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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 12 Documents

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Search results for , issue "Vol 4 No 2 (2018)" : 12 Documents clear

TURN TAKING STRATEGIES AND ITS RELATIONS TO EFL LEARNERS’ PERSONALITY AND POWER IN THE INTERACTION OF ENGLISH CONVERSATION CLASS Rohmatul Fitriyah Dewi; Suharsono Suharsono; Ahmad Munir
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

Conversation is a pivotal spoken discourse needs to be practiced by EFL learners in the classroom. The successful of conversation can be achieved through turn taking strategies as the important part of the conversation. In fact, the way of EFL learners’ turn taking strategies is influenced by the social context where it is employed. This study is aimed at examining social contexts based on how EFL learners’ social personality and power influence their turn taking strategies during the interaction in English conversation class. Since this study depicts naturally occurring interaction, a qualitative approach is applied. By conducting participant observation, the data is gained from EFL learners spoken interactions by using audio recording. The findings reveal that turn taking strategy employed by the learners result their different personality. Besides, the role of power also reflects the participants’ social roles. The higher the status of participants, the more influence the language is in face-to-face interaction. In conclusion, the intertwined of language and social context is beneficial for the learners to motivate them in functioning the language.

THE EFFECTIVENESS OF USING AUTHENTIC TEXTS IN THE TEACHING READING COMPREHENSION Syaiful Islam; Edi Santoso
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

It was conducted to investigate whether the use of authentic texts in the teaching of reading comprehension is effective. The design of the study was quasi-experimental with non-randomized pretest-posttest control group. The samples of this study were the eight grade of SMP Negeri 1 Lawang – Malang in the 2017/2018 academic year. The sampling technique applied was simple random sampling which was taken by using lottery. The result of the lottery showed that class VIII-I was chosen as the experimental group and class VIII-G as the control group. In collecting data, pretest – posttest used was in the form of multiple choice tests which covered the subject matter of reading comprehension. The pretest means of both groups were analyzed statistically by using Lavene’s. Lavene’s test revealed the significant value is .553 that is higher than .05. This result indicates that the difference between variances is not significant. This indicates that the subjects of experimental and control groups are not significantly different before the experiment in their pretest scores of reading comprehension test. Therefore, an independent t-test was used to analyze the posttest means. The result of research findings, it can be concluded that using authentic texts in teaching reading comprehension proved to be effective in increasing the students’ reading comprehension achievement. Thus, it is suggested that English teacher to utilize authentic texts in teaching reading comprehension.

THE COMMUNICATIVE GRAMMAR TRANSLATION METHOD: A PRACTICAL METHOD TO TEACH COMMUNICATION SKILLS OF ENGLISH Andi Kaharuddin
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

This paper is theoretically aimed at discussing how to teach communication skills (written and spoken) through a combination between the classic grammar translation and the modern communicative language teaching). The combination not only results in the formation of a new method which is here known as the communicative grammar translation method, but also in the formation of a new methodology in English language pedagogy which might be applied by English teachers to teach communication skills in the classrooms. The methodology of this new method consists of three special procedures i.e. The first is structural procedure which allows the learners to learn grammar rules and vocabulary. The second is transitional procedure which gives opportunity to the students to practice using the rules in translation and pronunciation drills. The third is communicative procedure which also gives the learners opportunity to use their knowledge of grammar and vocabulary in communicative activities. The implementation of the three procedures is believed able to achieve three learning outcomes i.e. making the learners able to deliver English basic communication both in spoken and written, promoting the learners’ language accuracy and fluency in communication, and improving the learner knowledge of grammar and vocabulary to enhance initiatives in communication.

THE EFFECTIVENESS OF STORY TELLING AND STORY READING METHODS IN TEACHING SPEAKING Andi ST Aldilah Khaerana; Nadya Nurhidayah Nurdin
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

This research aims to find out the effectiveness of story telling and story reading methods in teaching speaking. The researchers applied comparative study method which aims at finding out the comparative effectiveness between the application of storytelling and story reading method in teaching speaking skill. The researchers apply experimental design that involves two groups; storytelling and story reading method in pretest, treatment and posttest. The subject in this research will consist of the 2nd semester students of Speaking 2 class of STKIP YPUP Makassar. There would be two variables in this research, independent and dependent variable. The independent variable is the effectiveness of story reading and story telling, while the dependent variable includes the students’ speaking ability. The result shows that there is no method which more effective between storytelling and story reading methods in teaching speaking. This conclusion refers to the overall of the students’ speaking achievement score. But based on the speaking categories investigations namely accuracy, fluency and comprehensibility, the storytelling method is more effective in increasing the students’ accuracy and fluency in speaking, while the story reading method is more effective in improving the students’ comprehensibility.

