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[An Analysis of Teacher Talk in English Classroom Interaction of the Seventh Grade Students of SMPN 23 Oku ]]>
<![CDATA[Nurul Afifah]]>;
<![CDATA[Nopa Yusnilita]]>;
<![CDATA[Vinna Riana Resiani]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2825
<![CDATA[The objectives of the research were to found out the kinds of teacher talk that used by English teacher during the classroom interaction and to know the students’ perception about teacher talk in classroom. The population of this research was 162 students of seventh grade students. The researcher only took 32 students as the sample by applying purposive sampling. The data were collected through observation and questionnaire. Then the researcher used descriptive method for analyzing the data. The result of this research showed that the teacher used all kinds of teacher talk while giving questions and feedback. In giving questions, teacher used procedural questions (23%), display questions (70%), and referential questions (7%). In giving feedbacks, the teacher used informing (38%), prompting (23%), encouragement (8%), criticizing (23%), ignoring (8%) as the feedbacks for incorrect answer. And for correct answer, the teacher used praising (75%) and summarizing (25%) in the class. For the students’ perception toward teacher talk used by the teacher while giving questions and feedbacks, the students agreed that teacher always use all of the feedback except ignoring. It concluded that the teacher talk which teacher used while giving questions and feedbacks in the English class of the seventh grade students at SMPN 23 OKU is good. In addition, English teachers in Junior High School were suggested to develop and improve their basic ability in managing their talk, especially the ability in giving the appropriate questions and good feedbacks to the students in English class. With all the type of their talk, the interaction between the teacher and the students will be built and increase. The teacher must be a good facilitator and motivator to the students in learning English.]]>
<![CDATA[Implementation of Scientific Approach in English Teaching at SMPN 1 Gringsing Batang ]]>
<![CDATA[Luluk Fatwiana Muslimah]]>;
<![CDATA[Ngasbun Egar]]>;
<![CDATA[Siti Musarokah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2831
<![CDATA[This research aimed: 1) to identify the implementation of scientific approach in English teaching at SMP N 1 Gringsing, 2) to identify the problems faced by the teachers and students implementing scientific approach in English teaching, and 3) to know the teachers’ solutions of the problems. The method used in this final project is descriptive qualitative. The writer used observation sheet and documentation gotten by recording the activities, and the lesson plan of the teachers in collecting data. The result of the analysis shows: 1) the implementation of scientific approach in teaching learning process at SMP N 1 Gringsing Batang is running well, although the five steps are not working well because the time was not enough to finish all of steps of scientific approach in one meeting. 2) the problems in teaching learning process were divided into two parts. The first was problems of the teachers. Here, the first teacher often forgot to give apperception in the opening step as stated in the lesson plan. The teachers found the students were less active in learning process of questioning step. Moreover, the teachers gave same instruction in exploring and associating step by giving same questions but different pattern (written and orally). Then, the teachers were lack in the media of teaching learning process, so it made students bored. The second was problems faced by the students that they were being nervous, afraid, or ashamed if they made a mistake in arranging the question or sentence, and show their work. Sometimes they felt difficult when they found new vocabularies. 3) there were some solutions made by the teachers to solve the problems. They corrected the students’ pronunciation and wrong sentence. The teachers let students to open their dictionary to find the meaning of difficult words. Furthermore, they gave motivation to the students that they should be more active in the teaching and learning process. In addition, the teachers gave punishment by giving questions to students who did not focus in learning process and the students were asked to write what they had learnt on that day in “My Journal”. It was to know the students’ development. Finally, the teachers should improve the techniques in learning process, so the students can receive the material easily.]]>
<![CDATA[Analysis of Multiple Characters of Major Character in the Novel Tell Me Your Dreams by Sydney Sheldon, as an Alternate Material to Teaching Prose ]]>
<![CDATA[Ida Susanti]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2826
<![CDATA[This research is purposed to analysis of multiple characters of major character in the novel Tell Me Your Dream by Sidney Sheldon. Like any other Sheldon’s previous novel, this novel tells an interesting mysterious story with a woman as the main character. Reading literature such as novels is interesting and challenging. It requires a different approach than reading a textbook.The writer can apply the knowledge about multiple character presented in the novel that can be used to convey informations.And the last but not least the writer can give contribution to teach prose.Based on background of the topic, writer states the exact problems of this study as follows: (1) What is multiple characters generally? (2) What are multiple characters of main character found in the novel? (3) What does Tell Me Your Dreamscontribute to Teaching Prose? Based on the problem the writer states, the objectives of this study as follows: (1) To explain the multiple characters definition.