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.
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<![CDATA[THE POTENTIALS OF NARROW READING TO ADVANCE L2 PROFICIENCY ]]>
<![CDATA[Ayu Chrismonica Islami]]>
<![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.v3i3.1861
<![CDATA[Narrow reading is a subset of extensive reading which is considered as a good narrow input for language acquirer. It is believed that by reading, language acquirer frequently absorbs meaning and knowledge. The object of this study was to reveal the potential of narrow reading to advance second language proficiency. This study was carried out by analyzing individuals autobiographical narrative writing with 2 informants who were identified to be avid readers who read for certain times (in this case, 12 months or longer), and read books in certain genre. It was conducted for 4 months to compile the narrative writing and the individuals’ personal data. From the findings, it was shown that the key benefit of narrow reading is the enrichment of vocabulary which leads to advance second language proficiency.]]>
<![CDATA[SENIOR HIGH SCHOOL TEACHERS’ CONCEPTIONS OF CREATIVITY IN TEACHING ENGLISH AS FOREIGN LANGUAGE ]]>
<![CDATA[Ai Erti Susanti]]>
<![CDATA[ EEAL Journal (English Education and Applied Linguistics Journal) Vol 3, No 3 (2020): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eeal journal.v3i3.1860
<![CDATA[This research aims to investigate the teachers’ conception of creativity in teaching English as foreign language. This research usesd qualitative case study research since this research investigated in-depth events that investigated teachers understanding the concept of creativity in teaching English and how teachers applied the concept of creativity in teaching English. In this research data were collected from semi-structured interviews of two senior high school teachers. The data were then analyzed by following the framework from Lodico, Spaulding & Voegtle (2010). As the result, both participants had understanding the concept of creativity in learning English and both participants had many characteristics in applying creativity in their classroom such as activities that have challenges, interesting content,flexible, looking for new ways of doing things, adapting lessons, customize the lessons, uses of technology, and motivate the students.]]>
<![CDATA[TEAM ASSISTED INDIVIDUALIZATION TO ENHANCE STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXTS ]]>
<![CDATA[An An Fitrianti N.]]>
<![CDATA[ EEAL Journal (English Education and Applied Linguistics Journal) Vol 3, No 3 (2020): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eeal journal.v3i3.1852
<![CDATA[This research aimed to examine the effectiveness of Team Assisted Individualization technique on students’ reading comprehension on narrative text. In addition to that this research was also aimed to find out the students’ responses on the use of that technique. To achieve those aims quantitative research with quasi-experimental design was chosen. In this research, there were 72 students participating in this research, consisting of experimental group and control group in one of junior high schools in Garut. The data in this research were collected from pre-test, post-test and closed questionnaire. Those data were then analyzed statistically using Mann Whitney test. As the result, Team Assisted Individualization is effective to improve students’ reading comprehension. It was seen from Zobserved3,487 > Zcritical1,96. Therefore, Ho was rejected and Ha was accepted. Moreover, the result of questionnaire analysis also revealed that students gave positive responses on the use of Team Assisted Individualization. In short, Team Assisted Individualization is effective to be used in teaching students’ reading comprehension on narrative texts.]]>
<![CDATA[NON – ENGLISH DEPARTMENT STUDENTS’ PERCEPTION OF LEARNING ENGLISH ]]>
<![CDATA[Resa Andiyani]]>;
<![CDATA[Tanto Setia Muljanto]]>;
<![CDATA[Muhamad Taufik Hidayat]]>
<![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.v3i3.1862
<![CDATA[This study aimed to investigate the Non-English department students’ perception toward learning English in Faculty of Science and Technology. This study employed a qualitative research in which using ex-post facto design. The participant of this study were 10 out of 150 students of mathematic program. The data were collected by using questionnaires and in- depth interview. The items for the questionnaire were developed from the previous research Abidin (2012) which were found appropriate to be used. The data were then analyzed using three aspect of perception i.e., cognitive, behavioral, and emotional. There was a statistically change between positive and negative respond from the students. They were thought English was important to know and learn English because English opens up the widest possible job and employment opportunities in many countries and markets. Working knowledge of the English language can create many opportunities not only in regions but also in international markets and they also tried to improve their English in some ways although the participants find difficulties. They found difficult in learning English in the four basic skill of English. They felt difficult when they have to read math symbols in English]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN READING ACADEMIC TEXT (A Qualitative Study at One of Universities in Garut) ]]>