MODEL OF ENGLISH LEARNING BASED ON COLLABORATIVE THEORY TO IMPROVE INDONESIAN’ SPOKEN COMMUNICATION ABILITY Nur Asmawati
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

This study aims at findings whether collaborative method can improve students' spoken communition or not. This study use quasi experimental design with Posttest-Only, Non-Equivalent Control Group Design. The sample of this research were student’s of State Institute for Islamic Studies (IAIN) Palu. The instrument in this research was speaking English test ability. The tests were carried out in five times with different learning themes. Data analysis was performed by descriptive statistics and inference and presented in the form of percentages, frequency, min and statistical analysis in t test comparison (t-test) and Pearson correlation test. The researcher finds distribution of scores for the students’ spoken communication ability posttest is normal and variance-covariance for the dependent variables is homogeneous across the independent variables. The researcher finds a significant difference between the experimental class taught by a learning model of three theories collaboration and controclass taught by conventional learning model. The result of students] spoken communication ability on first test had higher compared second test. Similarly, also with the students’spoken communication abilities between the second tests with the third test, the third test with the fourth test, and the fourth test with the fifth test was very significant. The researcher also finds increased English spoken communication ability in experimental class. Improvement of spoken communication is due to model of learning English based on collaborative theory

EXAMINING RELATIONSHIPS BETWEEN EFL STUDENTS' LEARNING STYLE, WRITING PROFICIENCY, AND SELF-ASSESSMENT Andri Suherman
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

This research article aimed to explore the relationship between students’ learning styles, writing proficiency, and self-assessment. The participants in this case study were forty Indonesian tertiary-level EFL learners. This study investigated language learning styles preferences of the participants, analyzed preferred language learning styles of the most proficient writers, and explored how the partcipants assess their writing ability. Multiple sources of data were collected, including questionnaires, self-assessment checklist, and students’ writings. The findings revealed three main points. First, based on the mean value and standard deviation, Communicative was the most popular learning styles among the students, followed by three others styles, called Concrete, Analytical, and Authority-Oriented. Second, based on the students’ writing scores, eight students were considered the most proficient writers, and most of them had applied Communicative learning style to help them organize their writings. Third, the most proficient writers, compared to the self-assessment performance of the least proficient writers, appeared to underestimate their writing ability. The pedagogical implications of this study were to provide insight to EFL teachers into how students’ learning styles can help them to make the necessary adaptation and changes in the instruction, and to inform EFL learners with some suggestions to carry out self-assessments to help them improve their writing performance.

DESCRIBING AND DRAWING PICTURE TECHNIQUE IN TEACHING TRANSACTIONAL SPEAKING Nur Aliyah Nur
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V42.2018.A10

The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.

COHESION IN FOREIGN LANGUAGE WRITING Nyak Mutia Ismail; Lisma Linda
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

It is important to keep the cohesion and coherence when writing; this is where the use of cohesive devices starts to be taken into account. This study sought the types of cohesive devices used by undergraduate students in their writing. The qualitative discourse analysis was used as the design of this research. The data were collected from seven undergraduate students as the respondents who were in the 6th semester at a private university in Aceh. These respondents were asked to write a descriptive text approximately 200 words in length and they were given forty-five minutes to finish their writing. The result unveiled that the type of cohesion devices which was majorly used was addition, as there are 94% of the additive device usage. Then, 75% refers to the use of cohesive devices as comparison, 56% as consequential, and 40% as temporal device. In can be concluded that the students use more addition in writing. As a suggestion, it is essential to shed light on their ability to employ cohesive devices more on other types in balance as it is necessary in contrasting, comparing, sequencing, giving exception, and illustrating.

NEED ANALYSIS ON ENGLISH TEACHING MATERIALS FOR ICT STUDENTS Sri Diana; Musdalifah Mansur
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

The research aims to find out the English Materials need of the students of Genetic Computer School Singapore in Learning English. The quantitative and qualitative method were conducted in this research to provide the description of the students’ needs. In collecting the data, the researcher applied interview for lecturers and questionnaire for the students as the instrument of the research. There were two lecturers and thirty of second-semester students in the 2017-2018 academic year as participants in this research by conducting purposive sampling.The result of this research revealed that students of Information, Communication and Technology (ICT) mostly needed two skills in learning English. First, speaking skill that is to communicate in English and to present their final project exam. Second, writing skill is used to do their assignment and final report in English. Language element which most important and needed by the students is vocabulary, then followed by grammar. The interview result showed that in teaching English the lecturers do not have permanent syllabuses for four semesters and the existing materials are design based on lecturers perception, it is not based on students needs. The information of this research as the recommendation for the institution that might be used as guidance to design the English syllabuses.

THE USE OF MINIMAL PAIR TECHNIQUE IN TEACHING PRONUNCIATION AT THE SECOND YEAR STUDENTS OF SMAN 4 BANTIMURUNG Indah Fadhilah Rahman
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V42.2018.A11

This objectives of this research were to find out (1) Use of minimal pair technique in teaching pronunciation at the second year students of SMAN 4 Bantimurung. (2) Whether the minimal pair technique effective in teaching pronunciation or not at the second year students of SMAN 4 Bantimurung. This researcher applied quasi-experimental design with non-equivalent control group design. The sample was taken by using purposive sampling that devided into two groups were 25 students as experimental class and 25 students as control class. The result of the data indicated that there was a significance difference between students’ post-test in the experimental class and the control class. The mean score of post-test (2.96) in the experimental class was greater than the mean score of post-test (2.2) in the control class and the standard deviation of the post-test (0.83) in experimental class was greater than the standard deviation of the post–test (0.4) in control class and the value of t-test (5.84) was higher than t-Table (2.021). Based on the result of this study implies that use of minimal pair technique was effective to improve the students’ pronunciation ability at the second year students of SMA Negeri 4 Bantimurung. Besides, the significant improvement can be seen from the students’ response to researcher’s performance. They seem more active during teaching learning activity. Therefore, the researchers suggests that the English teacher should implement minimal pair technique in teaching pronunciation in order to improve students’ pronunciation ability.

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