Pub Date : 2023-05-03DOI: 10.31980/eealjournal.v6i1.2908
A. Azis, Ahmad Subki
In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.
{"title":"THE USE OF NATURAL DISASTER NEWS TEXT IN MODELLING STAGE TO COMPOSE NEWS ITEM TEXT: AUTHENTIC MATERIAL IN THE SECOND STAGE OF GENRE-BASED APPROACH","authors":"A. Azis, Ahmad Subki","doi":"10.31980/eealjournal.v6i1.2908","DOIUrl":"https://doi.org/10.31980/eealjournal.v6i1.2908","url":null,"abstract":"In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124194392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.31980/eealjournal.v6i1.2904
Yovianti Utari
This study aimed at finding the types of mood found in students’ narrative texts. This study employed a qualitative research design in which using the document analysis as a technique to obtain the data. The data used in this study were in the form of texts written by the students. There were six students categorized as high achiever, middle achiever and low achiever to become the sample of this study. The data were then analyzed using a data analysis sheet consisting of the categorizations of the data based on the mood types. The findings showed that the dominant mood type of the students’ narrative text was the declarative.
{"title":"ANALYSIS OF MOOD STRUCTURE IN EFL STUDENTS’ NARRATIVE TEXTS","authors":"Yovianti Utari","doi":"10.31980/eealjournal.v6i1.2904","DOIUrl":"https://doi.org/10.31980/eealjournal.v6i1.2904","url":null,"abstract":"This study aimed at finding the types of mood found in students’ narrative texts. This study employed a qualitative research design in which using the document analysis as a technique to obtain the data. The data used in this study were in the form of texts written by the students. There were six students categorized as high achiever, middle achiever and low achiever to become the sample of this study. The data were then analyzed using a data analysis sheet consisting of the categorizations of the data based on the mood types. The findings showed that the dominant mood type of the students’ narrative text was the declarative.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122030693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.31980/eealjournal.v6i1.2907
Gesha Lailatul Fauziyyah, Alina Alina Lemieshevska, L. Nurjamin, Asep Suparman
In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.
{"title":"Barriers of Online Reading Learning Faced by College Students","authors":"Gesha Lailatul Fauziyyah, Alina Alina Lemieshevska, L. Nurjamin, Asep Suparman","doi":"10.31980/eealjournal.v6i1.2907","DOIUrl":"https://doi.org/10.31980/eealjournal.v6i1.2907","url":null,"abstract":"In the online reading classroom, the learning activity is different from offline reading learning. It engages the internet and technology to read, comprehend, and learn new information. However, those skills perceive some barriers in the process of learning in students during online reading learning. This qualitative study examined the descriptions of the barriers in reading online learning in a college from students’ perspectives. This study was conducted in one of the private universities in West Java, Indonesia. The participants of this study were 7 college students and one reading lecturer. This study applied the interview and observation as the data collection. The finding of this study has resulted 5 barriers of online reading learning with some description for each barrier. Those barriers are; epistemological barriers, infrastructure barriers, attitudinal barriers, technical barriers, and financial barriers.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129415052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.31980/eealjournal.v6i1.2905
Titin Rahmawati, Yustika Nurfajriah
This research investigated the implementation of Building Knowledge of the Field (BKOF) in teaching narrative text. The purpose to conduct the research is to examine how does an English teacher implement BKOF in teaching narrative text. While this research uses qualitative applying descriptive study. In the research process, data collection was obtained from observation, document analysis, and interview. Thh result shows that there are four stages to implement Building Knowledge of the Field in teaching narrative text, include: First, the teacher gives stimulus to students, the stimulus given by the teacher is by giving examples of narrative texts and using questions; Second, the teacher guides students to mark vocabulary and sentence patterns which are linguistic elements of narrative text; Third, the teacher asks the students to reconstruct the narrative text which has vocabulary and sentence pattern errors; Fourth, the teacher evaluates the results of students' answers with the students.
