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[THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS TO IMPROVE STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Asri Setia Gusminar]]>;
<![CDATA[Eva Devi Sofyawati]]>
<![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.v1i3.1703
<![CDATA[The use of Authentic Materials method in teaching descriptive text was chosen as a means to improve an active situation in their speaking ability. This research aimed to analyze the use of Autyhentic Materials method in descriptive text type to improve students’ speaking skill. This is a quantitative research using pre-experimental approach. 40 students from first grade students of SMAN 10 Garut were selected to be the respondents of this study. The data were obtained through oral test, and the time to do the research is about one month. Then, they were analyzed and reported descriptively. The finding revealed that the TPR was significantly effective in improving students’ speaking skill. The data from pre-test and post-test showed that the average of the students’ achievement in pre-test was 45.87 and the average of students’ achievement in post-test was 61.80 and the result of Liliefors test showed that tcritical = 2.145 ≤ tobserved = 9.394.The results of the test showed that the students can significantly improve their speaking skill after using Authentic Materials method in learning descriptive text. Based on the result of study, it can be concluded that the majority of students were interested in learning English speaking through Authentic Materials method in learning descriptive text. This result indicates that teaching descriptive text by using Authentic Materials method can make the students tend to be more active in the teaching and learning process.]]>
<![CDATA[USING PICTURE SERIES IN IMPROVING STUDENTS’ SPEAKING SKILL ]]>
<![CDATA[Oktaviani Nur Indahsari]]>;
<![CDATA[Surtiana Harjadijaya]]>;
<![CDATA[Eva Devi Sofyawati]]>
<![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.v2i3.1722
<![CDATA[The writer intends to observe the use of picture series to improve the students' speaking ability. The steps are taken purpose to identify the significance of using picture series in improving the students’ speaking ability in a recount text. The study involved one class of the 2nd grade students at SMP Negeri 6 Garut as the sample. The design of this research was pre-experimental and used quantitative method to analyze the problem statement. The writer used pre-test and post-test as the research instrument to find out the result of using picture series in improving students’ speaking ability. The speaking assessment was adopted from Hughes (2002) covering accent, grammar, vocabulary, fluency, and comprehension. The hypothesis of the research is; there is a significant improvement using Picture Series in improving students’ speaking ability in VIIIB class at SMP Negeri 6 Garut. Through the process of experiment with using statistical computation showed that the use of picture series has improved students’ speaking ability significantly in a recount text. Test statistical technique on 0.05 significance level, the results are; that tobserve = 19.622 and tcritical = 2.0423, because tobserve (19.622) is higher than tcritical (2.0423), It meant that there is a significant improving of using picture series in improving students’ speaking skill. In reference to the result of the study, the conclusion was drawn that picture series was successful to improve the students’ speaking ability in recount text. The use of picture series to improve students’ speaking ability was proven effective and significant. By using picture series, students are expected to practice speaking and motivated them to learn speaking. As the suggestion, the use of picture series is recommended to be applied during teaching and learning speaking in junior high schools. It is also important for teachers to select particular pictures appropriate with the students’ needs, interests, and the curriculum as well.]]>
<![CDATA[THE IMPLEMENTATION OF PHOTOGRAPHS IN IMPROVING STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Ulfah Fauziah Alfalah]]>;
<![CDATA[Anne Ratna Suminar]]>
<![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.v3i2.1842
<![CDATA[The title of this research is “THE IMPLEMENTATION OF PHOTOGRPHS IN IMPROVING STUDENTS’ SPEAKING OF STORYTELLINGâ€. The purpose of this study was to investigate the students’ speaking storytelling using photographs. The research explored about photograph in teaching speaking of storytelling. The method that applied in this research was quantitative method which was preexperimental design. Speaking test and questionnaire were used to collect the data. This research was conducted to 1st grade student in a private senior high school in Garut. Based on the result of this research, it was shown that photographs affected in improving speaking skill ability. It was proven of the different score in pre-test and post-test score. The post-test score increase significantly and it also could be concluded from the t-test result in which t-observed was higher that t-critical it meant there was significant affect in improving students’ speaking ability using photographs. It was said that Ho was accepted if the lower has negative (-) value and upper has positive (+) value or sig. (2-tailed) > α. From the table above it was showed that the lower and upper had negative (-) value and sig. (2-tailed) = 0.000]]>
<![CDATA[Teacher’s Experience in Presenting Vocabulary to Young EFL Learners ]]>
<![CDATA[Yetti Fajriati]]>
<![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.v3i3.1865
<![CDATA[This research aims to find out the techniques in presenting vocabulary to young EFL learners and to investigate difficulties and constraints as perceived by teachers in teaching vocabulary to young learners. A qualitative case study design will be used in this research. Data will be taken from teaching and learning activities by using observation and interview. The collected data will be classified, analyzed and concluded. This research is expected to be used as a reference for potential young learners’ teachers to teach in the future.]]>
<![CDATA[TEACHERS’ PERCEPTION ON STUDENTS’ ENGAGEMENT IN BLENDED LEARNING IN EFL READING CLASSROOM ]]>
<![CDATA[Restiana Olivia Pramadita]]>
<![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.v5i1.2511
<![CDATA[In this pandemic era, blended learning model applied in school one of them in teaching EFL. Blended learning is a relatively new field that combines traditional teaching approaches with online learning. Other than that, students’ engagement is a key aspect in the improvement of getting to know in classroom. The purpose of this research is to find out students’ engagement in blended learning in EFL reading classroom from the teacher's point of view. This research guided by qualitative research approach with case study design. This research was conducted at one of junior high school in Garut. The participants in this research are three English teachers from that school. The data was collected through face-to-face and online interviews. To analyze the data of this research, researcher used inductive analysis data. The findings of this research based on teachers’ perception from participants are behavioral engagement of students in blended learning in EFL reading classroom have the same position between offline and online learning in classroom. Cognitive engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. Emotional engagement of students in blended learning in EFL reading classroom more positive when offline learning than when online learning. It means that in blended learning, student involvement is more likely to look good or positive during offline learning compared to online learning.]]>
