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.
Articles
231 Documents
<![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.]]>
<![CDATA[THE INTEGRATION OF ISLAMIC VALUES IN IMPLEMENTATION OF LEARNING ENGLISH: ISLAMIC EDUCATION STUDENTS PERSPECTIVE ]]>
<![CDATA[Mochlis Eko Wijayanto]]>
<![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.A2
<![CDATA[The learning process at the University of Nurul Jadid must be guided by Trilogi Santri and Panca Kesadaran Santri formulated by the founder of the Nurul Jadid Islamic Boarding School Foundation. Thus, each learning program at the Faculty of Islamic Religion (FAI) of Nurul Jadid University must be able to produce teachers who can integrate Islamic values in their teaching, including learning English itself. To find out students as prospective teachers of Islamic religious education are able to integrate Islamic values into learning English. The problem in this research is, "how is the integration of Islamic values in learning English in the classroom through a religious approach?" This study is an empirical study (field research) in the form of descriptive methods. Data were analyzed using descriptive analysis method. The subjects of this study were 17 students majoring in Islamic religious education (PAI) in the academic year 2018/2019. Data collected using observation techniques. The results showed that in carrying out teaching practices in class English III, students of religious education (PAI) had a fairly good competence in integrating Islamic values into the teaching and learning process of English. It was demonstrated by 14 students (prospective teachers) who were able to integrate Islamic values in the learning material they applied. While the rest is only integrated into the opening and closing activities by saying Salam (Islamic greetings) and doing do'a (prayer).]]>
<![CDATA[THE EFFECTIVENESS OF INTUITIVE-IMITATIVE APPROACH FOR TEACHING ENGLISH PRONUNCIATION IN INDONESIA VOCATIONAL HIGH SCHOOL ]]>
<![CDATA[Annisa Shofa Tsuraya]]>
<![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.A7
<![CDATA[Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech. English pronunciation involves too many complexities for learners to strive for a complete elimination of accent, but improving pronunciation will boost self-esteem, facilitate communication, and possibly lead to a better job or least much respect in the workplace. This research aimed at investigating the effect of Intuitive-Imitative Approach in teaching pronunciation. The participants of this research were the second-year students of Indonesia Vocational High School in amount of 40 students. This research applied pre-experimental method. The instruments of this research were pre-test and post-test in oral test. The result of this research finally showed that the students’ pronunciation of post-test score was higher than the students’ pre-test score. Meanwhile, the result of t-test showed that the difference was significant where value of the t-test was greater than the value of the t-table (20.17 ≥ 2.069). Thus, it can be concluded that the use of Intuitive-Imitative Approach is effective to use in teaching pronunciation. So that, by applying this method in learning pronunciation, the teacher are hoped to be more creative to enrich their selected word by choosing the unique words to stimulate students and present them an enjoyable, relax, and understandable way in learning process. ]]>
<![CDATA[WHAT’S IN A MESSAGE? ANALYSIS OF ANNUAL GRADUATION MESSAGES IN THE PHILIPPINES ]]>
<![CDATA[Jeremy Velasquez Basilio Velasquez Basilio]]>;
<![CDATA[Inero Ancho]]>;
<![CDATA[Gilbert Santos Arrieta]]>
<![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.A11
<![CDATA[What do annual graduation messages convey? What is the gist of the message? What common themes may be derived from these messages? These inquiries inform this study as annual graduation messages issued by the Department of Education (DepEd) Secretary are analysed. This paper recognizes the impact of each graduation message as it serves as a venue in capturing what DepEd attempts to relay to its stakeholders, particularly student graduates in the context of this paper. This study employs qualitative method using data available online. Graduation messages annually issued by DepEd are posted and accessible through online resources. Graduation messages issued from 2010-2019 are utilized in this study. Careful analysis of data reveals the following clustered themes: quality education as the key to transformation, education at the core of life’s challenges, Filipino learners transforming the future, stakeholders and learners towards a better education, and K-12 curriculum as the vehicle for success. Recognition has been given to stakeholders who play crucial roles in the education system and advocate its success. Also, social, cultural, and curricular aspects have also shaped how each graduation message is crafted and relayed to stakeholders.]]>
<![CDATA[INCREASING STUDENTS’ MOTIVATION ON LEARNING WRITING SKILLS THROUGH INQUIRY APPROACH ]]>
<![CDATA[Sitti Hamsina]]>
<![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.A3