{"title":"THE IMPLEMENTATION OF BUILDING KNOWLEDGE OF HE FIELD (BKOF) IN TEACHING NARRATIVE TEXT","authors":"Titin Rahmawati, Yustika Nurfajriah","doi":"10.31980/eealjournal.v6i1.2905","DOIUrl":"https://doi.org/10.31980/eealjournal.v6i1.2905","url":null,"abstract":"This research investigated the implementation of Building Knowledge of the Field (BKOF) in teaching narrative text. The purpose to conduct the research is to examine how does an English teacher implement BKOF in teaching narrative text. While this research uses qualitative applying descriptive study. In the research process, data collection was obtained from observation, document analysis, and interview. Thh result shows that there are four stages to implement Building Knowledge of the Field in teaching narrative text, include: First, the teacher gives stimulus to students, the stimulus given by the teacher is by giving examples of narrative texts and using questions; Second, the teacher guides students to mark vocabulary and sentence patterns which are linguistic elements of narrative text; Third, the teacher asks the students to reconstruct the narrative text which has vocabulary and sentence pattern errors; Fourth, the teacher evaluates the results of students' answers with the students.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116812529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.31980/eealjournal.v6i1.2906
I. Nugraha, Raynesa Noor Emiliasari, M. Soni, Bayu Ali Wardana
Special education seems to have to be considered one of the most stressful jobs in the education sector. Experts must convey highly specialized teaching methods that support a variety of different learning environments, alignment social and emotional development with firm academic achievement, and finally equip their pupils for a world that impose many real difficulties, and any method of instruction has obviously been a truly massive challenge. Thereby, the objective of this research was to reveal the challenges that English teachers confront while teaching Special Needs Students. The subjects of this research included an English teacher from such a special needs school who had significant experience teaching English. A semi-structured interview was employed to collect data. In accordance with the findings, the most daunting problem that teachers face when teaching English is listening skills. Further to that, the teacher is knowledgeable about teaching concepts, techniques, and problem-solving strategies.
{"title":"SPECIAL NEEDS STUDENTS, WHAT ARE THE CHALLENGES?","authors":"I. Nugraha, Raynesa Noor Emiliasari, M. Soni, Bayu Ali Wardana","doi":"10.31980/eealjournal.v6i1.2906","DOIUrl":"https://doi.org/10.31980/eealjournal.v6i1.2906","url":null,"abstract":"Special education seems to have to be considered one of the most stressful jobs in the education sector. Experts must convey highly specialized teaching methods that support a variety of different learning environments, alignment social and emotional development with firm academic achievement, and finally equip their pupils for a world that impose many real difficulties, and any method of instruction has obviously been a truly massive challenge. Thereby, the objective of this research was to reveal the challenges that English teachers confront while teaching Special Needs Students. The subjects of this research included an English teacher from such a special needs school who had significant experience teaching English. A semi-structured interview was employed to collect data. In accordance with the findings, the most daunting problem that teachers face when teaching English is listening skills. Further to that, the teacher is knowledgeable about teaching concepts, techniques, and problem-solving strategies.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115283127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.31980/eealjournal.v6i1.2909
Hami Mukaromah, Ateng Kurnia, Amir Hamzah
Classroom management has a crucial role in teaching and learning. Classroom management involves aspects of teaching that are central to student learning and teacher success. Unfortunately, Urban and Rural EFL teachers often have difficult to face disciplinary problems and student’s misbehavior. The study aimed to analyzedifferences and the similarities of the classroom rules in the classroom management practice between urban and rural EFL teachers. To achieve the aforesaid purpose, this study employed a qualitative method including comparative analysis research design. The data collected through the interview. Two EFL teachers in different districts of Senior High Schools in West Java, Indonesia which is in urban and rural districts purposively selected as the participant. The finding showed that there were five characteristics of classroom rules considered similar between urban and rural EFL teachers, they were created collaboratively with students, specific in nature, publicly posted, taught to students, and clearly tied to positive and negative consequences. Moreover, there were differences in two characteristics, there were a number of rules and stated positively.
