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[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.]]>
<![CDATA[THE EFFECT OF CAKE USAGE AS MOBILE ASSISTED LANGUAGE LEARNING ON STUDENTS’ ENGLISH SPEAKING SKILL IN SMP HANG TUAH 1 BELAWAN ]]>
<![CDATA[Ani Deswita Chaniago]]>
<![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.A9
<![CDATA[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.]]>
<![CDATA[STUDENTS’ READINESS OF THE IMPLEMENTATION OF FACE-TO-FACE LEARNING AT ENGLISH CLASS IN THE ACADEMIC YEAR 2021/2022 ]]>
<![CDATA[Tira Nur Fitria]]>
<![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.A13
<![CDATA[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.]]>
<![CDATA[OBSTACLES OF IMPLEMENTING LEARN FROM HOME PROGRAM FOR JUNIOR HIGH SCHOOL STUDENTS: TEACHERS’ AND PARENTS’ EXPERIENCES ]]>
<![CDATA[Nur Padhilah]]>;
<![CDATA[Sri Setyarini]]>;
<![CDATA[Gin Gin Gustine]]>
<![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.A10
<![CDATA[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.]]>
<![CDATA[STUDENTS’ PERCEPTIONS TOWARDS ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS ]]>
<![CDATA[Sri Mulyani]]>;
<![CDATA[Nurfajri Ningsih]]>;
<![CDATA[Nurul Insiqamah Setyaningrum]]>
<![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.A12
<![CDATA[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.]]>
<![CDATA[THE ANALYSIS OF TEACHER’S INTERACTION BY USING SELF-EVALUATION TEACHER TALK (SETT) IN SMPN 13 SURABAYA ]]>
<![CDATA[Alfan Hariri]]>;
<![CDATA[Rizka Safriyani]]>;
<![CDATA[Zulidyana D. Rusnalasari]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V82.2022.A1
<![CDATA[In teaching, teacher do not only think about the pedagogic goals, material, and activity used. At the same time, the teacher should also think about how effective the interaction used linked to the pedagogic goals. In short, the success of the teaching learning process relies on how the teacher’s interaction in leading the students to achieve the pedagogic goals. From those phenomenon, this thesis analyzes the suitability of teacher’s interaction with the pedagogic goals in teaching English lesson in SMPN 13 Surabaya by using SETT. The research object is an English teacher of SMPN 13 Surabaya who teach in two different classes; A and G 7thgrade. This study practices qualitative method which uses SETT frame work as a means of analysis. In addition, the researcher uses voice recording and interview as a technique to get the data. As a result, the teacher’s interaction is in the form of IRF pattern that mostly uses close question as initiation. In addition, the teacher’s interactional features that often occur is teacher echo, display question and confirmation request. Furthermore, the teacher’s interaction coincides with the SETT framework to lead student in gaining the pedagogic goals. Though, there are some part of interaction that can be improve for better student involvement such as extended wait time, teacher echo and way of scaffolding.]]>
<![CDATA[IMPLEMENTATION INTERACTIVE AND COLLABORATIVE ONLINE LEARNING ENGLISH FOR FOREIGN LANGUAGE MOODLE-BASED ]]>
<![CDATA[Rizky Eka Prasetya]]>;
<![CDATA[Anindya Putri Pradipta]]>;
<![CDATA[Geri Suratno]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 02 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V82.2022.A2
<![CDATA[Moodle virtual learning transformed the implementation of online English education. This Learning Management System (LMS) was the most accepted in Higher Education in Indonesia. The qualitative study investigates and determines the integration of Moodle features on interactive and collaborative English teaching approaches. Case studies practice various qualitative research approaches for 43 language lecturers as the respondent. Illustrative case studies assisted essentially in obtaining the unknown common and providing pedagogical members with a specific language regarding the subject in the problem. The result exposed the opportunity to implement an interactive and collaborative teaching approach in the English language educational process. The availability of Moodle features is concerned with the activities and resources main feature in Moodle. The interactive Moodle feature involved assignments, lessons, quizzes, and surveys. English language learners who engage in interactive online learning experiences are compelled to participate in their education. Involving them in the English language online education process is critical to their achievement. In the meantime, Collaborative Moodle features involved chat, forum, glossary, and wiki. These fundamental features were revealed to help English lecturers establish the learner-centered English pedagogy mode as course designers. Integrating collaborative activities into online courses improves performance outcomes for English language learners. The Moodle virtual English online pedagogy would be the proper system to accommodate and facilitate education in Higher Education. English lecturers as course designers and instructors needed to be aware of the improvement of virtual media and made enhancement English language learners]]>
