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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 211 Documents
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THE ANALYSIS OF TEACHER’S BELIEF ON DIGITAL LITERACY IN FORIGN LANGUAGE TEACHING Muhamad Taufik Hidayat
English Education and Applied Linguistics Journal (EEAL 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/eealjournal.v2i1.1080

Abstract

Digital literacy is a substantial part of 21st-century learning every teachers need to possess. Consequently, the rapid development of digital technologies requires teachers as learning architects and instigators to employ digital literacy in organizing their students in digital environments. In spite of its importance, research related to teachers’ digital literacy in English Language Teaching context is limited. Hence, this study aims to explore more on teachers’ belief about the integration of digital literacy through three aspects of teacher’s belief; behavioral belief, normative belief and control belief. For that reason, a qualitative analysis on English teachers was employed in this research. Five English in-service teachers were examined through interviews as the data collecting techniques. The findings indicated that the behavioral belief was related to the implementation of the concept of digital literacy in terms of developing students’ 21st-century skills, normative belief dealt with the expectation in social context both administrators and parents, while control belief was about the availability of particular digital technology to be implemented in the classroom. The findings of this study expected to provide an overview of the teacher’s belief which drives the integration of digital literacy in the classroom. This study provides an overview of teachers’ beliefs in integrating digital literacy which help teachers to personalize their professional development to adjust the digital era into teaching-learning instructions.
EXPLORING NON-NATIVE ENGLISH TEACHERS’ ORAL CORRECTIVE FEEDBACK IN CLASSROOM Ai Rachma Yunita; Ateng Kurnia; Wahid Hasyim
English Education and Applied Linguistics Journal (EEAL 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/eealjournal.v3i1.1098

Abstract

This study aims to describe the types of oral corrective feedback used by teacher in classroom activity. To achieve the aim, the study used descriptive qualitative design in order to answer the research problem; what are types of oral corrective feedback used by teacher in the classroom activity. The data were collected from three non-native English teachers through observation by taking audio/videos of the teaching and learning process. The videos were transcribed and then analyzed it for gaining the result. This study employs six types of teachers’ feedback by Ellis (2009) as checklist criteria. By doing so, they are able to strengthen the findings into the assessment of language teachers education. The result shows that teacher A used explicit correction and repetition in her classroom activity. Teacher B used clarification request. Teacher C used clarification request and explicit correction. In conclusion, the dominant types on teachers’ oral CF used in the classroom activity is clarification request. However, teachers’ strategy on give the corrections toward students’ erroneous in classroom activity is different depend on the mistakes and the conditions of the students itself.
AN ANALYSIS OF MASCULINITY IN BTS BOY BAND MUSIC VIDEOS Hana Listia Firdah; Angga Maulana; Senny S Alwasilah
English Education and Applied Linguistics Journal (EEAL 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/eealjournal.v4i2.1519

Abstract

The massive popularity of K-Pop currently regards as one of the world's most popular. As a result, the researcher was drawn to the Bangtan Boys (BTS) music videos entitled We Are Bulletproof Pt.2 and Boy With Luv (feat. Halsey). This study aims to find out what kind of masculinity BTS Boy Band built and how they portrayed their masculinity in their music videos. The writer also used the qualitative descriptive based on Roland Barthes' semiotic theory as a sign system separated into denotation and connotation, which builds a myth to obtain the meaning. The results found that the type of masculinity represented by the BTS boyband is metrosexual, seonbi, and bishonen. They have portrayed their masculinity from fashion usage that crosses gender boundaries, expression, and gestures that they represent in the music videos. BTS has a significant role in society as a public figure, especially for the younger generation who love and understand themselves more. If the man himself has femininity and masculinity, there is nothing wrong. BTS has redefined masculinity in many ways, and the most obvious is how they present themselves physically. They portray how the freedom and flexibility to wear whatever they want regardless of gender. BTS also teaches men that it does not become harmful for men to admit that they are vulnerable. It is all right to be clumsy, and nobody will judge anything about it. Loving ourselves is more important than following popular standards in society (which is not necessarily good for one's mental health).
IS ICT IMPORTANT TO BE INTEGRATED INTO EFL TEACHING: LECTURERS’ POINTS OF VIEW Yustika Nur Fajriah; Farhan Fauzia
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.v2i3.1715

