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All Journal Vision: Journal for Language and Foreign Language Learning Journal on English as a Foreign Language (JEFL) Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran E-Dimas: Jurnal Pengabdian kepada Masyarakat ETERNAL: English Teaching Journal PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya Journal of English Education and Linguistics Jurnal Wawasan Pendidikan
AB Prabowo Kusumo Adi
English Education Department, Faculty Of Language Education And Art, Universitas PGRI Semarang, Jawa Tengah
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : ETERNAL: English Teaching Journal

 1 
AN ANALYSIS OF TEACHERS’ QUESTIONING STRATEGIES DURING INTERACTION IN THE CLASSROOM: A CASE OF THE EIGHT GRADE SMP PGRI 01 SEMARANG A B Prabowo; Alfiyanti Alfiyanti
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1945

Abstract

The objectives of this study are;1) to know kinds of teachers’ questioning strategies that teacher use in the classroom. 2) to know the way the teachers use the questioning strategies in the classroom. The design of the research is descriptive qualitative. The writer got the data of this research from interview notes. The observation sheet source of the data research were from the teacher and students. The Instrument used are observation sheet, interview, and document. The techniques for analyzing the data is descriptive. The steps were; comprising interactive reducing the data, presenting the data, and drawing conclusion. The result of this research shows that are: 1) The teaching strategies are; (a) the teaching techniques used lecturing, group project and small group discussion, (b) the seating arrangement, the students seating position changed, (c) the teacher give feedback when the students have difficulties, the teacher give some clue to the students to help them understand the material given, (d) the teacher evaluates the students: the teacher given task and motivations for the students. 2) The problems faced by the teacher are the classroom conditions, the crowded conditions, controlling individually, the interaction between the teacher and students in the classroom is ineffective, the students' less vocabulary, the limited media and the problems faced by the students are lack of confidence, the students have difficulties in translation. The conclusion are Not all English teachers in SMP PGRI 01 Semarang have good understanding of how to implement teacher’s questioning. Some of them still have some problems with their understanding. It is caused by some reasons, such as: (1) the teachers do not want to get out of their comfort zone, some of them are thinking that the most important part of teaching is how to make the students understand the materials; (2) they can not move on from their old views of teaching English in the classroom; (3) last but not least, because the training done by the authoritative government is not sufficient to make them mastering teacher’s questioning.
PROMOTING LEARNER AUTONOMY THROUGH SELF-ASSESSMENT IN WRITING CLASS Muhammad Islakhul Huda; Siti Musarokah; Andreas Bambang Prabowo Kusumo Adi
ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v11i2.7561

Abstract

In the 2020 era, the corona pandemic has caused many impacts throughout the country that are very broad in all fields, including education. Learners and lecturers are no exception affected by the pandemic, and always strive to be able to carry out teaching and learning activities that can cover deficiencies in the field. Based on the current complex learning and living background, this article discuss the autonomous learning mode of College English learners, puts forward the discussion of constructing strategy from self-assessment to improve autonomous learning mode of college English in writing classess. In discussing this article, the writer used theoretical review and qualitative document methods which were observations, data collection, data processing, revisions, and documentation. Then, it can be concluded that the results of research on self-assessment can improve learner autonomy so that learners can get the ease from online writing classes during the pandemic and in the future from direct methods (face to face) learning more beneficially
An Analysis of the Students’ Competence in Writing Abstract Sudiran - Sudiran; AB Prabowo Kusumo Adi
ETERNAL (English Teaching Journal) Vol 14, No 2 (2023): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v14i2.15495

Abstract

Abstract. Writing plays an essential role in the development of students’ ability to disseminate their ideas or research findings. In university, Students need to write research reports as one of the requirements to achieve scholar degree. It means that writing enables students to write academic papers from which they report their findings to the examiners board. Students are expected to know some techniques of writing that help them write a good research report. One of the important elements of writing research is an abstract that enables students to describe the whole content of the research in brief. Therefore, it is necessary to investigate students’ competence in writing a good abstract because not only does it function as a summary of research consisting of introduction, method, finding, and conclusion, but it also functions as a key to arouse the readers’ attention.  The objective of the research is to describe the students’ competence in writing an intelligible research abstract. Data was collected through the 27 students’ abstracts of the research report at the English Language Education Department of the Universitas Muhammadiyah Malang. The results of the research indicate that the student’s competence in writing a research abstract was good. The students’ competence in writing their ideas in an abstract was good, and their ability to write a good topic sentence was good. The findings were strengthened by the computation of five aspects of writing proficiency that showed 25.8 for content value, 16.7 for organization, 16.6 for vocabulary, 17.1 for language use, and 3.8 for mechanics value.
Co-Authors Ainun Nisa Yuniar Alfiyanti Alfiyanti Anisa Juni Fidriani Entika Fani Prastikawa Henny Mastuti Maria Yosephin WL Muhammad Islakhul Huda Musarokah, Siti Nitami Mahanani Nur Indah Yuliani Rahma Amalia Putri Rusi Alasiyani Siti, Lestari Sudiran Sudiran Suwandi Suwandi Wiyaka Wiyaka