ETERNAL: English Teaching Journal
ETERNAL (English Teaching Journal) is published twice a year in the month of February and August ISSN 2086-5473 (Print) and ISSN 2614-1639(Online). It presents articles on English language teaching and learnings, literature and research. The contents include analysis studies, application of theories, research reports, material developments and reviews.
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<![CDATA[A Study on Students’ Attitudes towards Peer Review in Online Writing Classes ]]>
<![CDATA[Emilia Ninik Aydawati]]>;
<![CDATA[Anton Suratno]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.13710
<![CDATA[Abstract. Online peer review has been applied in Academic writing classes and it has had a positive impact on the students’ writing skills. Further study was done to find out the students’ attitudes toward online peer review in online writing classes. A questionnaire on students’ attitudes was distributed to 43 students in academic writing classes who are practicing online peer review. The statements in the questionnaire cover their attitude towards online peer review in three aspects: affective strategies, writing processes, and interaction ability. The findings show that the students have a positive attitude towards online peer review. They have a positive attitude toward the aspects. However, the students have a negative attitude one of the statements in social interaction ability. The average students do not see that this online peer review helps them learn about maintaining harmony in pair work. ]]>
<![CDATA[Students’ Challenges and Language Learning Strategies In a Group Presentation In The Post-Pandemic Era ]]>
<![CDATA[Wawan Setiawan]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.14313
<![CDATA[During the pandemic, online learning was the inevitable surge. Now, in the post-pandemic recovery, schools and universities have initiated to start offline learning. This research attempts to investigate challenges and students’ language learning strategies in giving a group presentation in the post-pandemic era. Fifty students, the third semester students taking Pre-Advanced Speaking class at STBA JIA Bekasi, participated in this research. The participants involved had online learning for the last two semesters and the third semester was their first time having offline classes. So, to address the research questions regarding their challenges and language learning strategies, the questionnaire was distributed. The findings showed that most of the students believed confidence was their major challenge in giving a group presentation in the post-pandemic era. While for the language learning strategies, the majority of participants adopted cognitive strategies such as planning and organizing their presentation.]]>
<![CDATA[The Effect of Inquiry-Based STEM Learning Strategy toward Students’ Writing Abilities at Eighth Grade of SMP Negeri 15 Bengkulu City ]]>
<![CDATA[Lussy Erviona]]>;
<![CDATA[Ira Maisarah]]>;
<![CDATA[Iis Sujarwati]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.14309
<![CDATA[The objective of this study was to reveal the effects of Inquiry-Based STEM Learning Strategy toward students’ writing ability at the eighth-grade students of SMP Negeri 15 Kota Bengkulu. Quasi-experimental design was implemented in this study. Eight grade students of SMP Negeri 15 Kota Bengkulu were participated in this study. The findings revealed a significant difference between the writing abilities of students taught using the Inquiry-Based STEM strategy and the writing abilities of students taught simply using scientific approach which is used as conventional techniques. It was found from the post-test results that there was significant effect toward students' writing ability after receiving six treatments. The results independent sample test revealed that the Inquiry-Based STEM technique had a significant impact toward students' writing abilities. The mean pre-test writing skill score for the control and experiment groups was found to be slightly comparable. However, the writing score of the experiment group was higher than the control group. Thus, it can be concluded that Inquiry-Based STEM strategy gives positive effect toward students’ writing ability and is proved to be effective strategy in teaching writing. Finally, it is suggested that teachers comprehend and apply the Inquiry-Based STEM strategy while teaching writing because it has been demonstrated that this technique may improve the teaching learning process. It is also suggested that additional studies perform study on the use of the Inquiry-Based STEM method in various grades or schools.]]>
<![CDATA[Charade Game: Does it Impact Students’ Writing Ability? ]]>
<![CDATA[Abdullah Al Azhar]]>;
<![CDATA[Entika Fani Prastikawati]]>;
<![CDATA[Siti Musarokah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.13677