Abstract

Due to the pros and cons of ICT use in the classroom, this study focuses on investigating the lecturers’ perception of the application of ICT-based English teaching in university. To fulfill this aim, this qualitative research through a semistructured interview was conducted to two male EFL lecturers. The data were then analyzed inductively through the phase of recording, transcribing, categorizing, and interpreting. Moreover, the findings show that despite the familiarity with ICT, in the practice, both of them have a different preference; one of the lecturers always use ICT, and the other does not. To conclude, although ICT integration is one of the government’s program in the latest curriculum, the use of ICT is not welcomed by all lecturers.
THE TYPES OF ICT IN EFL CLASSROOM: CONSTRUCTIVE COMMUNICATIVE AND COLLABORATIVE TOOLS OF URBAN VOCATIONAL HIGH SCHOOL IN MAJALENGKA Reza Octaviana Pratama; Raynesa Noor Emiliasari; Eva Fitriani Syarifah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 2 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v3i2.1836

Abstract

The types of ICT in education helped the education system to be better and directed. In 4.0 eras, English teachers are demanded to embrace technological change to be applied in the classroom during the teachinglearning process. In the preliminary study, the researcher found that the types of technology in EFL classroom posed its own tools that used by the teachers and the students in applying ICT itself. Thus, by this study aims to reveal the types of ICT implementation in urban vocational high schools. By using a qualitative case study design, the results of the study showed that types of ICTs’ tool changed the teaching-learning process more creative. The researcher observed the urban vocational high school, and then interviewed 1 English teacher, and 3 students which data presented in a tabular form. In this study, showed the types of ICT’s tool that has been implemented in urban vocational high school are constructive and collaborative tool. Eventually, the implementation types of ICT are expected to have a positive effect for the English teachers and also the students.
AN ANALYSIS OF SOCIAL CONFLICT IN TOER’S “MIDAH, SIMANIS BERGIGI EMAS” Ilma Darojah; Muhamad Taufik Hidayat
English Education and Applied Linguistics Journal (EEAL 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/eealjournal.v4i2.1855

Abstract

The objective of this study was to find out the significant effect of Task Based Language Teaching towards students’ writing ability. The research method used in this study was quantitative method with the pre-experimental design. The participants of this study were the tenth grade students in one of state vocational high schools in Garut at academic year 2019/2020. One class was chosen as sample of this study. One class was selected as an experimental class which consisted of 30 students. The data were collected through the result of students’ pre-test and post-test. The data were analyzed by using ztable formula. The result showed that zobserved = 13.012 and the significance level of 0,05; zcrirtical = z(0,5-0,05) = z0,450 = 1,65. Therefore, zobserved = 13.012 was greater than zcrirtical = 1,65, so that H0 was rejected and H was accepted. It could be concluded that there was a significant effect on students’ reading comprehension by using Read, Cover, Remember and Retell strategy.
UNREVEALING THE CHALLENGES OF NOVICE ENGLISH TEACHERS IN ENGLISH TEACHING Azmi Nurlatifah; Rajji K. Adireja; Wahid Hasim
English Education and Applied Linguistics Journal (EEAL 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/eealjournal.v4i3.1892

Abstract

This study aims to unrevealing the challenges of novice English teachers in English teaching. This research was used qualitative method. The writer used the case study design. The instrument for collecting the data through interviews. This study was conducted in some junior high school in Garut areas, West Java. It is located around rural area. The participants were selected utilizing the purposive sampling method. The findings showed that novice English teachers have some challenges in English teaching. First, novice teachers were difficulty implemented their knowledge in the world of work. Second, the biggest challenge for novice teachers is classroom management. Third, failure to manage the classroom caused students misbehavior in the classroom, such as daydreamed, slept in class, talked, used a smartphone, etc. Fourth, mentality, novice teachers often lead to childish attitudes when they were taught. Fifth, novice teachers thought about keep staying or leaving their profession as teachers. Sixth, all of the novice teachers felt sad and disappointed faced many problems.
TALK-WRITE: A GROUNDBREAKING TECHNIQUE FOR SHAPING THE STUDENTS’ ARGUMENTATIVE WRITING SKILLS ON DISCUSSION ESSAYS Soni Tantan Tandiana; Fuad Abdullah; U Komara
English Education and Applied Linguistics Journal (EEAL 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/eealjournal.v1i1.48

