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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 9 Documents
 1 
Search results for , issue "Vol 1, No 2 (2018): EEAL Journal" : 9 Documents clear
THE IMPLEMENTATION OF MULTIPLE INTELLIGENCES IN TEACHING BASIC ENGLISH TO CHILDREN Pipih Setiawati
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.159

Abstract

In his multiple intelligence theory, Gardner (1993) sought to extend the capacity of human potential beyond the frame of the IQ score. Moreover, Gardner has grouped the capabilities into eight categories or intelligences. Those ntelligences are linguistic intelligences, logical�mathematical intelligences, spatial intelligences, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence and the last one is naturalistic intelligence (Amstrong, 2002:2). According to Campbell’s experiences above, the writer is interested to investigate the Multiple Intelligences theory as teaching model especially in teaching basics English to children. All people posses all intelligences at varying levels, it is helpful for teachers to present content material through a variety of intelligences to make the information comprehensible to all learners.
LEXICAL AND GRAMMATICAL ERRORS IN SPEECH PRODUCTION: A DESCRIPTIVE QUALITATIVE STUDY OF HIGH SCHOOL STUDENTS IN BANDUNG Eri Subekti
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.135

Abstract

This study is about lexical and grammatical errors in students’ speech production of speaking performance. The aims of the study are to find out the kinds of errors in the speaking performance and the error which is most frequently occurred. The participants were 36 high school students in the level of beginner. In lexical errors, the classifications are divided into two kinds, they are: 1) Lexical errors constitute collocations, idioms, content and functional words and errors of derivational morphology; and 2) Lexical errors constitute unintentional use of L1 lexemes. The Grammatical Errors are divided into two classifications of Syntactic Errors and Morphological Errors. Based on the oral distributions, the most frequent error occurred is morphological error regarding the omitted and misused ‘be’.
THE INFLUENCE OF PRONUNCIATION INSTRUCTION ON SPEAKING SKILL OF COLLEGE STUDENTS Fani Triani Rahmat; Ateng Kurnia; Amir Hamzah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.1119

Abstract

This paper is titled "Effect of Pronunciation Instructions on Student Speaking Skills". The aim is to know clearly the effect on students' pronunciation in English speaking skills. The research design that will be used is qualitative and data collection in case studies, using several types of data collection namely questionnaires and interviews. As a participant, the authors prepared 6 students as participants to participate in the study. These are English students from the Indonesian Institute of Education (IPI). Then the authors observe the effect on English speaking skills and what difficulties students have when learning pronunciation. The factors that cause the teaching of pronunciation are not student skills, namely the lack of practice instructed by the teacher. And the lack of students understanding books recommended by teachers to better understand the instructions given
TEACHERS’ AND STUDENTS’ PERCEPTIONS ON SPOKEN CORRECTIVE FEEDBACK Muhammad soni
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.162

Abstract

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
ON LANGUAGE ACQUISITION: KEY FACTORS IN ACQUIRING FOREIGN LANGUAGE NATURALLY Muhammad Taufik Hidayat
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.136

Abstract

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
ATTITUDINAL FACTORS TO ENCOURAGE LEARNERS’ CAPABILITIES IN LEARNING ENGLISH Dwi Warry Octaviana
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.163

Abstract

Attitudinal factors that relate to second language acquisition will perform one or both of two functions. First, they will be factors that encourage intake. They are simply factors that encourage the learners to communicate with speakers of the target language, and thereby obtain the necessary input, or intake, for language acquisition. Second, attitudinal factors relating to acquisition will enable the learners to utilize the language heard for acquisition. Simply hearing a second language with understanding appears to be necessary but it is not sufficient for acquisition to take place. The learners must not only understand the input but must also, in a sense, be open to it. The following of attitudinal factors that relate posited predictors of second language proficiency to those two functions are integrative motivation and instrumental motivation. The presence of integrative motivation should encourage the learners to interact with speakers of the second language out of sheer interest, and thereby obtain intake. Meanwhile, instrumental motivation will encourage the learners to interact with second language speakers in order to achieve certain ends.
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) R. Aulia Utami Hidayat
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.137

Abstract

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.
MOVES WITHIN THE LITERATURE REVIEWS AND DISCUSSION SECTIONS OF INTERNATIONAL POSTGRADUATE THESES AND DISSERTATION ON ELT AND APPLIED LINGUISTICS Fuad Abdullah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.373

Abstract

Literature Reviews (LRs) and Discussion sections are plausibly considered as indispensable components in theses and dissertations. To illustrate, LRs commonly function to rationalize the value of the research and to delineate its differences with what has been authenticated in the existing literature. Meanwhile, Discussion sections enable the writers to answer the research questions, summarize findings or focus on the primary findings. Conversely, there is a dearth of research on LRs and Discussions from a genre-analytic perspective. To fill this void, this study aimed at exploring the obligatory, conventional, and optional moves in the LRs and Discussions of a number of postgraduate theses and a dissertation on ELT and Applied Linguistics. The data were collected through document analysis by involving three MA theses and one dissertation as the corpus of this study (N=4). The data were analyzed by following the concepts of Jian’s Schematic Structure on LRs (Jian, 2010) and Nodoushan & Khakbaz’s Rhetorical Moves of Discussion sections (Nodoushan & Khakbaz, 2011). The findings displayed that Establishing territory (Move 1), Surveying & summarizing previous research (Move 2) and Creating a research niche (Move 3) can probably categorized as important and obligatory moves to exist in LRs. Furthermore, Reporting results (Move 2), Commenting on results (Move 4), Evaluating study (Move 6) & Deductions from research (Move 7) are obviously assumed to be obligatory for they can cover the essence of other moves in Discussion sections. Therefore, move-sensitivity should be implanted and developed earlier to help students write effective and informative LRs and Discussion sections both within postgraduate theses and dissertations
COMPARING DIFFERENT STRATEGIES IN IMPROVING STUDENTS READING COMPREHENSION Wahid Hasim
English Education and Applied Linguistics Journal (EEAL Journal) Vol 1, No 2 (2018): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v1i2.138

Abstract

This research entitled comparing different reading strategies in improving students’ reading comprehension was conducted to find whether there is a significant difference in students’ reading comprehension based on the different strategy given to the students. Quantitative research was employed in doing the research by using one shot design framework. The treatment was conducted for 3 weeks in 5 different classes. The research was done in a private university in Garut. The population was 5 classes of third grade students enrolled in Reading III subjects. 45 students consisting 9 students from each class were taken as the sample by using cluster random sampling technique. Statistical computation carried out in the research was ANOVA. From the analysis it was found out that the F ratio (4.48) value is higher than the critical value (2.61)  which led to the conclusion that there is significant different in student reading comprehension by using different reading strategies

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