<![CDATA[Tri Suci Adilla]]>;
<![CDATA[Tanto Setia Muljanto]]>
<![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.v3i3.1849
<![CDATA[The aims of this study were to investigate what kind of the difficulties in comprehending academic text and factors that caused the students’ difficulties in comprehending academic text that have been faced by English Department students university in Garut. The participants were five semester students. The data were collected by demographic questionnaire and interviews with the English department students. The result showed that the English students faced four difficulties in comprehending their text in five semesters. The difficulties included four major themes, vocabulary, working memory, absence of extensive reading and type of text. Then, there were seven factors students’ difficulties in comprehending academic text that affected English students. They were, vocabulary level, comprehension ability, physical stated, stated of mind, interest in material and background knowledge. The conclusions of this study are the students faced difficulties in comprehending their text in their course and also there were seven factors which make them difficult to comprehend their textbooks.]]>
<![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[IMPROVING STUDENTS’ WRITING RECOUNT TEXT THROUGH PROJECT- BASED LEARNING ]]>
<![CDATA[Listia Dalpah Nursalimah]]>;
<![CDATA[Tanto Setia Muljanto]]>
<![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.v3i3.1858
<![CDATA[This research is entitled “IMPROVING STUDENTS’ WRITING RECOUNT TEXT THROUGH PROJECT-BASED LEARNINGâ€. This research aimed to examine improving students’ writing recount text through Project-Based Learning method. The research employed quantitative research with quasi- experimental design. The participants in this research were 30 students in experimental class and 30 students in control class in one of senior high school in Garut. In collecting data, the reseacher used test pre-test and post- test. The data were analyzed statistically using Mann-Whitney test. The result of Project-Based Learning method gave significant improvement to students’ writing proficiency. This result gained from hypothesis testing showed that Z18.0948 > Z5.1885. In, conclusion Ho was rejected and Ha was accepted. It means that there is a significant difference in the achievement of the students who are through by Project-Based Learning.]]>
<![CDATA[CONTRIBUTING FACTORS TO EFL STUDENT DISENGAGEMENT ]]>
<![CDATA[Dea Febriana]]>;
<![CDATA[Asep Suparman]]>
<![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.v3i3.1850
<![CDATA[Student disengagement is certainly one of big issues in education. It is believed to be the factor linked to some serious problems such as low achievement, disruptive behaviors, and dropouts. The objective of this study was to discover the sources of student disengagement. This study was carried out by conducting in-depths interviews with 18 students who were identified to be disengaged in the university. The interviews took place for around two weeks in one of private universities in Garut. From the findings, it was shown that student personality and teacher-associated factors are the most influential factors among all. Moreover, student disengagement may be caused by other factors such as academic shaming culture, heavy workloads, inappropriate textbook selection, inadequate facilities, unfavorable environment, and class scheduling]]>
<![CDATA[FACING THE NOVICE TEACHER’S STAGE ]]>
<![CDATA[Widiarti Hasanah]]>
<![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.v3i3.1866
<![CDATA[This study aims to investigate the experience that faced by novice English teacher in teaching English. To achieve the aforesaid purpose, this study was employed a qualitative study. The data collected through WhatsApp conversations. A novice English teacher of one Senior High School is chosen as participant. The result showed that there are some challenges faced by novice English teacher in teaching process; initial activities, core activities, and closing activities. The novice teacher provides several solutions to deal with these challenges, including in the initial activities stage, core activities stage, and the closing activities stage.]]>
