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ETERNAL(english, teaching, learning, and Research Journal)

eternal
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Published by Universitas Islam Negeri Alauddin Makassar

ISSN : 24774766 EISSN : 25805347 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

ETERNAL (English, Teaching, Learning & Research Journal) is journal published by English Education Department of Educatioan and Teacher Training Faculty of Alauddin State Islamic University of Makassar. It focus on english teaching, english learning, and english research.

Arjuna Subject : -

Articles 14 Documents

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Search results for , issue "Vol 5 No 2 (2019)" : 14 Documents clear

IMPLEMENTING WRITING PROCESS APPROACH WITH PICTURES TO IMPROVE THE ABILITY OF THE EIGHTH GRADES IN WRITING RECOUNTS Muhammad Lukman Syafii
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V52.2019.A7

Writing skill has an important role in the English teaching program in Islamic Junior High School. However, the ability of the eighth-graders of this school in writing is still dissatisfactory. The students feel still difficulties how to start writing and they don’t have an idea to write. This research is intended to progress the writing skill of the eighth graders by implementing a writing process approach with pictures. This strategy is chosen since it can lead the students to generate their ideas into a useful composition. The findings in the preliminary study show that the students need to learn how to start their writing and they do not have ideas to write. Only 8 of 31 students achieve the average score of writing skill equal to or above 70. To get the purpose, the researcher conducted action research following four steps: planning, implementing, observing, and reflecting. The subject of the study were 31 students of the eighth grade. The findings show that implementing a writing process approach with pictures has progressed the writing skill of students. In cycle one, the students’ average score was 15 of 31 failed and 16 of 31 students passed or got the score equal or greater than 70. In cycle two, the average score for the final product was 6 of 31 students failed and 25 of 31 students passed or got the score equal or greater than 70. Also, the findings of students revealed that the students’ participation was active and motivated using pictures in the teaching and learning activities. Based on the results, it can be summarized that implementing a writing process approach with pictures is very beneficial not only in progressing the students’ writing skill but also in motivating the students in the learning activities.Keywords: using pictures, writing skill, recount text

IMPROVING THE VOCABULARY MASTERY THROUGH WORD-CONNECTION GAME novalia tanasy
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Many students face difficulties to express their mind, ideas and feelings because lack of vocabulary. This fact makes them loose the point of information and lead them to the thought that English is a difficult subject, till even frustration. This is why every student must master vocabulary, because when they do, it will be easy for them to master the four language skills. This reasearch aimed to find (1) whether the use of Word-Connection game significantly improved the students vocabulary mastery of the first grade students of English Education in Universitas Muslim Maros on academic year 2018/2019, and (2) their attitudes toward the use of this game. Method of this research was experiment with 2 classes as the subjects. It employed 30 numbers of vocabulary test then analyzed by using inferential statistic SPSS program 25.0 and 20 numbers of close-ended questions questionnaire to find out their attitude towards the use of Word-Connection game. Result of the calculation data said that the mean score improved significantly at the experiment group from 3.476 to 8.356, but at the control group only from 3.950 to 4.550. Standard deviation at experiment group decreased from 1.2444 to 0.9238 and at control group from 1.5472 to 1.7604. Range on normalized gain score at the experiment group was 0.37, smaller than control group which was 0.43. Standard deviation on normalized gain score at experiment group was 0.115511 whereas at control group was 0.11075. Furthermore, data which were collected from questionnaire indicated that the students had positive attitude toward the use of Word-Connection game with mean score 82.68. Findings above concludes that the use of Word-Connection game can improve the students vocabulary mastery at the experiment group.

TEACHING READING COMPREHENSION USING TEAM ACCELERATED INSTRUCTION (TAI) TECHNIQUE Euis Setiati; Intan Satriani
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

This study aims at examining whether students’ reading comprehension can be improved by using Team Accelerated Instruction (TAI) technique. This research used pre experimental design with one group pretest and post-test. The sample of this research was 34 students of tenth grade of SMK Pasundan 1 Cimahi in academic year 2017/2018. The instrument of this research was test which consist of multiple choice question. The data of this research was collected by giving reading comprehension test to students. The collected data of this research was analyzed using SPSS program. Then, the result of data analysis showed that mean of pretest 55.59 and after the implementation of Team Accelerated Instruction (TAI) technique the mean of posttest became 67.79. It shows that there are significant differences between pretest and posttest. Based on the data analysis, the null hypothesis was rejected. In other words, teaching reading comprehension using Team Accelerated Instruction (TAI) technique had significance improvement on students’ reading comprehension. The implementation of Team Accelerated Instruction (TAI) technique in teaching reading comprehension was able to resolve those difficulties since it required the students to share, discuss, and unite their thought or problem on comprehending the content of the text with other members of their group.

IMPROVING STUDENTS' SPEAKING ABILITY USING RADIO TALK SHOW PROGRAMME Dewi Satria Elmiana
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Media provide students and teachers with creative as well as practical ideas and enable them to meet various interests and needs, hence, this study analysed the implementation of using media particularly radio programme to improve students’ speaking ability. This study employed descriptive qualitative approach and there were 42 students of senior high school involved in this study. The results indicate that the implementation of media (radio talk show programme) assists students to improve their speaking ability; it can be one of methods in teaching and learning process especially in speaking class; and the influence of media (radio talk show programme) could encourages and motivates students to pull out their best of communication skill particularly in using English.

