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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 8 Documents
 1 
Search results for , issue "Vol 3, No 1 (2020): EEAL Journal" : 8 Documents clear
AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY Mulida Zakiyah El Fuadah
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.v3i1.1097

Abstract

This study was focused on the analysis of students’ anxiety in speaking English as a foreign language. More specifically, the research sought to find out how the students reduce their anxiety in speaking as foreign language. To achieve the purpose, this study employed a qualitative case study design for investigating and analyzing the natural situation focused on students’ anxiety. To collect the data, this study used semi-structured interview and open-ended questionnaire. Moreover, the participants to be involved in this study are eighteen students in one of boarding schools in Tasikmalaya, Indonesia. The result showed that the students have strategies to reduce their speaking anxiety; first, the students need to prepare the outline and make a concept related to the material, second, avoiding eye-contact to their friends and teacher, third, getting help from peers when students feel anxious about learning, and the last strategy is making the students enjoy in learning English. The findings revealed that those strategies can help the students more less their anxiety in speaking English. Hopefully, this study may portray a clear explanation for readers about students’ anxiety in speaking English and for researchers in investigating relevant area, more importantly, by knowing the students’ responses to their anxiety.
THE EFFECTIVENESS OF TEACHER’S CORRECTIVE FEEDBACK IN TEACHING WRITIN Dini Yahdiyani
EEAL Journal (English Education and Applied Linguistics 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/eeal journal.v3i1.1096

Abstract

The effect of Teacher’s Corrective Feedback in Teaching Writing is a strategy that effectively facilities in learning English. The students can be more aware with the errors that they made in their writing product and will not write the errors repeatedly. The method used in this study was pre-experimental design and it was conducted in one of Islamic High School in Garut class X IPA 1. Written test was given to every students of the class to find out students’ writing achievement before and after have been given treatments. Beside that the interview was conducted to gather more information about students’ responses toward the strategy. Based on the findings that the value of tobserve (17.372) > tcritical (2.0452) it can be define that tobserved was out of Ho area and it meant that Ha was accepted. Therefore, it was concluded that using teacher’s corrective feedback significantly affected students’ achievement in writing text.
THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND THEIR SPEAKING SKILL Nira Herdiani; Anne Ratna Suminar
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.v3i1.1092

Abstract

This paper entitled “The Correlation between Students’ Motivation and Their Speaking Skill”. 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
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.
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. 
THE ANALYSIS OF EFL STUDENTS’ RESPONSES TO TEACHER FEEDBACK ON WRITING Muhamad Taufik Hidayat
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.v3i1.1093

Abstract

Providing feedback is one teacher’s inevitable activity in the classroom. The feedback may occurs in different learning subjects, one of which is in writing course. In this subject, students need the feedback process more than other subject. However, not all students’ responded positively to this process of feedback. Relevant to the fact, this study was intended to find out the students’ responses to their teacher feedback especially in writing course. To that end, qualitative research analysis was used to explore and investigate this phenomena. Students enrolled in writing course were the main participants in this study. Interviews and observation were used as the primary instrument to collect the data needed. The result has revealed that students responses vary based on their own personal preferences. Some positively responded, some responded neutrally and the other responded negatively
THE PRIORITIES OF ENGLISH PRONUNCIATION ELEMENTS FOR INDONESIAN JUNIOR HIGH SCHOOL STUDENTS Lucky Rahayu Nurjamin
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.v3i1.850

Abstract

The unclear English pronunciation elements taught to Indonesian junior high school students may cause many different impacts related to the suitable elements of English pronunciation in EFL context. This phenomenon triggers this study to address the relevant elements of English pronunciation for Indonesian junior high school students. In this study, qualitative approach employing library research is chosen as the research methodology. The data are taken from books and journals related to teaching and learning English pronunciation in EFL context, particularly in Indonesian context. As a result, the study reveals that sounds, stress, and intonation are the core competence of English pronunciation that should be taught for junior high school students in Indonesian context. 
DEVELOPING STUDENTS’ WRITING SKILL IN ANALYTICAL EXPOSITION TEXT THROUGH CONTEXTUAL TEACHING AND LEARNING (CTL) Risma Salima; Muhamad Taufik Hidayat
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.v3i1.1094

Abstract

This research is aimed to find out whether there is difference of students’ writing skill in analytical exposition text after the implementation of Contextual Teaching and Learning (CTL). The participants for this research were one class consisting of thirty students from the eleventh grade of a vocational school in Garut. It involved accounting class b which was selected by using purposive sampling. This research implemented pre-experimental design as research method. The data were obtained from English essay writing skill test involving pre-test and post-test in order to know the students’ writing skill before and after using contextual teaching and learning (CTL) approach. The result of the instruments was analyzed quantitatively using statistical analysis. It can be seen in the result of the hypothesis testing through Wilcoxon Test shows that Zcritical= 0.0000082 < significance level (α) =0.05. Therefore the alternative hypothesis of this research is accepted and null hypothesis of this research is rejected. And the normalized gain of this research is categorized as middle with average value 0.46. It means that contextual teaching and learning has significant effect to develop students’ writing skill in analytical exposition text.

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