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
211 Documents
<![CDATA[AN ANALYSIS OF SPEECH ACT DURING SPEAKING CLASS ACTIVITY (TEACHER – STUDENTS TALKS) ]]>
<![CDATA[Chintya Fitria Rachmawati]]>;
<![CDATA[Andi Rustandi]]>;
<![CDATA[Luthfiyatun Thoyyibah]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 2 (2022): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v5i2.2516
<![CDATA[This research focuses on speech acts as a significant role in teaching and learning process. In line with this topic, the aimed of this research attempts to find out the types of speech act mostly used by teachers’ and students’ English program. This study used descriptive qualitative method. The data which were used the utterances performed by the teacher and students talk in speaking class. Those speech acts are supported by theories of Searle (1977) who find out the use of speech act. From the theory, there are 5 classifications of illocutionary speech act; representative, directive, expressive, commissive, and declarative. The findings show that the classifications of speech acts mostly used by teacher is directive and representative is mostly used by the students. From the findings, teacher’s directive has some involvement toward students’ behavior during teaching and learning process. Besides, the used of representative by students has enhances their speaking ability. This study concludes that when teacher and students used the speech acts, it helps them comprehend the message in every utterance and easy to understand when communication. Hopefully, this study will help develop good classroom communication between teachers and students.]]>
<![CDATA[TEACHERS’ AND STUDENTS’ PERCEPTIONS ON SPOKEN CORRECTIVE FEEDBACK ]]>
<![CDATA[Muhammad soni]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v1i2.162
<![CDATA[What the teacher applies on teaching is the representation of teacher perceptions on how the teaching process should take place. However, what the students perceive and believe would also affect to how they study at classroom. This study aimed at finding the students’ and teachers’ perceptions on spoken CF and discovering the similarities and differences of perceptions between students and teachers on spoken CF. This study was a qualitative study. Observation, interview and questionnaire were the instruments used. The two teachers involved were observed in the classroom for three meetings and also interviewed. The questionnaire was distributed to two classes representing of each teacher’s class. Both teachers and students agreed if the spoken CF is required and delayed correction is more suitable time to do. Nevertheless, both teachers and students have different arguments about the frequency of spoken CF. The discrepancy perceptions are also discovered in the priority corrected errors and the strategy of spoken CF. In sum, teachers should take into account students’ perceptions as factors to enhance the learning activities. Besides, the amount of spoken CF should also consider students’ beliefs, learning objectives, and learning activities]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND THEIR SPEAKING SKILL ]]>
<![CDATA[Nira Herdiani]]>;
<![CDATA[Anne Ratna Suminar]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 1 (2020): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v3i1.1092
<![CDATA[This paper entitled “The Correlation between Students’ Motivation and Their Speaking Skillâ€. The writer conducted research at one of senior high school in Garut. This research is aimed to find out there is any significant difference between motivation and speaking skill. The research procedures of this research are: first, the writer made instrument, second the writer give questionnaire motivation trait, third the writer doing interview on answer was choose, last the writer conducted data and reported data. After the writer calculated the data used T-test, it showed mean (x) of students motivation is 2.375 and the mean (x) of students speaking skill is 2.453 and then tcritical value by used significant level 0.05 is 2.0484 and t observed is 19,891 or tobserved ≤ tcritical. Based on the test hypothesis, and the curve of hypothesis testing showed the t test was on area of Ha acceptance. It means that there was significant difference between motivation and speaking skill]]>
<![CDATA[COLLEGE STUDENTS’ PERCEPTIONS ON USING MOVIES FOR VOCABULARY LEARNING ]]>
<![CDATA[Widia Rahmi Fauzi]]>;
<![CDATA[Setia Muljanto]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v4i1.1105
<![CDATA[The purpose of the research was to found out college students’ perception on using movie as learning media for vocabulary learning. The participants of this research are 5 students four Grade at English Education Program in Garut. All participants are those who have taken general and academic course and have used movie media. In collecting the data, the researcher gave interviewed the sample that related to students perceptions. Data were collected by interview by using qualitative method. The result is analysis revealed that the students’ responses on using movie as learning media to learn vocabulary were positive, the researcher found 3 results. The first, learning media is very important. The second, students believe that the use of movies as a learning media have beneficial effect. The last, students agreed that movies are useful to learn some new words and improve their vocabulary learning even though they used Indonesian subtitles]]>