<![CDATA[This present study investigated students’ motivation for learning writing skills through an inquiry approach. The research methodology that was used the type of descriptive research using correlational, where the researchers wanted to know the motivation of students as well as see differences in student motivation in learning writing skills through an inquiry approach. This study used purposive sampling and the respondents were the tenth-grade students of MAN 3 Makassar consist of two classes. They are the 10th Science grade that used the inquiry approach and the 10th Social grade with a non-inquiry approach consists of 30 students in each class. Collecting data in this study used a close question by using the MSLQ. Then to analyze the data, the present researcher used a paired samples t-test by using SPSS 22 for windows. Based on the data analysis, the present researcher found that the mean score of and the 10th Science grade for three motivation scales namely: control belief (5.76), self-efficacy (5.68), and anxiety (5.46) and the 10th Social grade got control belief (5.18), self-efficacy (5.14), and anxiety (4.99). The interpretation scale of the three motivation scales of the 10th Science grade obtained a mean score higher than the 10th Social grade. The t-scores of the three scales, two of them of control belief scale and self-efficacy scale were a significant difference at 0.05 level and the anxiety scale was not a significant difference. The present researcher states that the inquiry learning approach could increase students’ motivation for learning writing skills for the tenth grade of MAN. Based on the results of this study, researchers currently expect that English teachers could use the inquiry learning approach to teach English writing skills.]]>
<![CDATA[INVESTIGATING STUDENT-TEACHER RATIO AS A FACTOR IN READING PERFORMANCE: THE CASE OF THE PHILIPPINES ]]>
<![CDATA[Inero Ancho]]>;
<![CDATA[Aljon Galang]]>;
<![CDATA[Aaron Dela Cruz]]>;
<![CDATA[Ria Dela Cruz]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V71.2021.A4
<![CDATA[This paper attempts to investigate the student-teacher ratio of various Southeast Asian nations and each country’s reading performance through the lens of the Programme for International Student Assessment (PISA) scores. This paper employed a purely secondary analysis using data available online. The first phase of the research involved revisiting online documents about the student-teacher ratio in the classroom among selected Southeast Asian nations. In the second phase, reading test scores presented in this study are sourced from PISA. The last phase is the comparison and contrast of the data through a tabular presentation. Findings reveal that the countries with a ratio having the least number of students per teacher ranked higher compared with those with a nation having the greatest number of students per teacher. Singapore, Malaysia, and Brunei Darussalam with a ratio ranging from 8 to 11.6 per teacher scored 408-549 points in the PISA Reading Test while Thailand, Indonesia, and the Philippines with a ratio ranging from 15 to 36 students per teacher scored 340-393 points. It is undeniable that the student population in the classroom positively impacts the teaching and learning processes, particularly in reading as contextualized in this study. The government should recognize the dire need for schools to be provided with appropriate funds to sustain the public education system. Careful analysis of the presented data shows the connection between student-teacher ratio and reading performance as manifested by test scores. It is undeniable that the student population in the classroom positively impacts the teaching and learning processes, particularly in reading as contextualized in this study.]]>
<![CDATA[INDONESIAN UNIVERSITY STUDENTS’ VISUAL LEARNING STYLE: LEARNERS’ AND TEACHERS’ PERSPECTIVES ]]>
<![CDATA[Maximeliana Masela]]>;
<![CDATA[Adaninggar Septi Subekti]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V62.2020.A6
<![CDATA[This study aimed to investigate Indonesian undergraduate non-English department students' visual learning style and their and teachers' perspectives on the uses of visual aids to promote learning. It was conducted to fill the gap in the literature on the scarcity of empirical studies in the field of learning style in the Indonesian context despite the potentials of instruction accommodating learners' learning styles. 127 students participated in the study through a survey and descriptive analysis, this study found that the participants, in general, had a high level of visual learning style, suggesting that class instruction should provide visual media and activities reported to be effective by the participants. Four participants with the highest visual learning style levels along with three teachers of General English classes were interviewed. Through Thematic Analysis of the interview results, the study found that both the students and teachers reported that teachers used certain visual media for certain purposes, for example, pictures for brainstorming activities, videos for providing input for further discussions, and writing on the boards to explain grammar. Based on the findings, possible implications and contributions are mentioned along with limitations and possible future studies. ]]>
