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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 250 Documents
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Framing Artificial Intelligence in Vietnamese English-Language Educational News: A CDA and ELF Perspective Quy Nguyen Duc; Huyen Dinh Thi Thanh; Anh Nguyen Thi Van
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/kx4sej84

Abstract

This study explores how artificial intelligence (AI) in education is represented in Vietnamese English-language online news from the perspectives of Critical Discourse Analysis (CDA) and English as a Lingua Franca (ELF). As AI and digital transformation continue to influence educational policy and public discourse, English-language media have become important sites for constructing meanings about technological change and educational development. The study was based on 30 news articles published between 2024 and 2025 on major Vietnamese English-language news platforms. Using AntConc (Version 4.4.0), the study analyzed 76 extracts related to AI, teachers, students, ethics, innovation, and digital transformation. The findings show that AI was frequently associated with modernization, educational reform, and future educational development. Many articles framed AI as both necessary and transformative through evaluative and policy-related language. At the same time, teachers and students continued to be represented as central educational actors responsible for ethical decision-making, critical thinking, and adaptation to technological change. The analysis also revealed broader concerns related to modernization, global integration, and national competitiveness. From an ELF perspective, the articles not only addressed local educational issues but also presented Vietnam as increasingly connected to global educational and technological developments. The study contributes to current research on AI discourse, educational media representation, and ELF communication in Vietnam.
Digital Literacy in English Language Learning: A Mixed-Method Study ofIndonesian Senior High School Students Rohadatul Aisy; Fauziah Fauziah; Novita Diana
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/gsdhwz52

Abstract

Digital literacy has become an essential competence in English language learning in the era of rapid technological development, as itinfluences how students access, evaluate, and utilize digital resources for learning. However, limited attention has been given to how senior high school students experience digital literacy specifically in English language learning within the Indonesian context.Therefore, this study aims to investigate senior high school students’ digital literacy in learning English by focusing on their perceptions, application of digital tools, challenges encountered, and strategies used in the learning process. This study employed a mixed-methods design involving 38 eleventh-grade students from SMA Sukma Bangsa Pidie who completed a questionnaire, whilesix students participated in semi-structured interviews. The instruments used were questionnaires and interview guidelines. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis toidentify key patterns and provide deeper interpretation. The findings show that students demonstrate a high level of digital literacy in English learning across technical, cognitive, and socio-emotional dimensions. Among these, socio-emotional literacy emerges as the most dominant aspect, indicating students’ strong awareness of ethical behavior and responsible use of digital technology.Nevertheless, students still face several challenges, including difficulties in understanding English materials, information overload, evaluating the credibility of online sources, unstable internet connection, and learning distractions. To address these challenges, students apply various strategies such as seeking help from teachers and peers, using digital learning platforms and artificial intelligence tools, cross-checking information from multiple sources, and practicing self-regulated learning. The study concludes thatdigital literacy plays a crucial role in supporting English language learning and promoting learner autonomy. It contributes to a clearer understanding of how digital literacy is manifested in EFL classrooms and emphasizes the importance of teacher and institutional support in guiding students toward more critical and responsible digital engagement.
The Use of Zep Quiz in Reading Comprehension of Narrative Text (A Pre-Experimental Study on 11th Grade Senior High School Students) Detia Juliana Dewi; Luwandi Suhartono; Sumarni Sumarni
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mgywnf94

Abstract

This study explored whether there is significant difference in students’ learning outcomes in reading comprehension of narrative text after being taught using Zep Quiz among 11th grade Senior High School students in Sintang, West Kalimantan. Using a quantitative pre-experimental method, this study was conducted with one group pretest-posttest design involving 34 students of the 11th grade. The treatment was conducted in three meetings. Students learned narrative text materials, including narrative elements, generic structure, and language features. At the end of each lesson, Zep Quiz was used to review the material through 15 quiz questions. Pre-test and posttest were used to measure the difference in students’ learning outcomes before and after being taught using Zep Quiz. The findings show that the mean score of the pre-test before the treatment is 66.47 and the mean score of the post test is 81.52. Additionally, since the data were not normally distributed, the data were analyzed using Wilcoxon Signed-Rank Test. The result of Wilcoxon Test statistic showed a significance value of 0.00 (< 0.05), indicating that there is significant difference in students’ learning outcomes in reading comprehension of narrative text. These findings showed that the use of Zep Quiz support students in reading comprehension of narrative text.
The Digital Shift in Higher Education: Academic Integrity, Plagiarism, and Artificial Intelligence in Online Learning Environments Rosseni Pasaribu; Sanggam Siahaan
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/56zgjb57

