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Lucky Rahayu Nurjamin
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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 211 Documents
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AN ANALYSIS THE DIFFERENCES OF THE COMPONENTS IN ENGLISH LESSON PLANNINGS DESIGNED BY INDONESIAN AND THAILAND TEACHERS (A COMPETITIVE-DESCRIPTIVE STUDY TOWARDS ENGLISH LESSON PLANNINGS FOR SENIOR HIGH SCHOOL IN INDONESIA AND THAILAND) Nalisa Binwang; Fegy Lestari; Restu Maulida; Iwan Dudy Gunawan
EEAL Journal (English Education and Applied Linguistics Journal) Vol 4, No 2 (2021): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v4i2.1511

Abstract

The study is aimed at analyzing the differences between components in Indonesia’s and Thailand’s English lesson plantings. It is focused on finding the components that are different in four English lesson plannings. This study aims to give new knowledge and insight for Indonesian and Thai teachers to learn about the differences between one and another, and take the idea to arrange more creative and effective lesson plannings that can motivate students to learn English or other subjects for future classes. This study is a comparative-descriptive study which used Hanafiah & Suhana’s theory for Indonesia’s lesson plannings, and Chitchayawanit’s theory for Thailand’s lesson plannings. The methods used in this study are the comparative method and the descriptive method. The study has presented ten different components in English lesson plannings between Indonesia and Thailand. They are school identity, core competencies (KI), basic competencies (KD), learning standards, learner’s key competencies, desired characteristics, learning concept/essence, core content, learning method, and teaching notes. Furthermore, all of the components that have been written in Indonesia’s and Thailand’s lesson plannings are significant and have their own function and are useful for teachers when they have to design the lesson plannings for each meeting
STUDENTS’ ANXIETY IN SPEAKING OF HORTATORY EXPOSITION TEXT Adisti Rahayu; Irsyad Nugraha; Yustika Nur Fajriah
EEAL Journal (English Education and Applied Linguistics Journal) Vol 2, No 2 (2019): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v2i2.1713

Abstract

This study was aimed to identify types of anxiety in students’ speaking of hortatory exposition texts in one of universities in Garut. To achieve the aforementioned purpose, qualitative approach embracing case study was employed. The data were gathered through observation of the second graders’ speaking performances. The data were analyzed inductively that was transcribed, categorized, analyzed, interpreted and concluded. As the result, there are two types of speaking anxiety; they are trait anxiety and state/situational anxiety. Furthermore, this study suggests teachers be more creative in designing the teaching planning of speaking class.
DISCOURSE ANALYSIS OF QUESTIONS IN TEACHERS’ TALK Hanifa Ratna Dewi; Lia Novita; Wahid Hasim
EEAL Journal (English Education and Applied Linguistics Journal) Vol 2, No 2 (2019): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v2i2.1730

Abstract

The research entitled “Discourse Analysis of Questions in Teachers’ Talk”. This research was focused on investigating the type of questions and the purpose underlying the questions used by the teacher. The research used a qualitative descriptive study by observing classroom interaction specifically in teacher’s questions. The participants in this research were three English teachers from different vocational schools in Garut. The findings showed that the teacher applied various types of questions during teaching and learning with the most frequent use of convergent type of questions. It also was revealed that mostly the purpose underlying the teacher’s questioning was to encourage students’ thinking and focus on the content of the lesson. By the frequent number of convergent questions dominating during teaching and learning, it can be concluded that characteristics of teachers are the same. They still use typically a lower-level type of question. It was then suggested that teacher purposely plans and promotes a higher-level type of question for future classrooms.
TEAM ASSISTED INDIVIDUALIZATION TO ENHANCE STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXTS An An Fitrianti N.
EEAL Journal (English Education and Applied Linguistics Journal) Vol 3, No 3 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v3i3.1852