<![CDATA[Modern English instruction must show a developing strategy to motivate and inspire pupils. Introducing games into the teaching and learning process is an option for reducing student boredom. The game of Charade is one alternate teaching strategy that can be used to teach English writing and improve students' writing skills. This study utilized the Charade game as a teaching method for writing. Utilizing a pre-test and post-test, a quasi-experimental research method was implemented. 30 students were assigned to each of the control and experimental groups, for a total of 60. After a series of interventions, students' writing skills were assessed. The outcome of quantitative data analysis was performed using SPSS 25. Compared to the control group, the experimental group demonstrates a considerable change and improvement in writing skills. The significant improvement of the experimental group demonstrates the efficacy of the Charade game as a method for teaching writing.]]>
<![CDATA[Revisiting Existed Syllabus in Poetry Class: An Interactive Approach ]]>
<![CDATA[Deta Maria Sri Darta]]>;
<![CDATA[Ervin Suryaningsih]]>;
<![CDATA[Rindang Widiningrum]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.14627
<![CDATA[Poetry has become less and less preferred by the students. Poetry has been viewed as a boring subject. This is because the process of learning and teaching poetry is considered as a routine activity. This article seeks ways to make poetry become an interesting subject to learn by examining the existing poetry syllabus and proposing a more interactive syllabus. Ethnography was used in this study to gather the information. Lecturers and students will have to work together and collaborate in conducting a conducive atmosphere to reduce the anxiety in learning and teaching poetry. By reducing the anxiety, students will find that learning poetry will give them something more than just analyzing poems. Learning poems will contribute to their English development. The result of this study is a proposed syllabus that is more interactive compared to the existing one, especially the class activities; that are employing collage and mirror writing as ways to appreciate poems read. The implication of the proposed syllabus is that this syllabus should be implemented to see how far the proposed syllabus helps to reduce learning anxiety and make the learning process of poetry class become more interactive.]]>
<![CDATA[Audio Podcast and Video Practical for Short and Long-Term Memory Student ]]>
<![CDATA[Nuki Dhamayanti]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.14588
<![CDATA[Listening items on the Marlins Test are more varied with various nationality accents. Seafarers' listening ability can be improved by listening to different language accents. This research used here is a quasi-experimental research design. The sampling method used for Non-Probability Sampling. Based on the results of the analysis and discussion, the following conclusions are obtained: there is no significant difference between Using Audio Podcast and Video Practical Training (Students with Short Term and Long-Term Memory) groups; there is no significant difference between Student Short Term Memory – Student Long Term Memory; there is a significant difference between the two Audio Podcast groups (Student Short Term Memory – Student Long Term Memory); there is no significant difference between the two Video Practical Training groups (Student Short Term Memory – Student Long Term Memory). The use of audio podcasts in teaching listening needs to be increased because it is effective for students inside and outside the classroom. The existence of podcasting contributes to helping teaching and learning activities run well. That is because listening comprehension becomes a complex process to understand spoken language in English Foreign Language learners. The use of audio podcasts in achieving listening skills in teaching activities needs to be investigated further. Literature research using the systematic review method to determine the effectiveness of audio podcasts in teaching listening at all levels of students needs to be studied further. The use of audio podcasts in teaching listening needs to be increased because it is effective for students inside and outside the classroom.]]>
<![CDATA[The Effect of RPG Maker Mobile Learning Model in Learning English ]]>
<![CDATA[Afief Fakhruddin]]>;
<![CDATA[Abdur Rasyid]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.14199
