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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 14 Documents
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Search results for , issue "Vol 8 No 1 (2022)" : 14 Documents clear
THE EFFECT OF CAKE USAGE AS MOBILE ASSISTED LANGUAGE LEARNING ON STUDENTS’ ENGLISH SPEAKING SKILL IN SMP HANG TUAH 1 BELAWAN Ani Deswita Chaniago
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V81.2022.A9

Abstract

This research aims to analyze the effect of Cake usage on students’ English speaking skill in SMP Hang Tuah 1 Belawan. This research was a quantitative research. The research sample were 67 students. The research instruments were a questionnaire and interview with the teacher and students. The data was analyzed by T-Test and Coefficient of Determination to know the effect of X variable on Y variable. The research results on the questionnaire found that from T-Test, it showed Sig. value 0,0000 was lower than 0,05 and TScore 19,101 was higher than TTable 1,668. From Coefficient of Determination, it showed that 84,9% of Cake usage effected the improvement of students’ English speaking skill in SMP Hang Tuah 1 Belawan. The research results on the interview found that both of the teacher and students agreed that Cake is a very usefull, interesting, motivating and supporting learning media to promote students’ improvement to speak English more confident than before.
STUDENTS’ READINESS OF THE IMPLEMENTATION OF FACE-TO-FACE LEARNING AT ENGLISH CLASS IN THE ACADEMIC YEAR 2021/2022 Tira Nur Fitria
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V81.2022.A13

Abstract

This research aims to know the students’ readiness for limited face-to-face learning in English class in ITB AAS Indonesia in the academic year 2021/2022. This research is descriptive qualitative. The result shows that : (1) approval of the implementation of limited face-to-face learning shows that 65 % of students agree about the implementation of limited face-to-face learning in the academic year 2021/2022. 2) Students’ readiness for the implementation of limited face-to-face learning shows that 1) 75 % of students strongly agree to participate in vaccination activities before joining/participating in limited face-to-face learning activities. 2) 60 % of students strongly agree to take part in limited face-to-face learning to a maximum of 50% of students in one classroom. 3) 70 % of students strongly agree to keep the distance between the seats in English class. 4) 70 % of students strongly agree to avoid crowds both before and after English class. 5) 85 % of students strongly agree to use 3 (three) layers of cloth or disposable masks/surgical masks that cover the nose and mouth when in the campus area and English class. 6) 90 % of students strongly agree to maintain hygiene and health protocols by measuring body temperature, washing hands with soap, and using hand sanitizer when entering campus or English class. 3) Students’ expectation to learn English in the odd semester in the academic year 2021/2022. It shows that 85 % of students agree to learn English in both face-to-face learning and online learning (Blended Learning)”. Related to the students’ choice of online media in face-to-face learning, 65 % of students choose Zoom Meeting besides face-to-face learning. Even though the implementation of learning, the institution still must continue to prioritize the health and safety of campus residents (students, lecturers, education staff) and the surrounding community. In lectures, practicum, studio, field practice, or other forms of learning, the university must meet several conditions.
OBSTACLES OF IMPLEMENTING LEARN FROM HOME PROGRAM FOR JUNIOR HIGH SCHOOL STUDENTS: TEACHERS’ AND PARENTS’ EXPERIENCES Nur Padhilah; Sri Setyarini; Gin Gin Gustine
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V81.2022.A10

Abstract

The global pandemic in the last two years forces the education practitioners in Indonesia to transform the face-to-face learning to distance learning which is a massive change in a sudden time. This article discusses one study that address the phenomena. The study was conducted in junior high school to find the obstacles faced by the EFL teachers and the students’ parent/guardian when applying learn from home program during the pandemic. Online interview was used in the study for investigating the implementation of two teachers, one mother, and one guardian. The findings reveal that the teachers faced obstacles in students’ attitude evaluation, integrity evaluation, teaching duration, students directions, and uncooperative parents. Whereas, the parent/guardian’s obstacle was they couldn’t participate in the learning process maximally due to work schedule. The various obstacles imply inactive cooperation between the teachers and the parents during the program. The findings are directed to provide information to the teaching literature and to improve EFL teaching practice.global pandemic, learn from home, distance learning.
STUDENTS’ PERCEPTIONS TOWARDS ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS Sri Mulyani; Nurfajri Ningsih; Nurul Insiqamah Setyaningrum
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V81.2022.A12

Abstract

This research aimed to find out students’ perceptions towards oral corrective feedback in a speaking class and the types of oral corrective feedback used by the lecturer. This study applied qualitative research design. Thirteen students had contributed to this research as the respondents. The data were collected by using open ended questionnaire and interview. The collected data were analyzed by applying thematic analysis. This study found students’ perceptions that covered three main themes, namely (1) the benefits of oral corrective feedback include increasing students’ knowledge, being a helpful way to improve students’ speaking ability, and giving positive impacts on students’ learning; (2) the drawbacks of oral corrective feedback include causing nervousness, causing unappreciated feeling, and causing embarrassed and traumatic feeling; and (3) students’ expectations of oral corrective feedback include motivating, encouraging and constructive oral corrective feedback, and appropriate timing in giving oral corrective feedback. In addition, this research also showed that the types of corrective feedback used by the lecturer in the speaking class were recast, elicitation, and explicit correction.

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