Abstract

This research aimed to examine the effectiveness of Team Assisted Individualization technique on students’ reading comprehension on narrative text. In addition to that this research was also aimed to find out the students’ responses on the use of that technique. To achieve those aims quantitative research with quasi-experimental design was chosen. In this research, there were 72 students participating in this research, consisting of experimental group and control group in one of junior high schools in Garut. The data in this research were collected from pre-test, post-test and closed questionnaire. Those data were then analyzed statistically using Mann Whitney test. As the result, Team Assisted Individualization is effective to improve students’ reading comprehension. It was seen from Zobserved3,487 > Zcritical1,96. Therefore, Ho was rejected and Ha was accepted. Moreover, the result of questionnaire analysis also revealed that students gave positive responses on the use of Team Assisted Individualization. In short, Team Assisted Individualization is effective to be used in teaching students’ reading comprehension on narrative texts.
STUDENTS’ PERCEPTIONS ON THE TEACHER USING L1/L2 IN TEACHING EFL CLASS Sumiati Sumiati; Amir Hamzah
EEAL Journal (English Education and Applied Linguistics Journal) Vol 4, No 3 (2021): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v4i3.1890

Abstract

This study aimed to find out students’ perceptions on the teacher using L1/L2 in teaching EFL Class. It employed a qualitative research which used case study. The participants of this study were three students with categories advance, intermediate, and low. The data were collected by using in-dept interview. The items for the interview were developed from the previous research Elmetwally (2012) which were found appropriate to be used. The findings revealed that the use of Indonesian language in the EFL Class are generally positive. The three participants stated that they prefered when learning with the teachers used of L1/L2 in teaching EFL Classroom e.g explaining the material, explaining difficult vocabulary, translating and presentation. In addition, the students’ perceptions has a different percentage of used L1/L2 in EFL Class. The participants with Advance category stated that she was needed 50% Indonesian explanations when explaining materials, giving examples, explaining formulas and theories. Then, she was needed 50% the full English explanations when the teacher greeting and opening the lessons, checking attendance, giving assignments, correcting students mistakes, closing the lessons, giving homework, and announcing grades. Meanwhile, the intermediate students’ stated that she was needed a full English explanations as much as 45% and needed to be used when explaining the materials, and the rest 55% was needed on the Indonesian explanations to clarify the materials that was explained using English earlier. Furthermore, the low students’ stated that she was needed as much as 80% for Indonesia explanations for explaining the material more deeply so that students become more understand. And the rest 20% was needed for English explanations in opening and closing the teaching activity, and giving an assignment so that the students would get used to it. Moreover, it can be concluded that the use of L1/L2 as a facilitator in their learning, as a tool to help them get a better understanding when learning English.
AN ANALYSIS OF DIFFICULTIES IN WRITING ESSAY AT SECOND GRADE OF EDUCATION COLLEGE OF STKIP Irsyad Nugraha
EEAL Journal (English Education and Applied Linguistics Journal) Vol 1, No 1 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v1i1.46

Abstract

Writing as one of the four skills in English has an important role for undergraduate students. This is because writing is productive skill which can build and rebuild the student’s motivation in mastering language. Writing is a basic skill for students, because it can improve students’ abilities in mastering language. In the process, writing skills has so many problems and solutions to enrich student’s capabilities.According to Harmer (2007), “writing is used as practice tool to help students practice and work with language they have been studying”. For example, ask a class to write five sentences using a given structure, or using five of the new words or phrases they have been learning. Writing activities like this are designed to give reinforcement to students. Another kind of writing for learning to occur is when we have students write sentences in preparation for some other activities. Brown (2001) claims that writing is a way of life, it means that in order to succeed in a course, students should express themselves with some oral skills and written skills about their ideas and abilities. When students can generate some ideas, thoughts and feelings in written, they have already succeeded to be creative students in processing some information.Population for this research is one purposed random sampling of second grade English Department students. The writer tries to get the sample only 20 students, which were taken from 90 students of second grade populations furthermore the writer tries to choose students with high cumulative mark and low cumulative mark to get the varieties problems of Essay Writing.    The writer obtained the instrument of data by using some questionnaires and interview for students in order to analyze whether the problem of writing essay and teaching techniques of writing essays
THINK-ALOUD METHOD: DEVELOPING STUDENTS' READING COMPREHENSION Dita Ayu Pratiwi; Norani Norani
EEAL Journal (English Education and Applied Linguistics Journal) Vol 5, No 2 (2022): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v5i2.2521