{"title":"CLASSROOM MANAGEMENT PRACTICE BETWEEN URBAN AND RURAL EFL TEACHERS","authors":"Hami Mukaromah, Ateng Kurnia, Amir Hamzah","doi":"10.31980/eealjournal.v6i1.2909","DOIUrl":"https://doi.org/10.31980/eealjournal.v6i1.2909","url":null,"abstract":"Classroom management has a crucial role in teaching and learning. Classroom management involves aspects of teaching that are central to student learning and teacher success. Unfortunately, Urban and Rural EFL teachers often have difficult to face disciplinary problems and student’s misbehavior. The study aimed to analyzedifferences and the similarities of the classroom rules in the classroom management practice between urban and rural EFL teachers. To achieve the aforesaid purpose, this study employed a qualitative method including comparative analysis research design. The data collected through the interview. Two EFL teachers in different districts of Senior High Schools in West Java, Indonesia which is in urban and rural districts purposively selected as the participant. The finding showed that there were five characteristics of classroom rules considered similar between urban and rural EFL teachers, they were created collaboratively with students, specific in nature, publicly posted, taught to students, and clearly tied to positive and negative consequences. Moreover, there were differences in two characteristics, there were a number of rules and stated positively.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134922215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.31980/eealjournal.v6i1.2277
S. Dewi
This study aims to figure out students’ preference of rewards after the accomplishment of the task given. Understanding the reasons for choosing the preferred reward also becomes the focus of the study. Descriptive study design was chosen to get the depth of understanding about the investigated issue. Semi-structured interview were questioned to 5 senior high school students in attempt to figure out their preferences of teachers rewards. The data were summarized and analyzed descriptively. The findings indicated that students preferred verbal rewards to tangible ones. The reasons for choosing the preferred reward were mostly based on the meaningfulness of the reward itself as well as its influence on their learning and psychological aspects. The study concluded that all factors that can enhance the effectiveness of reward need to be explored and understood. Keywords: Extrinsic reinforcement, reward
{"title":"STUDENTS’ PREFERRED REWARDS ON TASK ACCOMPLISHMENT","authors":"S. Dewi","doi":"10.31980/eealjournal.v6i1.2277","DOIUrl":"https://doi.org/10.31980/eealjournal.v6i1.2277","url":null,"abstract":"This study aims to figure out students’ preference of rewards after the accomplishment of the task given. Understanding the reasons for choosing the preferred reward also becomes the focus of the study. Descriptive study design was chosen to get the depth of understanding about the investigated issue. Semi-structured interview were questioned to 5 senior high school students in attempt to figure out their preferences of teachers rewards. The data were summarized and analyzed descriptively. The findings indicated that students preferred verbal rewards to tangible ones. The reasons for choosing the preferred reward were mostly based on the meaningfulness of the reward itself as well as its influence on their learning and psychological aspects. The study concluded that all factors that can enhance the effectiveness of reward need to be explored and understood. Keywords: Extrinsic reinforcement, reward","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129838723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.31980/eealjournal.v5i3.2529
Syifa Aisyah
Most English teachers teach students that the discussions to be taught are not so detailed that most students do not fully understand what the teacher is teaching. There are also teachers who give only assignments at the beginning of the lesson without explained the material that will be taught beforehand. So many students are overwhelmed and don't understand learning. In this situation, the study finds out how teachers feel about English language proficiency and their teaching effectiveness in English lessons. The study used a qualitative approach with semi-structured interview. The study was conducted at one of the Junior High School in Garut, West Java. It collected data from a Junior High School teachers. Furthermore, the study found that the relationship between English language proficiency and teaching effectiveness is that if a teacher had mastered English correctly and if a teacher had applied the right way of learning, especially in English study will be certainly improve student skills. The teacher will be very easy to present to the children and will make effective teaching in the classroom.