(2) To explain the multiple characters of main character found in the novel. (3) To explain what Tell Me Your Dreams novel contributes to Teaching Prose. This research uses data collection method with Content-analysis: A review of research in any area, for instance, involves the analysis of the contents of research articles that have been published. The technique of data analysis through some ways such as reading the novel, books and international journal, classifying the data, and analyzing the content of the novel.Based on the analysis, the writer concludes that Tell Me Your Dreams a novel written by Sidney Sheldon in 1998 is one of the media of teaching prose for example analyzing a novel. The contributions of analyzing novel for Teaching Proses are an alternative fun way of studying prose, increasing student interest in the preservation of literature and increasing students’ listening ability reading ability, writing ability, and speaking ability]]>
<![CDATA[Debate as an Alternative Technique of Teaching Speaking for the Students ]]>
<![CDATA[Larasati Larasati]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2832
<![CDATA[Nowadays, a problem faced in teaching speaking at school is still about the lack of student’s skill in conveying ideas. How teacher dominates the learning also takes part in aggravating the situation of the learning. The effect of that situation is that the students’ speaking skill is undeveloped optimally. This study reveals the existence of an alternative technique that can be applied by Indonesian teacher, which is debate. The method used is a literature review by adopting many studies, then analyzing it based on the application in the learning. According to the analysis result, it can be seen as an alternative in improving students’ speaking skill.]]>
<![CDATA[Can Portek (Portable Engklek) be a Solution to Teach Vocabulary to English Young Learners? ]]>
<![CDATA[Fitri Yulianti]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2827
<![CDATA[The main goal of this article is to find out whether or not PORTEK be a solution to teach vocabulary to English young learners. Previously, there were some studies conducted to prove the effectiveness of PORTEK as English teaching media, especially in teaching vocabulary. But the writer assumed that she needed to conduct one more study to conclude her previous findings. She used library research with qualitative data to answer the research question. The data from her previous studies were used as the primary data. The result of her study was showed in tables to ease the readers get the conclusion. At the end, it can be concluded that PORTEK can be a solution to teach vocabulary to English young learners.]]>
<![CDATA[Translation Analysis of Cultural Terms Found in the Novel Ronggeng Dukuh Paruk by Ahmad Tohari and The Dancer by Rene T.A Lysloff and its Contribution to Cross Cultural Understanding Teaching ]]>
<![CDATA[Setyani Tri Wahyu Briliyanti]]>;
<![CDATA[Arso Setyaji]]>;
<![CDATA[Indri Kustantinah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2833
<![CDATA[The objectives of the study are (1) To categorize the cultural terms found in the novel Ronggeng Dukuh Parukinto The Dancer(2) To describe the techniques implemented in the translation of cultural terms in the novel Ronggeng Dukuh Parukinto The Dancer (3) To find out the contribution of novel Ronggeng Dukuh Paruk and The Dancer to Cross Cultural Understanding teaching.This is a descriptive research with qualitative analysis. The writer used following steps: (a) the writer read the novel Ronggeng Dukuh Paruk by Ahmad Tohari and its translation The Dancer by Rene T.A. Lysloff, (b) the writer search the cultural terms in the novel, (c) the writer analyzed the cultural terms found in the novel Ronggeng Dukuh Paruk and its translation The Dancer, (d) the writer analyzed the technique of translation, (e) the writer analyzed both of the novel to find out the possible contribution to Cross Cultural Understanding teaching. The result of this research are (1) Categories cultural terms found in the novel Ronggeng Dukuh Paruk and The Dancer. There are four categories of cultural terms related to Ronggeng Dukuh Paruk and The Dancer. Those are material culture, social culture, activities and procedures, and then gestures and habits. (2) technique implemneted in the translation of cultural terms in the novel Ronggeng Dukuh Paruk into The Dancer. In translation the novel, the translator applied borrowing technique i.e without any change the word of culture. (3) contribution of the novel Ronggeng Dukuh Paruk and The Dancer to Cross Cultural Understanding teaching. The contribution of translation analysis of cultural terms in the novel is giving information and developing the student’s knowledge. It also can be the new media of Cross Cultural Understanding teaching. ]]>
<![CDATA[Textual Meaning Analysis in Speech of “Hillary Clinton’s Keynote Address at the 2015 Women in ihe World Summit’ by Hillary Radhom Clinton” ]]>
<![CDATA[Alfi Setyo Wati]]>;
<![CDATA[Arso Setyaji]]>;
<![CDATA[Sri Wahyuni]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2828
