cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lucky Rahayu Nurjamin
Contact Email
luckyrahayu@institutpendidikan.ac.id
Phone
+6282120068942
Journal Mail Official
eeal@institutpendidikan.ac.id
Editorial Address
Institut Pendidikan Indonesia Gd. C Lt.2 Jl. Terusan Pahlawan No. 32 Kelurahan Sukagalih, Kec. Tarogong Kidul, Kab. Garut, Jawa Barat
Location
Kab. garut,
Jawa barat
INDONESIA
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 235 Documents
 20   21   22   23   24 
An Analysis of Essay Writing Errors among English-Major Freshmen at Thu Dau Mot University Thanh Thai Nguyen
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/w6w9ct49

Abstract

This study investigates the common essay writing errors made by English-majored freshmen at Thu Dau Mot University. The study aims to identify the major types of errors in students’ essays and examine the possible sources of those errors. Adopting a descriptive corpus-based error analysis design, the study analyzed 60 English essays written by first-year English-majored students. The essays were collected through a controlled writing task and examined using Corder’s (1967) framework of error analysis. The identified errors were classified into thirteen categories and analyzed quantitatively in terms of frequency and percentage, with qualitative interpretation used to explain possible causes. The findings revealed a total of 1,530 errors, with an average of 25.5 errors per essay. The most frequent error types were word form (23.99%), word choice (21.31%), and spelling (8.43%), followed by organization, verb tense, punctuation, and missing words. The findings suggest that students’ writing difficulties stem mainly from limited vocabulary, insufficient grammatical knowledge, intralingual overgeneralization, and mother tongue interference. The study highlights that freshmen’s essay writing problems are not limited to sentence-level grammar, but also extend to text organization and coherence. It is therefore recommended that writing instruction should address both linguistic accuracy and essay development skills in order to improve students’ writing performance more effectively.
EFL Students' Interaction Patterns with Gemini AI in Speaking Practice: Insights from Conversation Log Data Yurika; Anne Ratna Suminar; Wahid Hasim
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/vp1xmh39

Abstract

This study aims to identify patterns of students’ interaction with Gemini AI in English speaking practice based on conversation log data. This study highlights the patterns of interaction that occur between students and Gemini AI as a medium for conversation practice, as well as their impact on students’ learning experiences. This study employed a qualitative research approach, with data collected from conversation logs between students and Gemini AI. The data were analyzed using thematic analysis to identify the main patterns emerging from student interactions with the AI. The research findings revealed seven interaction patterns that emerged: initiating a conversation, stating learning objectives, seeking language assistance, exploring topics, searching for academic information, building social relationships, and ending a conversation. In these interactions, students acted as conversation initiators, while Gemini AI served as a responsive conversation partner. Overall, this study demonstrates that Gemini AI can serve as an alternative medium for English conversation practice to support students’ fluency.
The Anatomy of a University Physics Chapter: A TextualAnalysis of “Motion Along a Straight Line” and Its Implications for Science Reading Soni Nurparijal; Arip Nurahman; Sufyan Aslam
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/j2c97z50

Abstract

University introductory physics textbooks shape the content, vocabulary, and reasoning patterns students encounter, yet most textual analyses of text type, truth status, metalanguage, and scientific reasoning have examined junior high science textbooks, most notably Penney, Norris, Phillips, and Clark’s (2003) study. No study has directly applied Penney et al.’s four-part coding scheme to a university physics chapter, leaving open how such texts compare with the junior-high pattern. This study applied the Penney et al. (2003) framework to Chapter 2, “Motion Along a Straight Line,” from Young and Freedman’s University Physics (13th ed.). The chapter was coded sentence by sentence for text type, truth status, metalanguage, and scientific status/role in reasoning, with a second independent coding pass to check reliability. The chapter was overwhelmingly expository (approximately 79% of coded lines), but also contained a narrative component embodied in worked examples (approximately 15%) and a distinctive argumentative component in “Caution” boxes that refute misconceptions (approximately 6%); nearly all statements were true or explicitly flagged approximations, metalanguage was dense and mathematically inflected, and statements of fact or conclusion dominated the reasoning category, alongside explanation and supporting reasons concentrated in the Caution boxes. Textbook design at the introductory university level partially compensates for the near-total absence of argumentation reported for junior high textbooks, carrying implications for how future editions might more explicitly model scientific reasoning for students moving from narrative-rich to exposition-dominated science text.
Reading The Fringes: Applying A Social-Semiotic Frameworkto Analyse Students' Drawings of Two-Source LightInterference Zahra Intan Nandita; Irma Fitria Amalia
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/vkq01s19