Abstract

The rapid adoption of generative artificial intelligence (GenAI) has transformed academic writing practices and challenged conventional understandings of plagiarism, authorship, originality, and academic integrity in higher education. This study presents a structured integrative review of recent literature on academic integrity in digitally mediated and AI-supported learning environments. The review focuses on four interconnected issues: the changing conceptualization of plagiarism, the influence of GenAI on academic writing and authorship, factors contributing to academically inappropriate technology use, and institutional and pedagogical responses to emerging integrity challenges. The synthesis indicates that GenAI should not be understood exclusively as a mechanism for academic misconduct. Although unrestricted or undisclosed use may undermine assessment validity and intellectual ownership, responsible use can support idea development, language improvement, formative feedback, and learning. The findings further suggest that students' decisions regarding AI use are shaped by the interaction of academic literacy, AI literacy, assessment design, institutional policy, workload, and perceptions of acceptable assistance. Consequently, academic integrity in the GenAI era requires a shift from predominantly detection- and punishment-oriented approaches toward transparent governance, AI literacy, assessment redesign, process-based learning, and explicit expectations regarding attribution and disclosure. This review contributes to contemporary discussions by framing academic integrity as a systemic educational issue located at the intersection of ethics, pedagogy, technology, and assessment.
A Content Analysis of Reading Texts in Let’s Speak English Book for 6th Grade Students Published by Antara Darojatul Aliyah; Ririn Pusparini
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/hc24jz48

Abstract

Reading texts play an important role in supporting students' English learning. However, the quality of reading texts in supplementary English textbooks for elementary school students has received limited attention based on material development principles. This study aims to analyze the quality of reading texts in the Let's Speak English Book for 6th Grade Students published by Antara based on material development principles, focusing on impact, relevance, self-investment, and ease. This study uses a qualitative approach with a document analysis method. The research data consists of all reading texts in Chapters 7 to 11 of the textbook. The data were analyzed by assessing the suitability of each text with the indicators of the material development principles. The results show that the reading texts have limitations in attracting students' attention due to the lack of supporting illustrations. Most texts relate to students' daily lives, although their connection to the local cultural context is still limited. The texts also demonstrate student engagement through sentences and words that involve students' imagination and feelings. In terms of ease, the reading texts are generally easy to understand although some texts contain dominant complex sentences. Overall, the reading texts have advantages in supporting student engagement but still need development, particularly in visual aspects and contextual relevance. The findings are expected to serve as a resource for teachers, teaching material developers, and future researchers in improving the quality of English teaching materials.  
Learning Motivation and English Speaking Ability in an ELSA Speak-Supported EFL Classroom: Evidence from Indonesian Vocational High School Students Yayuk Sudarwanti; Syifa Khuriyatuz Zahro; Anita Dwi Hapsari
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/5ef3ef72

Abstract

Speaking English is a crucial skill for students learning English as a foreign language (EFL), especially in vocational education where oral communication abilities are becoming more and more necessary for preparation for both the classroom and the job. Applications with artificial intelligence (AI) support, like ELSA Speak, offer more speaking practice opportunities; Nevertheless, it is not yet unknown how much learning motivation is linked to speaking proficiency in these kinds of learning settings. The relationship between students' learning motivation and English speaking ability in ELSA Speak-supported classrooms, especially among Indonesian vocational high school students, has received less attention than the effectiveness of AI-assisted language learning applications in enhancing speaking performance. The purpose of this study was to examine the relationship between students' enthusiasm to learn and their proficiency in speaking English in an EFL classroom aided by ELSA Speak. With 29 vocational high school pupils, a quantitative correlational design was used. A learning motivation questionnaire and an English speaking performance evaluation were used to gather data. Cronbach's alpha was used to verify instrument reliability, and Pearson Product-Moment Correlation was used to examine the connection between the variables. The results of the research showed that there was no statistically significant relationship between students' enthusiasm to learn and their ability to speak English (r =.039, p =.839). The results imply that students' English speaking proficiency in an AI-supported learning environment may not be fully explained by learning motivation alone. Future research should take into account additional variables that may affect students' speaking performance, such as language ability, speaking anxiety, learning techniques, or technology use
The Correlation between Learning Strategy and Reading Strategy Used by Student at Vocational High School NU Simo Karanggeneng Litwyn Mega; Syifa’ Khuriyatuz Zahro; Daniar Sofeny
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/139mz625

Abstract

Reading constitutes a fundamental receptive skill crucial for vocational secondary language acquisition and technical comprehension. Gap in literature or discrepancies between theories and practices: While previous research has detailed individual literacy traits, a notable empirical gap persists regarding how structured behavioral sub-dimensions directly align within the specialized vocational domain rather than focusing merely on final academic scores. Purpose of study: This study aims to analyze the direct correlation between general language learning strategies and academic reading strategies among tenth-grade students at SMK NU Simo Karanggeneng during the 2025/2026 academic year. Method: Employing a quantitative correlational framework, data were gathered from 30 female tenth-grade students specializing in Banking and Accounting services at SMK NU Simo Karanggeneng using the Strategy Inventory for Language Learning (SILL) and the Survey of Reading Strategies (SORS). Main findings: Descriptive analysis indicated that cognitive strategies were the most prominent learning modalities utilized by participants (M = 44.20), whereas global reading strategies dominated text processing behavior (M = 48.06). Pearson Product-Moment correlation analysis revealed a robust, positive, and statistically significant relationship between general learning strategies and academic reading strategies (, ), with the independent variable explaining 56.5% of total reading strategy variance. Conclusion: Broad cognitive frameworks fundamentally operationalize micro-level reading mechanisms. Pedagogical implications recommend a curricular shift toward explicit, strategy-focused instruction tailored for specialized vocational literacy.
Communicative Functions of Mobile Legends Quick Chat: A Pragmatic Study among Laboratory High School Students at Southern Leyte State University Tomas Oppus Campus Avarel Ghilman Prabowo; Khoirul Huda; Syifa’ Khuriyatuz Zahro
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/4zvmqx46

