ETERNAL(english, teaching, learning, and Research Journal)
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.
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<![CDATA[IMPLEMENTING RECIPROCAL TEACHING METHOD IN IMPROVE THE STUDENTS’ READING COMPREHENSION ABILITY ]]>
<![CDATA[Syaiful Islam]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A9
<![CDATA[This research was designed to improve the students’ reading comprehension in English through the implementation of Reciprocal Teaching Method. The research employed a collaborative classroom action research design in which the researcher and the collaborative teacher worked together in preparing a suitable procedure of Reciprocal Teaching Method, designing the lesson plan, determining of the criteria of success, implementing the action, observing, and doing reflections. The subjects of this research were 40 students of Grade XI BHS 2 at MA. Nurul Jadid Problolinggo in the academic year 2019/2020. The data of this research were obtained through (1) observation sheet, to obtain information about teacher’s and the students’ activities and performance during the implementation of Reciprocal Teaching Method, (2) quiz, to identify whether the students had made progress in reading comprehension, and (3) questionnaire, to get information from the students whether the strategy applied could motivate the students to actively involve during the teaching and learning process. The result of the research showed that the Reciprocal Teaching Method in the teaching-learning of reading comprehension was effective in improving the students’ reading comprehension. The improvement was indicated by the increase of the students’ average score throughout the cycle of action that was 72.63 in the preliminary study; 79.88 in the test of Cycle 1. Besides, students were motivated and active in the class using the method in terms of learning to work together and to help each other in a group with different competence, which was showed by the result of their works.]]>
<![CDATA[UTILIZING VIDEOCAST: FOSTERING STUDENTS’ LISTENING COMPREHENSION ]]>
<![CDATA[Muhammad Syahruddin Nawir]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A8
<![CDATA[Listening has an important role in communication which is applied in foreign language classroom and it is considered as necessary skill because it has an essential role in facilitating learners to master English proficiency. The aims of this research were to find out the extent to which videocast improves listening comprehension of the fourth semester students of Makassar Islamic University and the students’ perceptions toward the utilization of videocast in teaching and learning activities. This research was carried out in the fourth semester students of English Department of Makassar Islamic University. The method used was quasi-experimental design with pre-test, eight meetings of treatment, and post-test. The data were collected using two kinds of research instruments: listening test and questionnaire. The data were then analyzed by means of statistical analysis through the independent sample t-test and the frequency of questionnaire. The result showed that the independent t-test which compared the students’ score on post-test revealed a value of p<0.05. It means there is a significant difference between listening comprehension of the students who were taught by utilizing videocast and the students who were not taught by utilizing videocast. Furthermore, the analysis of questionnaire indicated that the students’ perceptions toward the utilization of videocast were very positive. It can be concluded that utilizing videocast improves significantly students’ listening comprehension.]]>
<![CDATA[THE IMPACT OF ROLE-PLAY TECHNIQUE ON THE STUDENTS’ ENGLISH SPEAKING SKILL ]]>
<![CDATA[Nichella Ayu Clarita]]>;
<![CDATA[Indah Rahmawati]]>;
<![CDATA[Solikin Sudibyo]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A4
<![CDATA[Many students usually find it hard to speak in English, because they have not practiced enough. This reason makes them cannot speak English well. Speaking is the skill which student should master it in order to communicate with other people. The situation in the learning process is one of the important things that the teacher should consider. This research aims to know; (1) the students’ achievement of the third semester of English Education Department at the University of Technology Yogyakarta in speaking English using role-play technique on academic year 2018/2019, and (2) the influencing factors to the students’ speaking skill achievement using role-play technique. The method used was quantitative method with experimental design to 9 students as the research sample. The data were analysed using Microsoft Excel 2013. The findings indicated that the mean score increased from 70 to 78.88, the standard deviation also improved from 6.123 to 7.817. Furthermore, the data from questionnaire indicated that the students had positive responses toward the use of role-play technique. Therefore, the use of role-play technique can improve the students’ speaking ability at this experimental research. ]]>