Abstract

This study applies the social-semiotic analytical framework developed by Tang et al. (2019) to examine how senior high school students visually represent the concept of two-source light interference in their self-generated drawings. Interference is a canonical topic in physical optics: light from two coherent sources combines constructively or destructively depending on path difference, producing the alternating bright and dark fringes first documented by Young (1800). Because the phenomenon is inherently spatial and wave-like, it poses a distinctive representational challenge for learners, who must depict two overlapping wave sources, a path difference, and a resulting fringe pattern all at once. Using a Predict-Observe-Explain task, 33 eleventh-grade students produced diagrams of a two-slit interference demonstration before and after instruction. Drawings were coded using five categories. Framework: association, spatial, movement, perspective, and textual contextualization. Findings show that most students' initial drawings depicted the light sources and screen but omitted the path-difference relationship that causally explains the fringe pattern, a gap that closed substantially, though not completely, after instruction. The paper discusses implications for using drawing-based formative assessment in physics instruction on wave phenomena.
Representing Periodic Motion: A Social Semiotics Analysis ofMultimodal Texts in A University Physics Chapter Asep Ipan Wirayuda; Rizal Adimayuda
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 1 (2026): March (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/10pcea11

Abstract

Physics is one of the most demanding content areas for readers because meaning is distributed across words, algebraic symbols, diagrams, and graphs at once. Although social semiotics has been proposed as a framework for understanding how texts differ across disciplines, few studies have applied it in fine detail to an advanced science topic in which several representational modes are woven together within a single explanatory sequence, such as periodic motion. This study aims to describe how a university physics chapter on periodic motion represents its content across semiotic modes and how it positions readers in relation to the discipline. Using a qualitative textual analysis guided by Wilson’s (2011) social semiotics framework, the study examines the ideational and interpersonal functions of the verbal, numeric-symbolic, diagrammatic, and graphical modes used in the chapter “Periodic Motion” from an introductory university physics textbook. The analysis shows that periodic motion is represented through four interdependent modes, each affording a kind of meaning the others cannot supply, while the impersonal, procedure-oriented prose positions the reader as an observer of stable physical relationships rather than as an interpreter constructing personal meaning. These findings extend Wilson’s framework by showing that, within a single scientific topic, multiple privileged modes are interdependent rather than merely co-occurring, with implications for how content area teachers might make these multimodal affordances explicit to students.

Page 24 of 24 | Total Record : 235

 20   21   22   23   24 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 1 (2026): March (EEAL Journal) Vol. 8 No. 3 (2025): December (EEAL Journal) Vol. 8 No. 2 (2025): August (EEAL Journal) Vol. 8 No. 1 (2025): March (EEAL Journal) Vol. 7 No. 3 (2024): December (EEAL Journal) Vol. 7 No. 2 (2024): August (EEAL Journal) Vol. 7 No. 1 (2024): March (EEAL Journal) Vol. 6 No. 3 (2023): December (EEAL Journal) Vol 6, No 2 (2023): EEAL Journal Vol. 6 No. 2 (2023): August (EEAL Journal) Vol. 6 No. 1 (2023): March (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal Vol. 5 No. 3 (2022): December (EEAL Journal) Vol 5, No 3 (2022): EEAL Journal Vol 5, No 2 (2022): EEAL Journal Vol. 5 No. 2 (2022): August (EEAL Journal) Vol. 5 No. 1 (2022): March (EEAL Journal) Vol 5, No 1 (2022): EEAL Journal Vol 4, No 3 (2021): EEAL Journal Vol. 4 No. 2 (2021): August (EEAL Journal) Vol 4, No 2 (2021): EEAL Journal Vol 4, No 1 (2021): EEAL Journal Vol. 4 No. 1 (2021): March (EEAL Journal) Vol 3, No 3 (2020): EEAL Journal Vol 3, No 2 (2020): EEAL Journal Vol 3, No 1 (2020): EEAL Journal Vol 2, No 3 (2019): EEAL Journal Vol 2, No 2 (2019): EEAL Journal Vol 2, No 1 (2019): EEAL Journal Vol 1, No 3 (2018): EEAL Journal Vol 1, No 2 (2018): EEAL Journal Vol 1, No 1 (2018): EEAL Journal More Issue