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Lucky Rahayu Nurjamin
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Institut Pendidikan Indonesia Gd. C Lt.2 Jl. Terusan Pahlawan No. 32 Kelurahan Sukagalih, Kec. Tarogong Kidul, Kab. Garut, Jawa Barat
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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 250 Documents
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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.
The Effectiveness of English Songs in Enhancing Listening Skills: A Pre-Experimental Study at SMK 1 Gilang Kencana Garut Seli Nur Aisyiah aisyiah; Nasti Mubassiroh; Setia Muljanto
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: 10.31980/1shjc093

Abstract

This study examines the use of English songs as an instructional medium for developing students’ listening skills in an EFL context. A pre-experimental one-group pre-test–post-test design was employed with 26 students at a state Islamic senior secondary school in Garut, West Java, Indonesia. Data were collected through listening tests and a student response questionnaire. The listening tests assessed students’ ability to identify main ideas, understand detailed information, and recognize vocabulary. The mean listening score increased from 71.27 in the pre-test to 97.69 in the post-test. N-Gain analysis indicated that 38% of students achieved low gains, 54% moderate gains, and 8% high gains. A paired-samples t-test showed a statistically significant difference between the pre-test and post-test scores (t = −11.07, p < .001). The questionnaire results produced an overall mean of 80.10%, indicating positive student responses to learning through English songs. These findings suggest that English songs can provide engaging and meaningful listening input and may support students’ listening development in EFL classrooms. However, the findings should be interpreted cautiously given the absence of a control group and the relatively small sample.
The Correlation between English Club Participation and Students' TOEIC Listening Achievement: A Comparative Analysis Nova Andari; Widia Nopitasari
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/ny59sa43

Abstract

This study examines the relationship between English Club (EC) participation and TOEIC Listening achievement among vocational high school (SMK) students in Garut, West Java, Indonesia. Using a quantitative causal-comparative and correlational design, 30 students were divided into two groups: 15 active EC members (Group A) and 15 non-members (Group B). Data were collected through a TOEIC Listening test (passing threshold ≥250), five months of attendance records (January–May 2026), and an 18-item 5-point Likert questionnaire complemented by one open-ended item measuring participation level, perception, and self-reported influence of the English Club on listening ability. Welch's T-Test was used to compare group scores, while Pearson Product Moment Correlation examined the relationship between participation and achievement. Results showed a statistically significant difference in TOEIC Listening scores between groups (t = 3.951, p = 0.001), with EC members scoring substantially higher (M = 236.00) than non-members (M = 127.33), and 33.3% of EC members reaching the passing threshold compared to none among non-members. Within the EC group, however, neither attendance rate (r = −0.24, p = 0.386) nor questionnaire score (r = 0.21, p = 0.446) significantly correlated with individual listening achievement. Qualitative responses to the open-ended item further revealed that 83.3% of all respondents perceived the English Club to have at least a moderate positive influence on their listening ability, with the most detailed accounts coming from active members who described how club activities such as discussions, conversations, and presentations improved their listening comprehension. These findings indicate that EC membership provides a general advantage in listening performance grounded in situated language learning, though individual variation within the member group is not fully explained by attendance or self-reported engagement alone.
A Case Study on Students' Interest and Motivation in Learning English Speaking at Senior High School Alpina Hasanah; Rayhan Digusti Mahesa
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: 10.31980/34pf9e30

Abstract

Speaking is a critical language skill for effective global communication; however, many senior high school students experience difficulties in developing their speaking ability due to low confidence, speaking anxiety, and limited willingness to communicate. This study investigates students’ interest and motivation in learning English speaking at one of Public Senior High School in Garut and examines how these factors shape their active participation in classroom activities. Employing a qualitative case study design, the study collected data through questionnaires and semi-structured interviews with senior high school students to gain an in-depth understanding of their perceptions, learning experiences, and participation in speaking activities. The findings reveal that although students generally recognize the importance of English-speaking skills, their classroom participation is constrained by psychological barriers, particularly shyness, fear of making mistakes, and lack of confidence. At the same time, students with stronger intrinsic motivation and greater interest in English demonstrated a higher willingness to participate in speaking activities. A supportive and non-threatening classroom environment also emerged as an important factor in encouraging students to communicate more actively. These findings suggest that English teachers should develop engaging, student-centered, and psychologically supportive speaking activities that accommodate students’ interests, motivational needs, and varying levels of confidence. Such an approach can contribute to a more inclusive learning environment and promote students’ willingness to communicate in English.
Ecolinguistic Construction and Ecological Discourse Representation in Students' Short Story Anthology: A Case Study of Tutur Bumi Santi Hadi Saputri; Lucky Rahayu Nurjamin
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: 10.31980/5ar57f08

Abstract

The urgent global ecological crisis demands that the education sector integrates environmental awareness into literacy practices to cultivate a generation responsive to the Earth's sustainability. This study aims to analyze lexical constructions and ecological discourse reprsentations in the Tutur Bumi short story anthology written by MAN 5 Garut students. Utilizing an educational ecolinguistics approach and content analysis, this study examines 82 unique excerpts from 25 short stories to uncover the students' ecological mental models. The results indicate that student narratives are dominated by neutral categories (3.41%), suggesting that nature in the students' short stories is primarily positioned as a physical backdrop or static setting that has not yet explored ideological conflicts in depth. However, among ideological narratives, the ecocentric category (25.61%) is more prevalent than the anthropocentric category (10.98%), showing that students tend to position themselves as agents of change. Furthermore, the representation of environmental damage (15.85%) is identified as a crucial catalyst for building ethical consciousness through descriptive and sharp diction. Pedagogically, this study demonstrates that integrating green literature into Indonesian language learning based on Deep Learning philosophy is effective in shifting students' paradigms from anthropocentrism to ecocentrism, establishing literature as a contextual environmental advocacy instrument for the younger generation.
The Application of Applied Linguistics in Indonesian Language Learning in Elementary Schools: A Strategy to Improve Students Language Competence and Literacy Raushan Fikran Fikran el Averous; Uda Hudaya
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: 10.31980/87gfy036

Abstract

Applied linguistics plays a crucial role in supporting the development of effective and meaningful Indonesian language learning at the elementary school level. The implementation of linguistic principles in teaching enables educators to design learning activities that not only emphasize mastery of language rules but likewise foster students' communicative competence and literacy skills. This study has the aim to analyze the application of applied linguistics in Indonesian language learning in elementary schools and to identify instructional strategies that contribute to extend students' language competence and literacy. The study employed a qualitative approach using a library research design. Data were collected from scientific journal articles, books, curriculum documents, and other relevant literature related to applied linguistics, language teaching, and elementary education. The collected data were analyzed through content analysis involving data reduction, categorization, interpretation, and conclusion drawing. The findings indicate that the application of applied linguistics through linguistic components, including phonology, morphology, syntax, semantics, pragmatics, and discourse analysis, provides a strong foundation for developing contextual, interactive, and student-centered learning. Furthermore, the integration of these linguistic aspects with literacy-oriented instructional strategies enhances students' listening, speaking, reading, and writing skills while promoting critical thinking and effective communication. The study concludes that applied linguistics serves as a strategic foundation for improving the quality of Indonesian language instruction in elementary schools. Therefore, teachers are encouraged to integrate linguistic principles into instructional planning and implementation to strengthen students' language competence and literacy in accordance with the goals of the Merdeka Curriculum.

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