<![CDATA[The objectives of the research are: 1) To identify textual meaning realized in the speech of “Hillary Clinton’s keynote address at the 2015 women in the world summit. 2) To find out the dominant Theme realized in the speech of Hillary Clinton’s keynote address at the 2015 women in the world. 3) To know the implication of textual meaning on speech. The writer used following steps: a) Listen the speech of Hillary Clinton’s and determining the sentences want to analyze, b) identifying the speech based on the types of theme, c) grouping the types of theme each clause to get the most dominant theme of speech, (d) implicating of textual meaning on speech, (e) interpreting the findings. The results of this research are (1) the realization of textual meaning in Hillary Clinton’s speech identified each clause to be clauses of the text. There are Topical Theme, Textual Theme and Interpersonal Theme. (2) The dominant theme realized in speech of Hillary Clinton is Topical Theme. (3) The implication textual meaning analysis in speech are known the structure of functional grammar. From the speech, the researcher found out many clauses in it. Based on the analysis, the researcher found 78 clause of topical theme, 39 clause of textual theme, 2 clause of interpersonal theme. So, topical theme is the dominant theme with 54,6% from all themes. Finally, the writer would like to offer some suggestion to learners that they should be able to learn about textual meaning. The teacher may use that speech to material of teaching Functional Grammar. The students may use this speech as a new reference to improve their analysis in Functional Grammar ability.]]>
<![CDATA[Metaphorical Symbols Used in Linkin Park’s Song Lyrics and its Contribution to Teaching Poetry ]]>
<![CDATA[Novita Anggraini]]>;
<![CDATA[Listyaning Sumardiyani]]>;
<![CDATA[Faiza Hawa]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2829
<![CDATA[The objectives of this study are: 1) to find out the meaning of metaphorical symbols in Linkin Park’s song lyrics; 2) to find out the contribution of Linkin Park’s song lyrics to teaching poetry. In this study, the writer applies the descriptive qualitative approach in this study to analyze implicit meaning of metaphorical symbols used in Linkin Park’s song lyrics. Besides that, the writer wants to describe its contribution to teaching poetry. The finding show that the writer found 38 metaphorical symbols in the five Linkin Park’s song lyric. It consists of 4 symbols in the Numb, 14 symbols in Hands Held High, 5 symbols in What I’ve done, 5 symbols in New Divide, 10 symbols in Final Masquerade. Through using those song lyrics, the students can learn the figurative languages which can be found in those song lyrics, especially metaphorical symbols. The students can understand the meaning of the metaphorical symbols which can enrich their vocabulary through learn the examples of implicit meaning analysis in this study. So they are able to choose and combine the appropriate dictions. Finally, they will be able to create a good poetry which has deep and beautiful meaning. The writer suggests that the teachers should use an appropriate and interesting learning source in teaching writing and appreciating poetry. Song lyrics in Linkin Park consist of a lot of words, phrases, and sentences with the figurative language, especially metaphorical symbols which has implicit and deep meaning. Through delivering those songs lyrics, the students will get the inspiration and motivation in writing and appreciating poetry.]]>
<![CDATA[Reading Journal as a Way to Improve Students’ Reading Comprehension ]]>
<![CDATA[Afief Fakhruddin]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2824
<![CDATA[Reading journal is one way to record students’ independent learning based on text they read. This study was conducted to fnd out the students’ level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students’ reading comprehension, whether the students got beneft from reading journal. There were 80 respondents coming from three different classes in Majalengka University were asked to read a text related to the subject they learned in a certain session. Then they were assigned to write a journal that records the things they had read. When this task was fnished, the lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fll in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The fndings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students’ understanding in reading comprehension. The most crucial thing is that most students think they get benefit by writing the reading journal.]]>
<![CDATA[A Textual Meaning Analysis of Drama Script “Diversity” Performed by the Seventh Class Students of the University of PGRI Semarang in English Drama Performance in 2016 ]]>
<![CDATA[Rina Martiana Fitri]]>;
<![CDATA[Arso Setyaji]]>;
<![CDATA[Rahmawati Sukmaningrum]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v8i2.2830
<![CDATA[The objectives of the research are: 1) to identify textual meaning realized in the dialogue of drama script “Diversity”. 2) to know the dominant theme realized and the reason of dominant theme realized in the dialogue of drama script “Diversity”. 3) to know the contribution of drama script on textual meaning analysis in English Language Teaching. This research is categorized as qualitative descriptive. The instrument of this research was using textual meaning analysis of drama script “Diversity” that was performed on January 6th, 2016 by the seventh students semester in English drama performance. To collect the data, the researcher found the clauses and identified the data. The clauses consist of 194 clauses. According to textual meaning analysis, the researcher found 92 clauses of topical theme, 50 clauses of interpersonal theme, 52 clauses and 50 clauses of textual theme. So, the topical theme is the dominant theme with 47,4% from all themes. This research can give a contribution to the English language teaching in learning systemic functional grammar especially in textual meaning analysis. The lecturer can use this media that is drama script as a media to explain the material about textual meaning analysis. Through this way, the students can learn easily without reading a thick book. On the basis of conclusion, several suggestions can be offered. The lecturer may use that drama script in learning systemic functional grammar especially in textual meaning analysis. The learners may use this drama script as other alternative reference in learning systemic functional grammar especially in textual meaning analysis to improve their analysis in modern grammar ability.]]>