<![CDATA[STUDENTS’ PERCEPTION ON THE USE OF HUMOR IN ENGLISH TEACHING PROCESS ]]>
<![CDATA[Muthi'ah Muthi'ah]]>;
<![CDATA[Syamsul Arif Galib]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A10
<![CDATA[This study examines the use of humor in the teaching process of the English Education Department as perceived by the students. Three main points are discussed in this study: (1) the kinds of lecturers that the students mostly expect to keep them engaged with English tasks in classroom environment, (2) the students’ perception on the use of humor as learning motivator, and (3) the students’ perception on the Lecturers’ Teaching Characters. The participants of the research were the students of the English Education Department at UIN Alauddin Makassar. This research is descriptive. The data were collected using a survey and depth interviews with the students. The results show that the most preferable lecturers are the ones who can make the class/course interesting. Also, while 96% of the students think that using humor in the classroom is important as a learning motivator, the researchers found that lecturers in the English Education Department rarely use humor in the teaching process.]]>
<![CDATA[PROFESSIONAL COMPETENCE DEVELOPMENT: A PHENOMENOLOGICAL STUDY OF EFL TEACHERS AT SMA NEGERI 1 ]]>
<![CDATA[ARQAM MADJID]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A13
<![CDATA[Teacher’s professional competence development becomes very important in the general area of study of education, it is probably because the professional competence development of the teacher plays an important role in their performance in teaching and the interaction with the students and other members of the school community. So, the problem statement of this research are: (i) What are the EFL teacher’s at SMA Negeri 1 Parepare Perspectives on the meaning of professional competence development. The research applying a qualitative descriptive method in the form of a phenomenological study approach. The findings indicate that (i) EFL teacher’s perspectives on the meaning of professional competence development in SMA Negeri 1 Parepare are: English teacher’s professional competence development is very necessary and very helpful it feels like a re-fresh and recharge program, English teacher’s professional competence development is very influential in increasing them self-confidence at teaching and influential to the teaching quality for both professional and pedagogical competence, Professional competence development very much helped to improve their professional and pedagogical competence, EFL teacher’s professional competence development has very good and a lot of positive effects for their profession as a teacher, EFL teacher’s professional competence development is really feel indeed greatly help improve their quality in teaching.]]>
<![CDATA[TASK-BASED LANGUAGE TEACHING (TBLT) APPROACH: IMPLICATIONS ON READING COMPREHENSION ]]>
<![CDATA[Achmad Taqlidul Chair Fachruddin]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A6
<![CDATA[Task-based language teaching (TBLT) has exceedingly been written in many research reports but research examining the impacts of TBLT on student’s reading comprehension remains limited. Recent studies indicate that TBLT is promoting real communication or the exchange of meanings rather than forms. The reading intention is to excerpt meaning from text by developing the literal, inferential and extrapolative comprehension of readers, and this depends upon both decoding and language comprehension skills. Recently there has been growing interest in developing students’ ability to read comprehensibly in a classroom situation. One way to develop students’ reading ability is by committing Task-Based Language Teaching in teaching reading. This article explores the impacts of TBLT on three levels of students’ reading comprehension, literal, inferential and extrapolative comprehension. This research employed the quasi-experimental method involving fifth-semester students of Sekolah Tinggi Ilmu Kesehatan Panakukang Makassar. The instruments were reading tests and questionnaires. The data from reading tests were used to figure out the effect of TBLT on students’ reading comprehension (literal, inferential, and extrapolative comprehension) by using a t-test while the data from questionnaires were to figure out the students’ motivation. The findings revealed that TBLT has an impact on students reading comprehension. Sequentially, the most evolving level of comprehension was inferential, extrapolative, literal comprehension. Moreover, the result of a questionnaire displayed that the students who were taught through TBLT became more motivated to read in the domain of reading efficacy, reading curiosity, and reading challenge motivation]]>
<![CDATA[SOME EFFECTS OF CORRECTIVE FEEDBACK ON STUDENTS' WRITING ]]>
<![CDATA[nirwana ar]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A14
