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ETERNAL(english, teaching, learning, and Research Journal)
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 8 No 02 (2022)" : 14 Documents clear
THE ANALYSIS OF TEACHER’S INTERACTION BY USING SELF-EVALUATION TEACHER TALK (SETT) IN SMPN 13 SURABAYA Alfan Hariri; Rizka Safriyani; Zulidyana D. Rusnalasari
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A1

Abstract

In teaching, teacher do not only think about the pedagogic goals, material, and activity used. At the same time, the teacher should also think about how effective the interaction used linked to the pedagogic goals. In short, the success of the teaching learning process relies on how the teacher’s interaction in leading the students to achieve the pedagogic goals. From those phenomenon, this thesis analyzes the suitability of teacher’s interaction with the pedagogic goals in teaching English lesson in SMPN 13 Surabaya by using SETT. The research object is an English teacher of SMPN 13 Surabaya who teach in two different classes; A and G 7thgrade. This study practices qualitative method which uses SETT frame work as a means of analysis. In addition, the researcher uses voice recording and interview as a technique to get the data. As a result, the teacher’s interaction is in the form of IRF pattern that mostly uses close question as initiation. In addition, the teacher’s interactional features that often occur is teacher echo, display question and confirmation request. Furthermore, the teacher’s interaction coincides with the SETT framework to lead student in gaining the pedagogic goals. Though, there are some part of interaction that can be improve for better student involvement such as extended wait time, teacher echo and way of scaffolding.
IMPLEMENTATION INTERACTIVE AND COLLABORATIVE ONLINE LEARNING ENGLISH FOR FOREIGN LANGUAGE MOODLE-BASED Rizky Eka Prasetya; Anindya Putri Pradipta; Geri Suratno
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A2

Abstract

Moodle virtual learning transformed the implementation of online English education. This Learning Management System (LMS) was the most accepted in Higher Education in Indonesia. The qualitative study investigates and determines the integration of Moodle features on interactive and collaborative English teaching approaches. Case studies practice various qualitative research approaches for 43 language lecturers as the respondent. Illustrative case studies assisted essentially in obtaining the unknown common and providing pedagogical members with a specific language regarding the subject in the problem. The result exposed the opportunity to implement an interactive and collaborative teaching approach in the English language educational process. The availability of Moodle features is concerned with the activities and resources main feature in Moodle. The interactive Moodle feature involved assignments, lessons, quizzes, and surveys. English language learners who engage in interactive online learning experiences are compelled to participate in their education. Involving them in the English language online education process is critical to their achievement. In the meantime, Collaborative Moodle features involved chat, forum, glossary, and wiki. These fundamental features were revealed to help English lecturers establish the learner-centered English pedagogy mode as course designers. Integrating collaborative activities into online courses improves performance outcomes for English language learners. The Moodle virtual English online pedagogy would be the proper system to accommodate and facilitate education in Higher Education. English lecturers as course designers and instructors needed to be aware of the improvement of virtual media and made enhancement English language learners
VOCABULARY ENHANCEMENT USING CROSSWORD PUZZLE (WORD LINK) & GTM Caroline Victorine Katemba
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A13

Abstract

The English language is distinguished by its vocabulary. To master the four language-learning abilities of hearing, speaking, reading, and writing, vocabulary is essential. Many of the instructional strategies used to teach the English language are incorporated into vocabulary instruction, which achieves the same goals as earlier strategies. This study seeks to examine whether Word Link and Grammar Translation Method (GTM) will increase students' vocabularies. This research employs the Pre-experimental designs methodology. The pre-experimental group consisted of 25 fifth-graders from an Elementary School in West Bandung. A pre-test was administered at the beginning of the program, and a post-test was administered at the conclusion of the 32-hour meeting. The adoption of GTM utilizing the Word Link application (crossword puzzle) has a good and statistically significant impact on the vocabulary development of students, according to the findings of this study. The crossword puzzleword Link apps appear to aid youngsters in expanding their vocabularies, and it is recommended that teachers employ this strategy while teaching and studying English, particularly in the early grades.in elementary school.
THE VIRTUAL LEARNING DURING COVID 19 PANDEMIC: WHAT ARE STUDENTS BELIEF ON IT? Dodi Erwin Prasetyo
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A12