Abstract

The think-aloud method is a way for increasing reading comprehension. The think-aloud is a method that can help teachers in gathering student processes such as surmising and utilization of prior information. This research investigate the effectiveness of think aloud method in teaching students’ reading comprehension. Non-probability sampling was employed for choose learners from a state Junior High School in Garut for the quasi experimental research. The research sample consisted of class VIII for the experiment and control group. Through using pretest and posttest, the researcher gathered and statistically analyzed the data. The value of Sig evidences (2-tailed) is equal to 0.006 < 0.05, which means, the think-aloud method is not effective in teaching students' reading comprehension.
IDIOM’S TRANSLATION PROCEDURES FROM INDONESIAN INTO GERMAN Ary Fadjar Isdiati
EEAL Journal (English Education and Applied Linguistics Journal) Vol 2, No 1 (2019): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v2i1.843

Abstract

When the translator translate idioms from source language into target language sometimes they have difficulties, because they must choose the right translation procedure and ensure that the meaning in source and target text is equivalent.  The aim of this article is to find the idiom’s equivalence in the source text (ST) and target text (TT), and to know what translation procedures used in idiom’s translation.  The Newmark’s translation procedure was used as theory in this article.  The analytical part is based on a Pramoedya Ananta Toer’s novel Rumah Kacaand its translation in German.  The author found 115 idioms in this novel, consist of 107 (93%) expression datas and 8 proverb datas (7%), then analyzed them based on Newmark’s translation procedures.  It was found that the most translation procedure used by the translator to translate expression is synonymy:  74 datas (64.4%), paraphrase:  18 datas (15.7%), cultural equivalent:  10 datas (8.7%), reduction:  3 datas (2.6%), and modulation:  2 datas (1.7%).  While to translate proverbs used three translation procedures, synonymy:  4 datas (3.5%), literal:  2 datas (1.7%), and paraphrase:  2 datas (1.7%).  
THE EFFECTIVENESS OF TEACHER’S CORRECTIVE FEEDBACK IN TEACHING WRITIN Dini Yahdiyani
EEAL Journal (English Education and Applied Linguistics Journal) Vol 3, No 1 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal journal.v3i1.1096

Abstract

The effect of Teacher’s Corrective Feedback in Teaching Writing is a strategy that effectively facilities in learning English. The students can be more aware with the errors that they made in their writing product and will not write the errors repeatedly. The method used in this study was pre-experimental design and it was conducted in one of Islamic High School in Garut class X IPA 1. Written test was given to every students of the class to find out students’ writing achievement before and after have been given treatments. Beside that the interview was conducted to gather more information about students’ responses toward the strategy. Based on the findings that the value of tobserve (17.372) > tcritical (2.0452) it can be define that tobserved was out of Ho area and it meant that Ha was accepted. Therefore, it was concluded that using teacher’s corrective feedback significantly affected students’ achievement in writing text.
ARE YOUR IDEAS MANIFESTED AT YOUR STORY? TRANSITVITY ANALYSIS OF STUDENTS’ NARRATIVE TEXT Yustika Nur Fajriah; Anisa Siti Cahyani
English Education and Applied Linguistics Journal (EEAL Journal) Vol 2, No 3 (2019): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v2i3.1714

Abstract

Due to the prominence of students’ capacity in manifesting ideas, this study aims to do transitivity analysis on students’ narrative texts. To attain this aim, qualitative embracing case study design was undertaken. The data in this study were taken from six selected narrative texts written by the students. The data were then analyzed using the criteria of transitivity (linguistic features). The result reveals that students have been tried to amuse readers through their stories by using material process and mental process. However, there is an inadequacy in which students are better to learn more about how to make the text lively (through verbal process).

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