<![CDATA[The aimed of this research was to measure the effect of application (RPG) MakerMV. This research belongs to experimental research and quasi experimental design. It described about the effect of using of the application. The research methodology was a quantitative method. The population of this study was one Class XI students from MA Siti Khadijah, and the sample was twenty students or two classes throughpurposive sampling. The research result showed that this application were very effective and very easy to use.The researcher concluded that the experimental group through this application in the right way. The average percentage of student activity is 75.6%, which is included in both categories.The experimental group had higher score (429) after learning English vocabulary using direct method than control group (274). The conclusions of this study was RPG Maker mobile effective in the teaching learning English. This study recommended to use this aplication in teaching english. The application help students to follow the lesson]]>
<![CDATA[An Error Analysis of Students’ Cover Letter Writing Assignments ]]>
<![CDATA[Qorinta Shinta]]>;
<![CDATA[Hetty Catur Ellyawati]]>;
<![CDATA[Hernofika Laksmi Tatas]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.14445
<![CDATA[The objective of this descriptive study was to analyze students' grammatical errors in writing assignments, in this case writing a cover letter for second-semester Computer Science students at the University of Semarang. The target population included 21 Computer Science students enrolled in a Business English class chosen randomly from a pool of 50 participants. They were asked to write an application letter in English. Then, using the surface approach taxonomy, the researcher examined the students' writing for the following errors: 1. Omission Errors; 2. Addition Errors; 3. Misinformation Errors; and 4. Misordering Errors. The findings of this study show that student errors range from the most common to the least common, with a total of 67 phrases: (1) Omission 38.8%, (2) Misinformation on Sub-Alternating Forms 23.8%, (3) Addition on sub-Simple Addition 22.3%, (4) Misinformation on sub-Alternating Forms 8.9%, (5) Addition to sub double markings 2.9%, (6) Misinformation to sub regularization 2.9%. The errors in the Addition type (sub-regularization) and Misinformation categories do not appear at all (0%). According to the data above, pupils still do not comprehend how to employ basic English grammar structures or ho ]]>
<![CDATA[An Analysis of Politeness Strategies Used by Kit Connor in the Heart Stopper Series ]]>
<![CDATA[Ferawaty Puspitorini]]>;
<![CDATA[Haris Hamdani]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.14429
<![CDATA[In social situations, people must be able to recognize the faces of others to respond to emotions and maintain relationships. People are supposed to utilize politeness strategies to save their faces. The purpose of this research is to explain the different functions and kinds of politeness strategies utilized by Kit Connor in the television show The Heart Stopper. This study falls under discourse analysis and employs Brown and Levinson's theory of politeness strategies. In the form of utterances and words, this data is the script for the television series The Heart Stopper. According to our findings, Kit Connor's politeness strategy is used in 37 utterances. She used the baldness strategy 18.9% or 7 times of the time, positive politeness 54% or 20 times of the time, negative politeness 24.4% or 9 times of the time, and informally used 24.4% or 1 time of the time.2.7% used. Kit Connor's favourite politeness strategy is the "offer and promise" part of the positive politeness strategy. The strategy is employed 18.9%, or 7 times of the time. Generally, he employs politeness strategies in his daily life to maintain and build positive relationships with others]]>
<![CDATA[Analysis Of Moves and Tenses on Abstract Article Published at Journals ]]>
<![CDATA[Hendra Putra]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.14566
<![CDATA[An abstract has an important role in the research article. Generally, if the researcher wants to submit the article the first thing that must be done is to submit an abstract. This article aims to identify the moving structure of English abstracts of researcher’s articles from many sources that were published started from 2011 to 2021, to identify of applying tense and disagreement of subject and tense in writing abstract article. This study employed a genre analysis approach. As data collection techniques are used 10 abstract articles from the journal were published and then analyzed by using a moving structure from Hyland and Swales & Feak. The result can be revealed that they are 7 abstract articles that applied the introduction, 9 abstract articles that applied purpose, 9 articles that applied method, and 10 abstract articles that applied product move then there are 4 abstract articles applied conclusion move. In applying tense, the most used is simple present tense. It can be concluded that the most applied move is the product in writing an abstract article then the most used tense is in the simple present tense in writing an abstract article.]]>
