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Journal : ETERNAL: English Teaching Journal

AN ATTITUDINAL SYSTEM ANALYSIS OF TEACHER’S TALK IN EFL CLASSROOM INTERACTION Evi Septiani Rahayu; Rama Dwika Herdiawan; Eva Fitriani Syarifah
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.v11i2.7558

Abstract

This present study is intended to analyze the dominant type of attitudinal system that expressed by the teacher. This study utilized qualitative method with Critical Discourse Analysis (CDA) as research design. As for research sampling, this study involved an English teacher and one science class of eleventh grade students in one of secondary school in Majalengka. In order to collect the data, the researcher utilized the instrument of observation. Then, this data were analyzed by using Appraisal Theory that proposed by Martin and Rose (2007). As for the results, this research found that the dominant type of attitudinal system that expressed by the teacher is Affect category. It indicated that both the teacher frequently expressed his opinion, feeling and emotion through their talk. Furthermore, these talks mostly expressed in positive way. It indicated that the teacher always tried to build a positive atmosphere by saying positive talks in order to stimulate the students to become active in the classroom. Therefore, it can be said that it is very important for the teachers to pay more attention in managing their talk since it can affect students’ interaction in the classroom.
PROMOTING STUDENTS’ SPEAKING SPONTANEOUS THROUGH ENGLISH SURVIVAL ACTIVITY: A CASE STUDY ON STUDENTS OF AGRICULTURE Eka Nurhidayat; Eva Fitriani Syarifah
ETERNAL (English Teaching Journal) Vol 13, No 2 (2022): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v13i2.12035

Abstract

English lecturers frequently worry about encouraging students to use English in spontaneous conversation, mainly English, for specified purposes. The study details classroom activities that encourage students to talk spontaneously in Agriculture. An early stage of group preparation is required to instil confidence in students to speak English freely in class. Students are responsible for identifying themes and laying the framework for class discussions. Cultivation, food production, and cattle business are suggested materials for various class activities. The teacher's role is to enlighten students about available resources, establish ground rules, and promote free expression. These events are intended to instil students’ confidence in English speaking.
Project – Based Learning: Facilitating the Development of Students’ Critical Thinking in English Essay Writing Eva Fitriani Syarifah; Afief Fakhruddin; Eka Nurhidayat
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.v14i2.16137

Abstract

This study aimed to investigate how the project – based learning was implemented to facilitate the development of students’ critical thinking skills in English essay writing in higher education context. An exploratory case study research design was used in this study while the participants were one lecturer and 15 students. The data were gleaned from classroom observations, interview, and documents. The data analysis results that teaching English essay writing in which project- based learning was implemented covers three stages including preparation, implementation, and presentation. The other result from data analysis shows that the students can write essay cohesively and coherently in which this results indicates students’ critical thinking skills.  The results lead to the conclusion that all of the students had chance to be actively involved during the project and in teaching and learning prosess. It indicates that project – based learning apparently could facilitate the development of students’ critical thinking in English essay writing.