<![CDATA[THE EFFECT OF CONTEXTUAL TEACHING AND LEARNING IN WRITING RECOUNT TEXT ]]>
<![CDATA[Afifah Anggraeni Sekar]]>;
<![CDATA[Amir Hamzah]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 3 (2018): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v1i3.1702
<![CDATA[This research entitled "The Effect of Contextual Teaching and Learning method in writing recount text". This aim of this research is to find out the significant effect of Contextual Teaching and Learning method that used in writing recount text. In this research, the researcher took one Junior High School in Wanaraja academic year 2016/2017. This participant of this research were conducted to 37 students in the 2nd years of Junior High School 1 Wanaraja in 27th July 2016. The researcher used Quantitative method and Pre-experimental design to find out the effect of CTL method. Writing test used in this research were collected Pre-test, Post-test, and treatment. Moreover, this research will use text in the This research also will use pre- experimental research and will focuses on the second grade at one state of Junior high school in Garut . In addition, writing test, pre-test, and post-test will be used to collect the data. Quantitative method will be used to analysethe data to compare the score of both groups in pre-test and post-test.]]>
<![CDATA[BRAINSTORMING TECHNIQUE TO DEVELOP THE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Nita Nurlaela Sa'ban]]>;
<![CDATA[Wahid Hasim]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 2, No 3 (2019): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v2i3.1720
<![CDATA[The aim of this study entitled “Brainstorming Technique to Develop the Students’ Writing Skill†was to investigate to find out the effectiveness of brainstorming technique in teaching writing. The research was conducted to 35 students in the 2nd grade at SMP N 1 Tarogong Kidul. The data was collecting on 19 April 2016 until 17 May 2016. The researcher used a quantitative method to answer this problem. First, the students were given pre-test to know the ability students’ writing before giving treatment. Then, the students were given the treatment by teaching writing using brainstorming technique. After giving the treatment, the students’ was given a post-test. The result of pre-test and post-test were analyzed by using t-test. All the processes of collecting, analyzing and interpreting the data were aimed to test the hypothesis. The researcher used the hypothesis criterion test if:-tcritical ≤ tobserved ≥ tcritical, then alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It means that there is significant difference of using brainstorming in students’ writing skill as the tobserved pointed at 11.884, and tcritical pointed 2.0484, so the tobserved (11.884) was higher than -tcritical (- 2.0484) and tcritical (2.0484). The research resulted, alternative (Ha) was accepted and null hypothesis (Ho) was rejected. Moreover, it means that there was difference of using brainstorming in students’ writing skill.]]>
<![CDATA[Theme-Based Learning in Teaching Speaking Skill (A Pre-experimental Study of Tenth-Graders in One of Senior High Schools in Garut) ]]>
<![CDATA[Ira Destiani]]>;
<![CDATA[Tatang Setia]]>;
<![CDATA[Muhamad Taufik Hidayat]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 2 (2020): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v3i2.1841
<![CDATA[This study was conducted to investigate the effectiveness of theme-based learning in teaching speaking skill. Specific objectives of this study were to find out: (1) whether theme-based learning is effective in improving students’ speaking skill and (2) students’ responses toward the implementation of this teaching method. This study, that was conducted in one of senior high schools in Garut to 37 students used quantitative method collaborated with pre-experimental design. The data in this study were collected by using speaking test; pre-test and post-test and interview. The speaking tests then analyzed and interpreted by using t-test to find out whether theme-based learning is effective in improving students’ speaking skill or not. Meanwhile, the interview then classified into description to find out students’ responses toward the implementation of theme-based learning. The result of this study showed that theme-based learning is effective in improving students’ speaking skill. The pre-test score indicated mean 9.216 and post-test score indicated mean 15.02 with t-test showed tobserve > tcritical (11.264 > 1.6893). In addition, the result of the interview that was conducted to the 10 students showed 100% positive responses]]>
<![CDATA[NON – ENGLISH DEPARTMENT STUDENTS’ PERCEPTION OF LEARNING ENGLISH ]]>
