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[INVESTIGATING INDONESIAN EFL TEACHERS’ PERCEPTIONS ON THEIR SELF-EFFICACY ]]>
<![CDATA[Kristian Florensio Wijaya]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A1
<![CDATA[To fully arm Indonesian EFL educationalists with a higher degree of professionalism, tenacity, and optimism in confronting ever-changing ELT landscapes, self-efficacy is one of the pivotal psychological streams that should be strong-inherited within them before plunging into real-time language learning contexts. This present study attempted to investigate the specific perceptions upholding by Indonesian EFL teachers toward their self-efficacy growth amid varied language learning dynamics they constantly endure. This study was run in the fashion of qualitative method to obtain more comprehensive data out of the particular phenomenon experienced by research participants. To fulfill this major research objectivity, the researcher capitalized on 5 open-ended written narrative inquiries to gain some renewable insights from the invited research participants. 2 Indonesian EFL teachers possessing a distinctive length of teaching experiences were invited to take part in answering the aforesaid 5 open-ended written narrative inquiry questions through WhatsApp application. More specifically, these 2 invited Indonesian EFL teachers enrolling in the English Education Master Program of Sanata Dharma University, Yogyakarta. The obtained research results uncovered that the robust establishment of self-efficacy was strongly affected by varied external factors such as a higher degree of learners’ learning endeavor and intensive professional development training addressed by educational institutions, which in turn transforming them into more professional educators. As a suggestive point, all educational parties in this archipelago were strongly advocated to design continual professional development programs heeding more profound attention in corroborating our EFL teachers’ self-efficacy levels for the advancement of ELT venture thoroughly. Keywords: EFL teachers’ perceptions, self-efficacy, narrative inquiry]]>
<![CDATA[WRITING ANXIETY IN ENGLISH ACADEMIC WRITING: A CASE STUDY OF EFL STUDENTS' PERSPECTIVES ]]>
<![CDATA[Nailis Sa'adah]]>;
<![CDATA[Fachri Ali]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A2
<![CDATA[Reporting the EFL students' perspectives as their experience in perceiving writing anxiety in English academic writing is the aim of this current study. Designed in a case study, data was collected through a semi-structured interview. Five EFL students at a university in Central Java, Indonesia was recruited to participate in this study. Framed in a thematic analysis, the findings of the study demonstrate that their perspectives were investigated in five aspects: the way they perceive difficult patterns in English academic writing, writing under time and theme constraints, and the way they view and think about the contributions of evaluations and comments from their lecturers and classmates to their writing process and progress. The result of this study showed that the emotive dimension of insecurity was the most apparent in EFL students themselves during writing activities for their English academic writing. This empirical evidence contributes to educational policy balanced to the students' ability.]]>
<![CDATA[PROSPECT AND PROMISE IN INTEGRATING MULTILITERACY PEDAGOGY IN THE ENGLISH LANGUAGE CLASSROOM IN INDONESIA ]]>
<![CDATA[M Arinal Rahman]]>;
<![CDATA[Melliyani Melliyani]]>;
<![CDATA[Ciptro Handrianto]]>;
<![CDATA[Erma Erma]]>;
<![CDATA[Shahid Rasool]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A3
<![CDATA[This article discusses the multiliteracy idea to give reasons in favor of multiliteracy implementation in Indonesian classrooms. Multiliteracy offers fresh perspectives on language education and learning. The usage of multiliteracy in Indonesia provides potential benefits, such as the growth of pupils' literacy levels. Multiliteracy adds a new dimension to education and allows instructors to take an alternative approach to teach, moving away from the conventional teacher-centered method towards a more student-centered approach. Furthermore, it places the emphasis on critical thinking, cultural awareness, and fresh insight. Students are encouraged and expected to be more curious when studying multiliteracy since they will be able to explore and learn on their own. Educators in Indonesia, on the other hand, should not be unfamiliar with the notion of multiliteracy. It should be welcomed, and while it may appear challenging at first, it can be a rewarding and exciting experience for instructors and students.]]>
<![CDATA[A SUBJECT MATTER SPECIALIST VERSUS STUDENTS’ MORAL GUARDIAN: EFL TEACHERS’ VOICES ON CHARACTER EDUCATION INCORPORATION INTO CLASSROOM INSTRUCTIONS ]]>
<![CDATA[Eko Noprianto]]>;
<![CDATA[Didi Suherdi]]>;
<![CDATA[Ahmad Bukhori Muslim]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A4