NEED ANALYSIS ON THE MATERIAL DEVELOPMENT OF TEACHING ESP SPEAKING Fitria Lapele
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

University students must prepare themselves to be success in the global workforce. Hence, they should be able to speak English in the concerned fields of their specific major. In fact, speaking English for Specific Purpose (ESP) Students, especially students of non-English Language Education Department face some difficulties in constructing a good speaking. In this case, the ESP Speaking teacher should provide the good materials to help students master it easily. The teachers should consider using real life, authentic materials that reflect the target audience specialization. This study aimed to analyze the students’ needs on material development of ESP Speaking at University of Muhammadiyah Malang. It was intended to know the types of needs analysis conducted by the teachers for developing the materials. That is why; a narrative design was used to gather the research data. Besides, the instruments were interview guide and teachers’ documents. The result showed that: The teachers conducted four types of needs analysis for developing the materials, they areTarget Situation Analysis, Wants, Means, and Subjective Needs Analysis, Present Situation Analysis, and Lack Analysis. All the types the teachers have done in knowing students’ needs of ESP Speaking were generally in line with the requirements of good ways to develop ESP Speaking materials.

THE IMPACT OF PEER ASSESSMENT ON STUDENTS’ RECOUNT TEXT Nur Laili Indasari; Oikurema Purwati; Syafiul Anam
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Peer Assessment is one of the alternative methods to enhance the students’ motivation and ability in writing. Providing feedback is the goal of peer assessment. It is not an easy task as it is required an ability to deliver the feedback critically and competence to master the knowledge of writing. Therefore, the present study is going to explore the impact of giving feedback in the peer assessment process on students’ recount text and to acknowledge the students’ challenges while giving and receiving feedback in that process. Qualitative study assisted the researcher to get the data. The university students in the second semester became the subjects of the study. Documents and interviews were techniques to collect the data. The results revealed that the students’ first draft and the last draft of recount text got improvements mainly on the aspect of grammar. Meanwhile, most students’ challenges while giving and receiving feedback in the process of peer assessment were the aspect of psychology and the knowledge of grammar. In conclusion, the process of peer assessment which involves giving and receiving feedback provides a positive impact on the students’ recount text and the challenges which are faced by the students can be used as inputs for the lecturer in teaching.

REMEDIAL TEACHING PROGRAM FOR LOW-ACHIEVERS: AN EFL TEACHER’S PERCEPTION Eko - Noprianto
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

In schools like in Indonesia in which the majority of the classrooms are dominated by students coming from various cultures, different personality, different learning strategies, different background knowledge, and different pace in learning as well, it is certainly difficult for the teachers to accommodate all students' needs which then results to have students who cannot reach the learning objectives. Thus, remedial teaching program is demanded to address those failing students. However, the debate on whether or not remedial teaching was effective for low-achievers continued among scholars. Besides, the attention on remedial teaching program in Indonesian context was also limited. This case study involving one EFL teacher of a Junior High School in Riau was conducted to explore her perception on remedial teaching program and to find out what problems she encountered in conducting it. Using an interview supported with documents analysis, the researcher found that although the teachers admitted that low-achievers benefited from remedial teaching program, it was difficult for the teacher to design and conduct effective remedial teaching program mainly due to time limitation. Besides, the difficulty in simplifying teaching materials, students’ learning overload and lack of school support were seen to be other problems encountered by her in conducting the program.

ACCELERATE NON-ENGLISH LECTURERS’ MASTERY OF ENGLISH THROUGH CONTENT-BASED INSTRUCTION Asna Usman Dilo; Sri Dewi Jayanti Biahimo
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

The articles aims of discussing about using content based approach in accelerating non-English lecturers’ mastery of English. Out of three main types of Content-Based Instruction, this study uses the theme-based language instruction to accelerate the non-English lecturers’ mastery of English. Therefore, the question was asked; can the content based approach accelerate the non-English lecturers’ mastery of English. This study was an action research study, where pre-test and posttest were administered to obtain the data, in addition to observation and literature study. The study is conducted in two cycles; each cycle consists of 5 meetings. The indicator of the study is that the study is completed when 75% of the lecturers were able to reach at least 75 points in the test. The pretest reveals that the average lecturers’ score is 63.50 and following the treatment using this approach at the end of the second cycle, the average lecturers’ mastery is 80.2%. Therefore, it is concluded that content-based instruction can accelerate the non-English lecturers’ mastery of English.

AN INVESTIGATION OF RELATIONSHIP BETWEEN THE TEACHERS’ CREATIVITY AND THE STUDENTS’ MOTIVATION IN LEARNING ENGLISH Shofiyatul Huriyah
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

This study was the investigation of relationship between teachers’ creativity and students’ motivation in learning English. The subjects were 112 students of the Eleventh grade of vocational school, OKU. The instrument used for data collection was questionnaire. The data were statistically analyzed by using SPSS program for percentage, frequency, mean score, standard deviation, t-test and correlation coefficient. The finding from this study indicated that the teachers’ creativity was categorized good level while the result of the students’ motivation in learning English showed that 73 students got high motivation level with percentage 66.71% and 38 students gained average motivation level with percentage 33.92%. It meant that most of the students had high motivation in learning English. The correlation coefficient was 0.786 and the correlation level of significance was 0.000<0.05. Therefore, there was positive relationship between the teachers’ creativity and the students’ motivation in learning English.

DEVELOPING CRITICAL THINKING SKILLS THROUGH MICROTEACHING Ika Wahyuni Lestari
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 2 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

This study aimed to explore how microteaching improved the students’ critical thinking skills. The method used was qualitative research. The procedure of collecting the data was assigning 20-minute microteaching to nine groups of preservice teachers over nine weeks of teaching and learning process. In a group of two to three, they were asked to demonstrate their understanding on how to teach English to young learners based on a given topic. Peer feedback and teacher feedback were also given as a post-activity. Two preservice teachers were interviewed to explore their views on how the microteaching model influenced their critical thinking. The results showed that all stages of the microteaching model - the preparation and planning, the 20 minutes microteaching, peer feedback, and teacher feedback - enhanced their critical thinking skills.

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