EFL writing instruction.]]>
<![CDATA[The Use of Story Face Strategy to Enhance Reading Comprehension in Narrative Text ]]>
<![CDATA[Mery Handrayani]]>;
<![CDATA[Annisha Dyuli Adha]]>;
<![CDATA[Rahma Dania]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study investigates the use of the Story Face Strategy to enhance students’ reading comprehension of narrative texts at one of public junior high school in Padang. The research was motivated by students’ difficulties in understanding narrative texts, particularly in identifying the main idea, characters, setting, conflict, and resolution—common challenges faced by eighth-grade students. The objective of this study is to determine whether the implementation of the Story Face Strategy significantly enhances students’ reading comprehension. A one-group pre-test and post-test pre-experimental design was employed, with instruction delivered using the strategy across multiple sessions. Data were collected through a 25-item multiple-choice reading comprehension test administered before and after the intervention. The results showed a notable enhancement in students’ performance, with the average score increasing from 53.5 (pre-test) to 76.9 (post-test). A paired sample t-test confirmed the statistical significance of this improvement at the 0.05 confidence level. These findings suggest that the Story Face Strategy is effective in helping students understand narrative elements and can serve as an engaging and structured method for enhancing reading comprehension in junior high school contexts.]]>
<![CDATA[Improving Reading Comprehension Using Snowball Throwing Technique among Students at One of Public Vocational High School in EFL Context ]]>
<![CDATA[Queena Sehara Jeanery]]>;
<![CDATA[Asma Alhusna]]>;
<![CDATA[Rahma Dania]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research investigates the effectiveness of the Snowball Throwing Technique (STT) in improving students’ reading comprehension. The objective of this study was to determine whether there is a significant difference in students’ reading comprehension before and after being taught using the STT. A quantitative method with a pre-experimental design was employed, involving one randomly selected class of tenth-grade culinary students at one of public vocational high school in Padang. Data were collected using a pre-test and post-test. The mean score of students’ reading comprehension in the pre-test was 57.26, while the post-test score increased to 79.5. Based on the results of the paired t-test, the t-value (8.892) was higher than the t-table value (2.045), indicating a statistically significant improvement. These findings confirm that the Snowball Throwing Technique has a positive effect on enhancing students’ reading comprehension skills. This study concludes that STT can be an effective teaching method to improve students’ engagement and understanding in reading activities. This study contributes to educational research by offering empirical evidence that interactive, student-centred strategies like STT can improve reading outcomes, particularly in vocational school contexts. It supports the integration of collaborative techniques into English language teaching practices.]]>
<![CDATA[Motivation in learning English: A Case Study of Second-Year Students at Saigon university ]]>
<![CDATA[Thuy Phuong Nguyen]]>;
<![CDATA[Nhu Ngoc Huynh]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study investigated motivation in language learning through a questionnaire distributed to 108 second-year students at the Faculty of Foreign Languages, Saigon University. The findings reveal that the students demonstrate a relatively positive attitude toward learning English. In the relationship between academic performance and learning motivation, the motivation to learn English for better job opportunities ranks highest (accounting for 73.1%), as students believe it is essential for achieving material success after graduation. The motivation to gain promotion opportunities in the future also holds a relatively high percentage (67.6%), followed by the motivation to learn English for entertainment purposes (66.7%), the belief that English is a global language (64.8%), and the desire to communicate with foreigners (61.1%). In addition, the motivation to learn English for travel purposes also shows a fairly high proportion (58.3%). These factors all have an impact on students’ academic performance. The findings of the study offer useful suggestions for both students and lecturers in overcoming challenges in teaching and learning, helping students develop a more active and positive learning motivation.]]>
<![CDATA[The Effect of Using Flower Writing Strategy on Students’ Writing Skills of First Grade Students in Vocational High School ]]>
<![CDATA[Raehan Anwar]]>;
<![CDATA[Asma Alhusna]]>;
<![CDATA[Rahma Dania]]>;
<![CDATA[Dwi Megista Putri]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study investigated the effectiveness of the Flower Writing Strategy in improving tenth-grade students’ writing skills. Employing a quantitative approach with a pre-experimental one-group pre-test and post-test design, the research was conducted at a vocational high school in Padang. A total of 35 students from Class X Culinary 1 were selected as the sample through purposive sampling. Data were collected using a writing test administered before and after the treatment. The collected data were analyzed using a t-test to examine the research hypothesis. The results revealed that the calculated t-value (3.442) exceeded the critical t-table value at the 0.05 significance level (1.692), indicating a statistically significant difference between students’ pre-test and post-test scores. Consequently, the alternative hypothesis (Hₐ) was accepted, while the null hypothesis (H₀) was rejected. These findings demonstrate that the Flower Writing Strategy has a significant positive effect on students’ writing skills. The study suggests that this strategy can serve as an effective instructional approach to enhance writing performance in EFL classrooms, particularly at the vocational high school level.]]>
<![CDATA[Symbolic and Didactic Appraisal of Lenrie Peters “The Panic of Growing Older" ]]>
<![CDATA[Imeta Akakpo]]>;
<![CDATA[Robert Atsu Okor]]>;
<![CDATA[Isaac Horsu]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) ]]>
Publisher : <![CDATA[IPI Garut Press ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This paper conveys a legitimate role of poetry to society. The introductory background conveys the role of poetry in society. The students' languages learning process for improvement of understanding and decoding of the symbiotic relationships of diction and literary art are made bare. It further portrays the importance and significance of poetry to students and society. The set objectives manifest a better scrutiny of poetry in unavailing the inner perimeters of poetry analysis; the use of appropriate diction, symbols and the moral lessons attached to poems and other literary art. Based on Barthes symbiotic theory, the paper digresses the connotative and denotative use of language in Lenrie Peters' poem 'The Panic of Growing Older'. Though the theory's major focus is on symbolism and didactive meaning of work of art, how best such diction and symbols can be helpful in the interpretation of a poem are brought to bear in the analysis and discussions in this paper. The analysis of the poem translates the serious stages of man's life on earth. The discussion does not only interpret what is indicated by the poet but relay them to the knowledge of the irreversible ageing features to set a tone for awareness and expected domain one finds himself or herself at that stage of life as described by the Lenrie Petters. Certainly, the paper gears towards the lessons shared in the poem to direct the upcoming youth on expectant challenges to be prepared for as on keeps growing which is inevitable. The brilliant use of diction to denote the intention of the poet is also discussed.]]>
