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Lucky Rahayu Nurjamin
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eeal@institutpendidikan.ac.id
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Institut Pendidikan Indonesia Gd. C Lt.2 Jl. Terusan Pahlawan No. 32 Kelurahan Sukagalih, Kec. Tarogong Kidul, Kab. Garut, Jawa Barat
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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 7 Documents
 1 
Search results for , issue "Vol 2, No 1 (2019): EEAL Journal" : 7 Documents clear
Students’ Perception of Full Day School System in One of Senior High School Ulfah Nurhasanah; Muhamad Taufik Hidayat; Amir Hamzah
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.v2i1.1084

Abstract

To support education in Indonesia to be more effective, additional time is needed for student‟s learning in school. Therefore, the policy makers created a full day school system where students study longer in school to get more effective learning and education. How do students perceive this full day school system? The aim of this study was to find out the students‟ perception of the full day school system. To achieve that aim, the qualitative method in the form of the case study was chosen, participated by 8 students in one of a Senior High School in Garut. This study was conducted online. It has been done since the pandemic COVID-19 in Indonesia occurred. With this situation, all school activities were closed. The instrument of this study was semi-structured interview by using recording of mobile phone and WhatssApp aplication. The initial questions are used is five questions. The data analysis was used were: Organize and prepare the data for analyses, read through all the data, begin detailed analysis with a coding process, interrelated themes and drawing conclusion. The results of this study showed that: 1) the students felt bored and tired with this system because too many tasks to do at home and they were too long in school; 2) the students agree with this system, because this system is very helpful in their learning process, besides this system can help the students‟ parents in supervising their children. But they really hope that teachers reduce the tasks that have to be carried and have to be done at home. It was then suggested that the teachers did not add the assignments to do at home and work professionally.
TEACHER’S STRATEGIES IN TEACHING SPEAKING FOR STUDENTS WITH VISUAL IMPAIRMENT Rani Ratna Ningsih
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.v2i1.1079

Abstract

This research aimed to analyzed the strategies used by teacher and students’ impression of the strategies used by teacher in teaching speaking for students with visual impairments. To achieve these aims, a qualitative research embracing case study was chosen. The participants of this research were eleventh grade from one of SLB-A in Garut. To analyzed the data, kayi’s (2006) categories thirteen strategies in teaching speaking. The finding reveal that there were three kinds of strategies in teaching speaking conducted by teacher; storytelling, role play and story completion. Regarding the students’ impressions, there were positive impression of the students toward English, speaking and storytelling.
DICTOGLOSS TECHNIQUE TO TEACH STUDENTS’ LITERAL LISTENING IN EFL CONTEXT Lucky Rahayu nurjamin
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.v2i1.847

Abstract

The communication used in our real life situation spent 45% involvement of listening activity (Feyten; 1991). This big involvement of listening skill triggered the theorist to extent the method in teaching listening. In order to make an extension of teaching listening, thus, this study was undertaken. This study investigated the effectiveness of dictogloss technique in teaching students’ literal listening. Quantitative approach used pre-experiment study was chosen to examine the method. The research site in this study is the first semester of university students, particularly 40 students were chosen as participants of the study. 
NON-FINITE CLAUSES IN THE INTRODUCTION SECTION OF SKRIPSIS AND RESEARCH ARTICLES Sarovah Widiawati
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.v2i1.994

Abstract

Non-finite clauses are clauses which have no tenses. This study aimed to find the forms and functions of non-finite clauses in the introduction section of skripsis(ISoS) and research articles (ISoRA) in English field. Content analysis was used in this research. The ISoS and the ISoRA were selected randomly. The findings showed that there were three forms of non-finite clauses in the ISoS and ISoRA. In terms of functions, there were non-finite clauses as minor clause, qualifier, epithet, non-finite clauses as conjunction, non-finite clauses after conjunction, circumstance, prepositional phrase, actor, goal, carrier, attribute, possessive, identified, identifier, phenomenon, behaver, and existent. The ISoS were frequently presented in non-finite constructions as minor clauses and had more non-finite constructions in clause simples rather than clause complexes. The non-finite constructions in the introduction section of skripsisand research articles made the clauses dense. 
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 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.
IMPROVING STUDENTS’ WRITING NARRATIVE TEXTS THROUGH EXPLORATION - EXPLANATION - EXPRESSION (E3) METHOD Evi Nurhidayah
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.v2i1.1081

Abstract

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.

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