Abstract

Online multiplayer gaming platforms such as Mobile Legends serve as authentic digital ecosystems where language thrives dynamically through built-in communication features. Gap in literature: While growing attention surrounds digital discourse, prior research largely concentrates on general translation strategies or grammatical structures, overlooking the core pragmatic functions of quick chat expressions among secondary-school learners. Purpose of study: Addressing this gap, this research investigates the communicative functions embedded within Mobile Legends quick chat commands among Grade 10 students at Southern Leyte State University Tomas Oppus Campus. Method: Adopting a descriptive qualitative design, data were collected via non-participant observation and screen recordings, subsequently analyzed through Hallidayan interpersonal metafunctions, Jakobson's language functions, and Searle's Speech Act Theory. Main findings: The analysis indicates that these quick chat expressions fulfill multiple communicative roles such as expressing appreciation, issuing warnings, conveying sarcasm, and negotiating resources with emotive, referential, and conative functions predominating through expressive, representative, and directive speech acts. Conclusion: Ultimately, these predefined digital utterances function as flexible pragmatic instruments whose meanings are dynamically negotiated and deeply shaped by situational contexts and speaker intentions.
The Effect of Music Assisted Learning on Students Listening Comprehension Mahendra Yudha Arya Gading Mahendra Yudha Arya Gading; Sri Handayani; Ayu Istiana Sari
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/79ftt288

Abstract

Listening comprehension remains challenging for many learners of English as a Foreign Language (EFL), particularly when they have limited exposure to naturally occurring spoken English. Music-Assisted Learning (MAL) offers a potentially engaging form of repeated auditory exposure by integrating English songs with structured listening activities. This study investigated changes in the listening comprehension of eleventh-grade students following the implementation of MAL at MAN 1 Surakarta, Indonesia. A quantitative pre-experimental design using a one-group pre-test–post-test procedure was employed with 30 students from Class XI F7. The instructional treatment incorporated guided listening, lyric-based activities, vocabulary identification, singing, and karaoke. Students’ listening comprehension was measured before and after the intervention. The mean score increased from 84.33 (SD = 6.92) in the pre-test to 93.17 (SD = 5.33) in the post-test. A paired-samples t-test indicated a statistically significant difference between the two measurements, t(29) = −7.003, p < .001, with a large within-group effect size (d ≈ 1.28). The findings suggest that structured song-based instruction is associated with meaningful improvement in students’ listening performance. Nevertheless, because the study employed a single-group design without a comparison group, causal interpretation should be made cautiously. The study highlights the pedagogical potential of integrating music with explicit listening tasks while emphasizing the need for controlled and longitudinal research.
Students’ Errors in Using the Simple Present Tense among Seventh-Grade Students Tita Aracelya Rakyanratri; Christiana Evy Tri Widyahening; Ayu Istiana Sari
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 9 No. 2 (2026): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/hv3zk693

Abstract

Introduction: Grammar plays an important role in English learning because it enables learners to construct accurate and meaningful sentences. However, many junior high school students still experience difficulties in applying grammatical rules, particularly in using the Simple Present Tense. Gap in literature: Previous studies have examined students’ errors in using the Simple Present Tense, but differences in students’ error patterns across learning contexts suggest the need for further investigation of specific groups of learners and the possible causes of their errors. Purpose of study: This study aimed to identify the types of errors, determine the dominant error type, and examine the possible causes of errors made by seventh-grade students in using the Simple Present Tense. Method: This study employed a descriptive qualitative approach involving 30 students of Class VII B at SMP Negeri 7 Surakarta. Data were collected through two written tests, interviews, and documentation. Main findings: The students produced four types of grammatical errors, with 468 errors identified in total. Misformation was the most dominant error type with 254 occurrences (54.3%), followed by addition with 136 occurrences (29.1%), omission with 54 occurrences (11.5%), and misordering with 24 occurrences (5.1%). The errors were mainly associated with intralingual transfer and context of learning. Conclusion: The findings demonstrate that students still experienced difficulties in applying Simple Present Tense rules, particularly in selecting appropriate verb forms. These findings indicate that focused grammar instruction and adequate practice are needed to improve students’ grammatical accuracy.

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