Abstract

There were exceedingly rare researches in analysing students’ gender differences of internet beliefs for Indonesia context. Therefore, this study was aimed at describing students’ beliefs of the internet usage, and at gauging male and female students’ differences on the internet beliefs. This study employed 27 students in East Java (6 male and 21 female). The study data was via questionnaire and gauged in MS Excel and SPSS 25. Hence, this study used quantitative descriptive to explain students beliefs on the internet usage in learning. While measuring differences based on the gender, the researcher used Mann Whitney analysis. Results diagnosed that most of students gained positive beliefs for the internet usage in their learning. However, there were no significant differences because of significance two tailed value upper than .05. It could be assumed both gender students have in similar line beliefs on the internet usage for their learning. Fruitful suggestions are recommended, due to the pedagogic and future research aspect. For pedagogical aspect, the internet should be elaborated and integrated extensively in the learning instruments as well as learning materials to develop better process and outputs. For future research, those findings can be used to explore more for other study fields.
AN ANALYSIS OF STUDENTS COMMUNICATION APPREHENSION IN SPEAKING CLASS Asep Hardiyanto
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A3

Abstract

Speaking is one of the ways people communicate verbally. Important speaking skills, students must be able to speak English well. However, in reality students' communication in speaking class often faces problems. One of them is communication apprehension, communication apprehension is people who feel bad feelings in communicative situations. Therefore, it is important to do further research through research to find out whether actually facing communication fears can help to succeed in learning to speak. Based on these problems, researchers are interested in examining the types and factors that cause student communication in the speaking class. This study aims to describe the types and factors that cause communication anxiety experienced by students. This study uses a descriptive approach. This research involved 7 participants from speaking class at Muhammadiyah University of Kotabumi. Data collection was done through a questionnaire with a google form. The results showed that students experienced network communication in types of traits such as, situational and general context. In this case, the person-group is the missing type in this study. Then for the anxiety factor, students experience novelty, formality, subordinate status, ignorance, inequality, attention, heredity and environment. The missing factors of Communication Aprehension are strengthening and defeating.
ENGLISH DEBATING AT AN ISLAMIC BOARDING SCHOOL: BEYOND SPEAKING SKILL AND CRITICAL THINKING Atin Kurniawati
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A4

Abstract

Plenty of studies have investigated English debating as a method to improve students’ speaking skill and critical thinking, whereas debating itself requires combination of several skills altogether from preparation to evaluation stage. Each stage in debating requires different skills. This study aims to shed some light on the influence of English debating activities on the progress of English skills and non-English skills of its members. Three students who joined the English debating club at an Islamic boarding school were involved in this study and they represented different length of membership. The data were collected through an open-ended questionnaire and followed by semi-structured interviews. The entire data collection stage was conducted online due to pandemic condition. The data were then coded and analysed using constant comparative method. This study revealed that English debating brought a good progress on both English skills and non-English skills of its members. Not only it improved the students’ speaking skill, but it also improved reading, listening, and writing skills. Along with the skills progress, they also confirmed much better vocabulary and grammar mastery. Non-English skills were also well-developed through English debating activities namely critical thinking, confidence, teamwork, and persistence. Team members interactions and coaching from the debating coach contributed a lot toward their progress. This study implies that English debating is suitable to develop all English skills as well as the students’ ability of critical thinking, teamwork, confidence, and persistence.
STUDENTS' PERCEPTION OF IMITATION TECHNIQUE IN LEARNING PRONUNCIATION: A SURVEY STUDY OF ISLAMIC HIGH SCHOOL STUDENTS Muhammad Syahruddin Nawir
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A7

