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INDONESIA
ETERNAL(english, teaching, learning, and Research Journal)
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 16 Documents
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Search results for , issue "Vol 7 No 2 (2021)" : 16 Documents clear
UTILIZING PICTURE-BASED STORYTELLING TECHNIQUE TO ENHANCE THE SPEAKING SKILL Muhammad Lukman Syafii
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V72.2021.A1

Abstract

With the researcher's impression of the business English course and the preliminary research conducted, the students' achievement in speaking skills was not satisfactory. To overcome this, the researcher proposes one of the appropriate techniques in speaking English by utilizing image-based storytelling techniques. This study aims to improve students' speaking skills by making use of those based images. The purpose of this study is to describe how image-based images can improve speaking skills of students in the accounting study program at Muhammadiyah University of Ponorogo. This research is a collaborative action research. This research was conducted cyclically by following action research procedures, namely planning, implementation, observation, and reflection. Each cycle consists of three meetings. Research data were collected through the following instruments: observation checklists, field notes, questionnaires, and students' performance in storytelling. The subjects of this study amounted to 36 people in the first academic semester. The research findings show that the use of picture-based storytelling techniques is effective in improving speaking achievement. This increase can be seen from the increase in students' moderate speaking ability from 55.42 in the preliminary study, and 59.46 in Cycle 1, to 75.92 in Cycle 2. In addition, the findings also show that the use of picture-based storytelling techniques is efficacious in improving interests and encouragement of students. This shows that in Cycle 1 there were 44% of students who participated actively and 93% of students who participated in Cycle 2. In addition, it was found that 80 percent of students were encouraged to apply storytelling techniques.
THE VOCABULARY MEMORISATION STRATEGY BEFORE ENTERING THE CLASSROOM AND THE USAGE OF THE MEMORISATION CARD Hamzar Acha; Kurnia Kurnia
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to explore the students’ responses towards the vocabulary memorisation strategy before entering the classroom and the usage of the memorisation card, and students’ vocabulary increase after joining the English class. This study employed a qualitative method which involved nine informants as the total samples. The results pinpointed precisely that the students gave profoundly positive attitudes to the application of vocabulary memorisation strategy before entering the classroom and the usage  of the memorisation card. Both strategies likewise boosted the students’ lexical items significantly which could be ultimately depicted by visible result proofs such as helping the students to accomplish their assignments at home or quizzes in the classroom without any assistance from Google, other devices or friends,  to aid them to produce more stocks of words in speaking practice and writing activity, to grasp the listening and reading comprehension, to pronounce the words correctly as well as to comprehend the meaning of the words or sentences. The result implication is that the educators both formal and informal institutions are recommended implicitly to apply those  practical strategies in order to address  students’ low motivation to study English and to escalate their four language skills and subskills rapidly.
MIRROR TALKING STRATEGY TO ENHANCE SPEAKING SKILL OF ENGLISH DEPARTMENT STUDENTS OF TIMOR UNIVERSITY Erlinda Sonya Pale; Imanuel Kamlasi
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V72.2021.A6

Abstract

The hesitation of the students of the English Department of Timor University to deliver speeches triggered the researchers to figure out a suitable method to cope with the issue. This study was conducted to discover whether mirror talk could bring a positive impact on improving the students’ speaking skills particularly in delivering the speech. The method to be utilized for conducting this study was the qualitative method. The performances of the students before and after the implementation of mirror talking were recorded to discover the comparison of both. After delivering the speech, the students were interviewed to reveal the reasons for their inability to perform well. There were 18 students said that lack of time preparation was the main cause of their failure to perform well, 40 students were having a problem with their confidence to cause them had bad performances and 32 students mentioned that they were not interested in delivering speech. Data analysis indicated that the students’ ability in delivering the speech particularly in pronunciation and confidence got improved after the practice of mirror talking. It is recommended then that the practice of mirror talking could be executed for other audiences.
STUDENTS AND TEACHERS’ ANXIETY LEVELS IN LEARNING ENGLISH DURING THE EMERGENCY REMOTE TEACHING IN INDONESIA Ni Putu Intan Bidari; Made Hery Santosa; Gede Mahendrayana
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V72.2021.A11

Abstract

The aim of this study was to investigate the anxiety level of the students and teachers in teaching and learning English during the emergency remote teaching in Indonesia. This quantitative study used Foreign Language Classroom Anxiety Scale (FLCAS) for collecting the students and teachers’ anxiety levels during the pandemic situation. The participants of the study were 199 students and 3 English teachers in a senior high school in Indonesia. The study found that the students’ anxiety level was moderate (3.04). It indicated that the students were not afraid but also did not fully enjoy learning English with the new learning system. Meanwhile, the teachers’ anxiety was categorized as low anxiety (2.2), meaning that the teachers enjoyed and did not worry about teaching English during the emergency remote teaching. In conclusion, new learning environment for EFL, the students and teachers had different anxiety levels with students needed more attentions for better assistance of optimal learning quality. The results of this study were expected to give beneficial information for the students and teachers that learn and teach English during the pandemic situation.
EXPLORING ENGLISH TEACHERS’ SELF-REGULATION TO PROMOTE ONLINE LEARNING IN SENIOR HIGH SCHOOL R. Indrajid Lukman Santoso; Paulus Kuswandono
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V72.2021.A2

Abstract

Rapid changes of current conditions forced English teachers to switch the conventional learning process in a class into online learning. Time zones, internet connection, bandwidth, technical issues, and students’ personal schedules (work vs study) are the challenges faced by the teachers. However, a prior study showed that self-regulation plays a role in online learning. Therefore, teachers’ self-regulation in promoting online learning may lead the way to face those challenges. This study aimed to investigate English teachers’ self-regulation and challenges in promoting online learning. Two research questions were formulated, namely how the self-regulation of English teachers promoted online learning and what challenges were encountered by the English teachers in promoting online learning. To answer these questions, a qualitative approach was undergone. The participants of the study were fourteen (14) English teachers from various areas in Indonesia. The instrument of this study was a questionnaire adapted from Teacher Self-Regulation Scale (TSRS). Findings and results from both questionnaires and interviews suggested that the majority of teachers have fairly high self-regulation as indicated by their good comprehension of goal-setting, emotional control, help-seeking, and self-evaluation. Nevertheless, they found challenges in teaching online classes, namely the lack of students’ internet data and learning motivation, and the need to maintain interactivity and enjoyment in the teaching-learning process. Several strategies were implemented by the teachers to overcome those challenges. Overall, the findings suggest that having adequate self-regulation can lead the teachers to promote online learning in this unprecedented situation. Keywords: Self-regulation, online learning, pandemic situation
POSTCOLONIAL THEORY: LACK FACTORS OF L2 ON L1 IN THE WRITING SKILL OR VICE VERSA Dodi Erwin Prasetyo
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 2 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V72.2021.A12

Abstract

the spread of English affects either in the education field or other language use. This emerges postcolonial theory which stresses on how the second language affects to first language or vice versa. this paper aims at discussing what postcolonial theory is, explaining the urgency of postcolonial theory for Egnlish writing, reviewing L1 and L2 written acquisitions and pondering some lack factors of L2 on L1 in the writing skill or vice versa. The factors were categorized as internal and external factors. Internal factors delineate as students-self ability in terms of psychological factors, socio cultural factors and linguistic factors. Meanwhile, external factors derive as students’ environments effects in terms of family factors, peer factors and instructor or teacher factors. The suggestion offers to the pedagogical aspects.

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