<![CDATA[The degradation of morals among Indonesian young generation and the urgency of teaching both good competencies and strong characters to succeed in the 21st-century globally competitive society for them require all teachers including English teachers to incorporate character values into their classroom instructions as mandated in the 2013 curriculum. Given the fundamental roles teachers could serve in the success of promoting good character both outside and inside the classroom, it is critical to understand how they view such a program before they could bring it into the classroom. This qualitative case study scrutinizes how Indonesian English teachers perceive character education incorporation. Employing an interview, classroom observation, and lesson plan analysis, to two purposefully-selected English teachers from two different piloting schools, findings reveal that while they agree on the pivotal role they could serve toward students’ character development, they also emphasize the enhancement of some other factors, such as inspiring teachers, family, good leadership, the cohesiveness of school community members, media, and government supports for the success of character education reinforcement program in Indonesia.]]>
<![CDATA[ASSESSING FLIPPED CLASSROOM IN FLEXIBLE LEARNING VIA COMMUNITY OF INQUIRY FRAMEWORK ]]>
<![CDATA[Roaima Lynn Bonifacio Antonio]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A6
<![CDATA[Educational institutions adopted online distance learning to ensure continuity of education during the COVID-19 pandemic. The idea of online distance learning was not welcome by some stakeholders for a variety of reasons such as poor internet connection particularly in rural areas, and lack of technological devices to support learning and teaching. Compared to traditional face-to-face delivery, studies show that online distance learning needs new teaching strategies and approaches. One teaching approach that has been seen beneficial to students with limited resources in attending online classes is the use of flipped classroom pedagogy. This study aimed to assess the flipped classroom pedagogy in flexible learning modality using the Community of Inquiry (CoI). It further tried to identify the different issues and challenges of students in using this teaching approach in the context of the pandemic. The descriptive research design was utilized to attain the goal of this study. Using the purposive sampling technique, respondents were selected from two identified cohort classes employing the flipped classroom pedagogy. The findings show that teaching presence, social presence, and cognitive presence are observed in the flipped classroom pedagogy. In addition, the study identified advantages of the flipped classroom pedagogy in online distance learning during the pandemic. As perceived by the respondents, the flipped classroom (1) provides flexibility and convenience to students, (2) addresses the problem of students on internet connectivity and access to technological devices, and (3) offers heightened reinforcement. The study further identified two issues of flipped classroom as observed by the students. These are (1) needed interaction during asynchronous lecture, and (2) limited time for synchronous meetings. Results are futher discussed as well as the implications for future research.]]>
<![CDATA[PRONUNCIBOT: TELEGRAM PRONUNCIATION DICTIONARY FOR EFL LEARNERS ]]>
<![CDATA[Ana Ahsana El Sulukiyyah]]>;
<![CDATA[Dewi Masitho Istiqomah]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A5
<![CDATA[Learning English pronunciation is sometimes confusing because of its irregular forms. What we see in the written form is not the same as how it is pronounced. This study is aimed to develop the online pronunciation dictionary for EFL learners that can be accessed easily using Telegram feature named Telegram bot. The pronunciation dictionary developed here named Pronuncibot. It is a research and development (R&D) method with some custom procedure from Gall, Borg & Gall those are pre-research, research planning, media developing, expert validation, revising, try out, test and final design. The subject of the study was the English Education Study Program students. The results showed that in the process of the development of Pronuncibot, there were some revisions need to accomplish this bot, one of them was completing the two major accents. For the field testing, it was shown that there were some improvements from students’ pronunciation before and after using Pronuncibot. It can be shown in pronouncing some available words and menus like past verbs, animals and homophones. Furthermore, from questionnaire results, it was shown that students were agree that the use of Pronuncibot can assist their pronunciation practice. In conclusion, the development of this bot can provide students’ learning flexibility as the hope of digital learning goal]]>
<![CDATA[SPEAKING INTERACTION PROBLEMS AMONG INDONESIAN EFL STUDENTS ]]>
<![CDATA[Nurul Fachrunnisa]]>;
<![CDATA[Nuraeni Nuraeni]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A7