{"title":"TEACHERS’ PERCEPTIONS REGARDING ENGLISH LANGUAGE PROFICIENCY AND TEACHING EFFECTIVENESS","authors":"Syifa Aisyah","doi":"10.31980/eealjournal.v5i3.2529","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i3.2529","url":null,"abstract":"Most English teachers teach students that the discussions to be taught are not so detailed that most students do not fully understand what the teacher is teaching. There are also teachers who give only assignments at the beginning of the lesson without explained the material that will be taught beforehand. So many students are overwhelmed and don't understand learning. In this situation, the study finds out how teachers feel about English language proficiency and their teaching effectiveness in English lessons. The study used a qualitative approach with semi-structured interview. The study was conducted at one of the Junior High School in Garut, West Java. It collected data from a Junior High School teachers. Furthermore, the study found that the relationship between English language proficiency and teaching effectiveness is that if a teacher had mastered English correctly and if a teacher had applied the right way of learning, especially in English study will be certainly improve student skills. The teacher will be very easy to present to the children and will make effective teaching in the classroom.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123702001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-28DOI: 10.31980/eealjournal.v5i3.2503
Imas Suparsih
It is widely believed that understanding learners’ learning is important it can benefit both learners and teachers because every learner has different learning styles in learning. This study is designed to investigate how learners learn and why they have different learning styles. Qualitative approach was chosen to get in-depth explanation about the issues. Semi structure interview was used as the instrument and it was analyzed descriptively. The finding showed that learning style can be formed by sense experience, environment and learners’ behavior. Further research on investigating of different learning style with more representative sample is recommended. Keywords: investigation, learning style
{"title":"INVESTIGATION OF LEARNING STYLE ON SENIOR HIGH SCHOOL LEARNERS","authors":"Imas Suparsih","doi":"10.31980/eealjournal.v5i3.2503","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i3.2503","url":null,"abstract":"It is widely believed that understanding learners’ learning is important it can benefit both learners and teachers because every learner has different learning styles in learning. This study is designed to investigate how learners learn and why they have different learning styles. Qualitative approach was chosen to get in-depth explanation about the issues. Semi structure interview was used as the instrument and it was analyzed descriptively. The finding showed that learning style can be formed by sense experience, environment and learners’ behavior. Further research on investigating of different learning style with more representative sample is recommended. Keywords: investigation, learning style","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120958069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-10DOI: 10.31980/eealjournal.v5i3.2654
Alfikri Hidayatullah, Rahma Sakina, Sri Yunita
This research aimed to find out the significant different about video and audio in students’ listening practices. This research employed a comparative research design with two group pretest and post-test design. There were two variables: independent variable was video and audio and the dependent variable was the students’ listening practices. Population of this study research was 64 students and the samples were 30 students. In collecting the data, the researcher used listening test. Based on the finding of the research, the conclusions can be explained that the first and the second test has different topic and both test has different result of hypothesis testing, which in the first test that discussed the topic about some dialogues and conversations, the t-test value was 13.00 and t-table for n = 58 in level of significant α = 0.05 was 2.00. Because of t-test > t-table (13.15 > 2.00), it means that there is a significant difference between the students listening comprehension by using video and audio. Meanwhile in the second test which discussed the topic from cut movie, the t-test value was -10.15 and t-table was 2.00. Because of t-test < t-table (-10.15 < 2.00), it means that there is not a significant difference between the students listening comprehension by using video and audio. The result of this research shows that video is a better media than audio to be applied on student listening comprehension, therefore the implementation of this research expects the teachers/ lecturers to use video as learning media in teaching listening especially in listening comprehension.
{"title":"A COMPARATIVE STUDY OF AUDIO AND VIDEO LISTENING PRACTICES AT THE TENTH GRADE STUDENTS OF A SENIOR HIGH SCHOOL IN PURWAKARTA","authors":"Alfikri Hidayatullah, Rahma Sakina, Sri Yunita","doi":"10.31980/eealjournal.v5i3.2654","DOIUrl":"https://doi.org/10.31980/eealjournal.v5i3.2654","url":null,"abstract":"This research aimed to find out the significant different about video and audio in students’ listening practices. This research employed a comparative research design with two group pretest and post-test design. There were two variables: independent variable was video and audio and the dependent variable was the students’ listening practices. Population of this study research was 64 students and the samples were 30 students. In collecting the data, the researcher used listening test. Based on the finding of the research, the conclusions can be explained that the first and the second test has different topic and both test has different result of hypothesis testing, which in the first test that discussed the topic about some dialogues and conversations, the t-test value was 13.00 and t-table for n = 58 in level of significant α = 0.05 was 2.00. Because of t-test > t-table (13.15 > 2.00), it means that there is a significant difference between the students listening comprehension by using video and audio. Meanwhile in the second test which discussed the topic from cut movie, the t-test value was -10.15 and t-table was 2.00. Because of t-test < t-table (-10.15 < 2.00), it means that there is not a significant difference between the students listening comprehension by using video and audio. The result of this research shows that video is a better media than audio to be applied on student listening comprehension, therefore the implementation of this research expects the teachers/ lecturers to use video as learning media in teaching listening especially in listening comprehension. ","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127949106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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