<![CDATA[THE EFFECTIVENESS OF PEER ASSESSMENT IN DEVELOPING STUDENTS’ WRITING OF RECOUNT TEXT ( A pre-experimental study at second grade students in one of Public Senior High Schools in Garut, Indonesia) ]]>
<![CDATA[R. Aulia Utami 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.v1i2.137
<![CDATA[This study is aimed at examining the effectiveness of peer assessment in developing students’ writing of recount text and to find out whether or not students give positive responses on the use of it. The participants of this study consisted of thirty-two learners from the second grade of a public senior high school in Garut. This study implemented pre-experimental design as the research method. The data were obtained from English writing ability test involving the pre-test and post-test in order to know the students’ writing ability before and after using peer assessment. The questionnaire as the second instrument of this research is given to the students to see their responses of the use of peer assessment. Both results of the instruments were analyzed quantitatively using SPSS Ver.24 and using the chart application on Microsoft Excel 2016. Therefore, the findings reveal that peer assessment is effective in developing students’ writing of recount text and students give the positive response on the use of it. Based on these findings, it is recommended to implement peer assessment in teaching and learning program.]]>
<![CDATA[IMPROVING STUDENTS’ WRITING NARRATIVE TEXTS THROUGH EXPLORATION - EXPLANATION - EXPRESSION (E3) METHOD ]]>
<![CDATA[Evi Nurhidayah]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 2, No 1 (2019): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v2i1.1081
<![CDATA[This study which is entitled ‘’Improving Students’ Writing Narrative Text Through Exploration-Explanation-Expression (E3) Method’’. It aims to find out the effectiveness of Exploration-Explanation-Expression (E3) Method as a method in improving students’ ability in writing narrative text. The method used in this study was quantitative method. The design of this study was pre-experimental research design. The result showed that Exploration - Explanation - Expression (E3) Method is effective in improving students’ ability in writing narrative text. The result of calculation showed that in the significance degree of (ɑ) 0.05. The value of tobserved > tcritical (10.0353 > 2.0752). According to the criteria of the test, the result showed that there is significance difference to students' writing ability in writing narrative text through Exploration - Explanation - Expression (E3) method. It means that, Exploration - Explanation - Expression (E3) method is effective to improve students’ ability in writing narrative text.]]>
<![CDATA[CONTRIBUTING FACTORS TO EFL STUDENTS’ SPEAKING ANXIETY ]]>
<![CDATA[Muhamad Taufik Hidayat]]>
<![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.v4i1.1101
<![CDATA[Anxiety is one of the most influential factors on students’ learning, especially speaking. English speaking is a language skill that is highly affected by anxiety. Therefore it suggested that the cause of this anxiety be explored to reduce its significant effect on learner. This research aimed at describing contributing factors to EFL students’ speaking. Qualitative inquiry was used as the main framework in completing the analysis. The participants of this research was EFL learners enrolled in English department in a private university in Garut. They were involved based on volunteer participation. Their identity was presented as pseudonym in order to comply with the research ethical conduct. The interviews were used to explore many contributing factors to speaking anxiety experienced by EFL Learners. The result revealed that there are nine dominant factors identified as the cause of students’ speaking anxiety, they are: cognitive and linguistic factors related to classroom procedure, strict and formal classroom environment, classroom presentation, fear of making mistakes and apprehension about others’ evaluation, role of language instructors, linguistic difficulties, pronunciation, grammar, and vocabulary]]>
<![CDATA[THE INFLUENCE OF SUBTITLES IN SHORT MOVIES ON STUDENTS’ LISTENING COMPREHENSION (A Quasi- Experimental Study in One of State Junior High Schools in Garut) ]]>
<![CDATA[Amalia Audina]]>;
<![CDATA[Anne Ratna Suminar]]>
<![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.v1i3.1697
<![CDATA[This quasi-experimental study intended to figure out whether the subtitles in short movies influence students’ listening comprehension. To achieve the purpose, the data were collected through listening test. This nonequivalent control group design was conducted with 60 students of second grade in one of Junior High School in Garut. In terms of findings, the study revealed that subtitles in short movies had significant influence on students’ listening comprehension. It proves by the t’ test value of posttest that is tcount = 2.268 < tcritical = 2.0452. Therefore, it means that Ho was rejected and Ha was accepted. This study concluded that the subtitles in short movies offer potential benefit and may help on improving students’ listening comprehension.]]>
<![CDATA[THE IMPLEMENTATION OF GENRE-BASED APPROACH IN TEACHING SPEAKING OF DESCRIPTIVE TEXT ]]>
<![CDATA[Alfina Nur Fadila]]>;
<![CDATA[Tatang Setia]]>;
<![CDATA[Rajji K. Adireja]]>
<![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.v2i3.1716
<![CDATA[This study was conducted in order to find out the implementation of Genrebased approach in teaching speaking of descriptive text and the students’ responses toward the implementation of Genre-based approach. This study was conducted at Grade XII Multimedia program of SMK Negeri 4 Garut. This study used descriptive method in non participant observation which researcher did not participate in the activity being observed. The data were obtained through observation and interview. All the data interpreted to answer all research questions. This study revealed that the teacher has understood about the basic principles and stages in Genre-based approach and implementing it properly in his teaching and learning process. Based on the interview with English teacher the researcher found the students showed positive responses toward the implementation of this approach in the class. It can be proven by the improvement of students’ enthusiasm in responding learning and teaching process.]]>