<![CDATA[EFL students have become more prodigious in Indonesia as the use of English has also increased globally at present. EFL students possibly tend to get numerous problems in practising their speaking communicatively. Due to the fact that EFL students are more likely to feel shame to practice their English constantly because of several factors among them. Besides, the use of English does not become habitual on a daily basis and social interaction. The quality of their knowledge of English in the previous study also takes part as the reason why they still have problems in speaking performance. That explanation leads to the speaking problems that arise among the EFL students. This research applied descriptive qualitative research. The participants of this research were the students in majoring the English education program in the 2020/2021 academic year. In this research, the researcher used classroom observation and interviews as the instrument. The interview used a semi-structured interview that was given to the students to see what problems they face during speaking performances and what efforts they have done to solve the problems. From the data analysis, the researcher found that the students have speaking problems in speaking performances in the case of pronunciation, lack of vocabulary and less self-confidence. All of the problems are caused by a lack of practice or interest in studying and memorizing vocabulary. Moreover, the attempts that students take as the solution in solving their speaking problem such as; practising more, increasing vocabulary through memorizing, learning to speak through applications for instance; YouTube, song apps, and Duolingo (English learning application).]]>
<![CDATA[THE EFFECT OF USING QUESTION-ANSWER RELATIONSHIP STRATEGY ON STUDENTS’ READING COMPREHENSION AT THE FIRST SEMESTER OF ENGLISH STUDY PROGRAM UNIVERSITY OF PASIR PENGARAIAN ]]>
<![CDATA[Wirda Jannatul Jannah]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A8
<![CDATA[The purpose of this study is to find out whether there is or no significant effect of using Question-Answer Relationship Strategy on students’ Reading Comprehension at first semester students of English Study Program University of Pasir Pengaraian. This research was experimental research with a control group design. It involved 42 students in the first semester of the English Study Program University of Pasir Pengaraian. The data were collected using multiple-choice tests and two classes as the sample in this research. One class served as an experimental class and the other one as a control class. Both classes will give a pre-test and a post-test.The data was calculated by using Statistical Package for Social Science (SPSS) formula. The data were analyzed by Independent T-test with t-values was 6.156 with sig. p-value is 0.000 compare with t-table 5% (0.05) = 2.021. The finding showed that t-value6.156 ≥ t-table 5% (0.05) = 2.021. It meant the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. It could be concluded that there was a significant effect of using Question Answer Relationship strategy. QARs could improve students reading comprehension and it could be applied in teaching reading comprehension at first semester students of English Study Program University of Pasir Pengaraian]]>
<![CDATA[THE ROLE OF CRITICAL DIGITAL LITERACY IN FOREIGN LANGUAGE LEARNING: A SURVEY ON YOUNG LEARNERS ]]>
<![CDATA[Muhamad Laudy Armanda]]>;
<![CDATA[Rolisda Yosintha]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A11
<![CDATA[The covid-19 pandemic has brought influential disruptions to the education sector. EFL teachers ought to find ways to trigger their learners by utilizing ICT. Digital literacy tools which it possible for young learners to improve their understanding of every word, text, and meaning conveyed. There will be new risks and threats that can only be countered with adequate digital literacy knowledge in all-digital situations. Young learners are indicated as Gen-Z, which might be digital natives. Thus, this study aims to survey EFL teacher and learners in digital literacy at the level of young learners, focusing on the critical digital literacy skills in a rural school. To obtain the data, the authors used questionnaires and some interviews. To assess the young learners’ view, the authors tracked it of 31 EFL learners by using questionnaires. While the interview is used to the EFL teacher’ view. Evidences show the role of critical digital literacy is considered it an effective ability to be acquired in learning English, and it can increase the young learners’ motivation because in learning English using technology is easier and more enjoyable.]]>
<![CDATA[AUDIOBOOKS AS MEDIA TO INCREASE LISTENING AND SPEAKING SKILLS: A QUALITATIVE SYSTEMATIC REVIEW ]]>
<![CDATA[Daviq Rizal]]>;
<![CDATA[Siti Masruroh]]>;
<![CDATA[Raikhan Fatkur Rahman Syah]]>;
<![CDATA[Ika Fatra Fathina]]>;
<![CDATA[M. Furqan Amrullah]]>;
<![CDATA[Saiful Zakariyah]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V81.2022.A14
<![CDATA[Numerous studies have been conducted on the usage of audiobooks. However, a qualitative systematic evaluation of the use of audiobooks for the development of listening and speaking abilities has not yet been done. The purpose of this research was to conduct a review of journal publications on the use of audiobooks to improve listening and speaking abilities. By using a qualitative systematic review, the researchers conducted a search of Google Scholar for 390 reference materials on audiobooks as media for teaching listening and speaking. Only three articles were collected and included in the analysis by using coding and classification. The results showed that audiobooks assist students in strengthening their listening and speaking skills. An audiobook cannot replace a teacher and should be utilized in conjunction with other educational materials. Further researchers could conduct research on the audiobooks of non-native English speakers in educational materials.]]>