<![CDATA[Resa Andiyani]]>;
<![CDATA[Tanto Setia Muljanto]]>;
<![CDATA[Muhamad Taufik Hidayat]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 3 (2020): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v3i3.1862
<![CDATA[This study aimed to investigate the Non-English department students’ perception toward learning English in Faculty of Science and Technology. This study employed a qualitative research in which using ex-post facto design. The participant of this study were 10 out of 150 students of mathematic program. The data were collected by using questionnaires and in- depth interview. The items for the questionnaire were developed from the previous research Abidin (2012) which were found appropriate to be used. The data were then analyzed using three aspect of perception i.e., cognitive, behavioral, and emotional. There was a statistically change between positive and negative respond from the students. They were thought English was important to know and learn English because English opens up the widest possible job and employment opportunities in many countries and markets. Working knowledge of the English language can create many opportunities not only in regions but also in international markets and they also tried to improve their English in some ways although the participants find difficulties. They found difficult in learning English in the four basic skill of English. They felt difficult when they have to read math symbols in English]]>
<![CDATA[THE ROLE OF LESSON PLAN AS AN EFFORT TO IMPROVE THE QUALITY OF TEACHERS IN TEACHING ENGLISH ]]>
<![CDATA[Yusuf iskandar]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 1 (2022): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v5i1.2506
<![CDATA[This study is aimed to (1), determine the role of teaching English. (2) prove that the use of lesson plan give effect toward improvement of teacher’s quality in teaching, especially for teaching English. This study is a classroom action. The subject of this study is English teachers of SMA Negeri 5 Garut. Techniques of collecting datas are by using observation, interviews and documentations. The result of observation and interview with the English teachers in SMA Negeri 5 Garut state that all English teachers have arranged and used the lesson plan, and obtained data, from the six English teachers who do not understand about the role of lesson plan are only 2 persons, while 4 other English teachers have understood the role of lesson plan in teaching English. But, in improving and implementation, it is constrained by several factors as I explain in the discussion. But, in practice, English teachers will effort with existing abilities and collaborate with other teachers to keep contributing the best services to students in accordance with syllabus and English teaching plan and teach based on the lesson plan that accordance to condition and student’s characters in the present and the future.So, from this study, we can take a conclusion that a lesson plan gives big effect in improving English teachers qualities especially teachers in SMA Negeri 5 Garut and others in general.]]>
<![CDATA[ON LANGUAGE ACQUISITION: KEY FACTORS IN ACQUIRING FOREIGN LANGUAGE NATURALLY ]]>
<![CDATA[Muhammad Taufik Hidayat]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v1i2.136
<![CDATA[Language Acquisition has always been the purpose for every language learning process. Many researchers and experts have involved in the search for the holy grail of finding the most appropriate method, technique or strategies for teaching English. Instead of attempting to apply what so called the most appropriate method for language learning, learning from “successful†learners seems to provide a shortcut in providing the explanation for this matter. Hence, this study was intended to discover the foreign language acquisitions process by conducting retrospective analysis. To this end, ex-post facto study was chosen as the research design. There are five participants purposively chosen as the data source for this study. They were chosen due to their language competence and performance deemed appropriate in providing information needed in this ex post facto study. The main instruments primarily used in this study were interviews and document analysis. Document analysis was used to confirm the actual language competence of the participants deemed as successful English learners. The interview, on the other hand, was used to explore the contributing or determinant factors during their language acquisition process. The result revealed that language exposure, motivation, attitude and socioeconomic status are prominent in affecting the foreign language acquisitions. In addition to these factors, native-level input was also acknowledged influential to the success of the participants’ language acquisition. In addition, this finding was expected to provide more insight in understanding foreign language acquisition in EFL context and it will eventually contribute to improve the foreign language practice in EFL context]]>