Abstract

AbstractSince argumentative writing skills play an indispensable role in higher educational contexts, the students are required to produce academic works representing their academic insights and critical perspectives towards problematized issues around them. Conversely, the students may frequently encounter intricacies while applying complicated syntactic forms and proper aspects during writing Discussion essays as one of the argumentative writing genres. For this reason, the current study aimed at exploring how Talk-Write technique facilitates the students in writing Discussion essays. This study involved 30 EFL students and an experienced writing teacher at a university in Indonesia. The data were analyzed through thematic analysis following the notions of Talk-Write (Meyers, 1985; Ling, 1986; Radcliffe: Crasnich & Lumbelli, 2005). The findings indicated that Talk-Write technique enables the students to produce the Discussion essays. Besides, it stimulated them to speak actively in English while negotiating ideas, exchanging debatable arguments and positioning stance and voice. Briefly, Talk-Write technique can facilitate the students in exchanging vocal to scribal dialogue, gaining pivotal and desired ideas and fostering professional competencies as the talkers and the writers and personal styles.Keywords: Talk-Write technique, Discussion essays, Argumentative writing skills
AN ANALYSIS OF FITNESS BETWEEN A LESSON PLAN WITH SYLLABUS IN TERMS OF LEARNING OBJECTIVES, PROCEDURE, AND EVALUATION Sri Meiweni Basra
English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 3 (2022): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v5i3.2525

Abstract

There are issues with teachers’ reluctance in writing their lesson plans. They use last year’s lesson plan, copy their friends’ lesson plan, or download it from the internet. The purpose of this study is to find out how lesson plans written by teachers teaching grade ten in a Senior High School in Bandung align with the syllabus in terms of learning objectives, procedure, and evaluation. The study applies the framework of descriptive study (qualitative research). One out of four lesson plans was chosen as the main object of the data which is analyzed using the adapted instrument from Evaluasi Diri Sekolah. The fitness among learning objectives, activities, and evaluation were analyzed in detail after checking out eight criteria of the interdependence of lesson plan and syllabus at a glance. The findings of the research described that the lesson plan analyzed aligns with the syllabus in terms of learning objectives, activities, and evaluation. The study concluded that a lesson plan should be developed by referring to the syllabus because the elements are interdependent. Hopefully, it is recommended for other teachers to develop their lesson plans by referring to the syllabus so that the alignment between the lesson plan and syllabus help in running a good teaching and learning process. 
COMPREHENSIBLE INPUT, EXPLICIT TEACHING, AND CORRECTIVE FEEDBACK IN GENRE BASED APPROACH TO TEACHING SPOKEN HORTATORY EXPOSITION TEXT Yustika Nur Fajriah
English Education and Applied Linguistics Journal (EEAL 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/eealjournal.v3i1.849

Abstract

This study aims to investigate how effective comprehesible input, explicit teaching and corrective feedback in Genre Based Approach develop students’ speaking in hortatory exposition; particularly in the aspect of genre. To achieve the purpose of the study, a case study design was chosen. The data were collected from classroom observations, and students’ texts. The data from observation were analyzed using four stages of analysis including organizing, transcribing, converting, classifying, describing, and interpreting. The students’ texts were analyzed using the rubric adapted from Butt, Fahey, Feez, spinks, and Yallop (2000) and Emilia (2011).The result confirms that comprehensible input, explicit teaching and corrective feedback develop students’ speaking in hortatory exposition. Students were able to speak by following the genre moves of hortatory exposition. This study suggests that the techniques of comprehensible input, explicit teaching, and corrective feedback are recommended to be applied in a language teaching process. 

Page 7 of 22 | Total Record : 211

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