Abstract

The students’ mastery in pronouncing English words depends not only on students themselves but also on the teacher as a facilitator. Therefore, it is very important for the students to practice their pronunciation using their ability to imitate their teachers’ pronunciation. Yet, it cannot be dismembered that students’ imitating ability is the only matter that can drag the students’ feet in learning pronunciation. As reaction for the issues, the researcher considered a technique that allowed the students to enjoy studying pronunciation and increase their ability in pronouncing English words immediately. In this case, the researcher desired to know the students’ perception in teaching pronunciation by using Imitation Technique. By knowing students' perceptions, it allowed the researcher and teachers to know more about the students and how their opinion is in terms of learning pronunciation. The objective of this research was to find out the students’ perception toward the use of Imitation Technique in learning pronunciation at the second grade of SMAIT Al-Ishlah Maros. This study used descriptive quantitative research design in analyzing data. The total number of populations was 68 students that consist of three classes. Therefore, the sample was 21 students that chosen by random sampling technique. The result of this study was found that the students’ showed positive perception on Imitation Technique in learning pronunciation according to the data analysis. It shows that the mean score of the students’ perception on the use of Imitation Technique in their English learning was 80.81 which classified as Positive.
PHYSICS EDUCATION STUDENTS’ NEED ANALYSIS TOWARD ENGLISH TEACHING MATERIAL Indah Fadhilah Rahman; Alia Putri Rukmana
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A6

Abstract

English Specific Purpose (ESP) is a subject on teaching English to Physics Education students. The goal of this study is to determine what the target needs and English learning needs are for students in the Physics Education Department at UIN Alauddin Makassar. The survey method applied in this study as the research design. The researcher used questionnaires and interviews to gather information for this study. This study included 56 participants, including 50 third-semester students from the 2019 intake year, one lecturer, and five graduates from the Physics Education Department at UIN Alauddin Makassar. Microsoft Excel was used to examine the data. The findings of this study revealed that students need to learn speaking, reading, and writing skills, because those are important to support them to succed in stujdy. It imply that the material should covers those skills to fullfill the students’ needs.
THE USE OF FTA’S STRATEGIES BY LECTURERS IN LISTENING SUBJECT Masykur Rauf
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A8

Abstract

This article aimed at finding out the kinds of FTA strategies (positive and negative politeness) used by lecturers in lecturing listening comprehension and the effects of polite expressions used by lecturers on students. The researcher used descriptive qualitative research and applied a purposive sampling technique in collecting valid data. The subject of this research was one lecturer in the English and Literature Department of the Adab and Humanities Faculty. The researcher applied classroom observation by recording the lecturer’s activities and analyzed them through Brown and Levinson’s theory of politeness strategies (FTA). The researcher found some polite expressions of strategies that the lecturer used which are divided into two types. First, Positive Politeness (PP) such as noticing and attend the hearer, greetings, exaggerating, intensifying the interest of the hearer, using in-group identity makers, seeking agreement, presupposing/raising/asserting common ground, including both speaker and hearer in the activity, giving or asking reasons, assume or assert reciprocity and giving gifts to the hearer (goods, sympathy); and Negative Politeness (NP) such as Being conventionally indirect, Questions, Minimize the imposition, Giving deference, Nominalize. The effects on students are: being motivated in their study, student attitude (affective), respect for the lecturer, self-confidence, being active and attending the learning process, and honesty.
STUDENTS’ LEARNING STYLES IN LEARNING TRANSACTIONAL SPEAKING SKILLS Nur Aliyah Nur; Annisa Shofa Tsuraya; Nurul Parah
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V82.2022.A5

Abstract

The diverse backgrounds of students in learning English lead to a great challenge to the teacher to accommodate different types of students’ learning styles. This research aims to identify the students’ learning styles in learning transactional speaking skills in the fourth semester students of English Education Department, UIN Alauddin Makassar. The method used in this research was the descriptive qualitative research method. The instrument used to gather the data were questionnaires and interview guidelines. The results showed that the students like to learn transactional speaking skills by watching videos or films, pictures or posters, talking to their friends, practicing their English outside, and making conversations with their friends. Besides, some students like studying alone, reading books in a foreign language, working problems set by the teacher, memorizing conversations or dialogue, and writing in a notebook. Based on the categorization of the learning styles as concrete, analytical, communicative, and authority-oriented learners, the researchers found that the dominant learning styles were concrete learners. Based on the findings, the researchers recommend that it is essential for the lecturers to implement learning and teaching methods that are appropriate to students’ learning styles when teaching transactional speaking skills in the classroom. In addition, the students are expected to be able to develop their transactional speaking skills by understanding their individual learning styles for better learning and teaching process.

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