<![CDATA[Several researchers have investigated the effects of corrective feedback (C.F.) Several researchers have investigated the effects of corrective feedback (C.F.) on learners' linguistic competence. Still, there was an opportunity to research some effects of WCF on students' linguistic errors by comparing six types of C.F. (direct, indirect, metalinguistic, reformulation, focused, and unfocused C.F.). Single-subject experiment design with alternating treatment design was beneficial in assessing the relative effectiveness of six types of C.F. Linguistic errors categories on vocabulary, language use and mechanics were targeted in C.F. The results of research findings for five weeks study and six students for one group or thirty-six students in the Muhammadiyah University of Makassar showed that direct C.F. had the most significant effect in reducing students' linguistic error and improving students' writing quality in vocabulary, language use and mechanics than the other types of C.F. and direct C.F. also could be suggested for using long-term to the teacher and students at a low intermediate proficiency level.]]>
<![CDATA[STUDENTS’ RESPONSES TOWARDS THE USE OF LANGUAGE INSTRUCTIONS BY LECTURERS IN EAP CLASSROOMS ]]>
<![CDATA[Amanda Pradhani Yanwar]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A1
<![CDATA[This research was aimed to describe the students’ responses toward the use of language instructions. It was conducted at Unit Pelaksana Teknis Bahasa, Universitas Sebelas Maret, Surakarta, Indonesia. The techniques for collecting the data used in this research were observation, interview, document analysis, and questionnaire. Based on the analysis of the data, it can be concluded that the students could interact with the lecturer when the lecturer used both English and Indonesian language during the teaching and learning process. Therefore, it is recommended for English lecturers to use language instructions properly to make the students understand more about what the lecturer is talking about, to make the students accustomed more about the use of English vocabularies, to make the lecturers and the students have an enjoyable and successful English teaching and learning process. For the other researchers who want to conduct similar research, the result of this research can be an additional reference.]]>
<![CDATA[THE INTERPLAY OF ANXIETY, LEARNING STRATEGIES AND STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Multazam Abubakar]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A5
<![CDATA[Anxiety is one of factors under affective domain which influences the successfulness of language learning. The aims of this study were to identify the level of anxiety experienced by the students while studying and to investigate the extent to which the students’ anxiety contributes to their reading performance. The research was carried out in the second grade students of a junior high school. The design of this study was correlational research. The data were collected using three instruments: Foreign Language Reading Anxiety Scale (FLRAS), Young Learners’ Language Strategy with Survey questionnaire and reading test. The data were analyzed with questionnaire frequency test and regression analysis. The result indicated that the students’ anxiety level was 65.633 which indicated that they experienced high level of anxiety. To test the effect of learning strategies to as intervening variable in the relationship between anxiety as independent variable and students’ reading comprehension as dependent variable, past analysis was used. Regression coefficient of direct effect, that is the correlation between anxiety and learning strategies, was 0.190; while indirect effect, that is the correlation between anxiety on reading comprehension through learning strategies, was -0.069. The result implied that that learning strategies do not mediate the correlation between anxiety and reading comprehension. Therefore, the anxiety does not affect learning strategies to improve students’ reading comprehension. The findings of this study might be used as input to teachers and students in an effort to create effective classroom environment.]]>
<![CDATA[STUDENTS’ DIFFICULTIES IN TRANSLATING NARRATIVE TEXT FROM ENGLISH INTO INDONESIA AT IAIN BUKITTINGGI ]]>
<![CDATA[Yenita Hastuti]]>;
<![CDATA[Absharini Kardena]]>;
<![CDATA[Eliza Chio]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V61.2020.A12
<![CDATA[The research is due to several problems found in the field; the students assumed that narrative text was the difficult text to translate. It happened because the students translate the text literally, also the students were lack of vocabularies in translating the text. This research aims to find out the causes of students’ problems in translating narrative text. The research used descriptive method with a quantitative approach in which the sample of the research was 55 fifth semester students of English Education Study Program at IAIN Bukittinggi, academic year 2018/2019, by using questionnaires as the instrument of this research. The findings of the research showed that there are two factors causing problems in translating narrative text from English into Indonesian; they are linguistic factors and non-linguistic factors. It is proved by the highest percentage of students’ difficulties which is 55% in linguistic factors and 52% in non-linguistic factors.]]>
