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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 238 Documents
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Analysing the Negative Impact of Game-Based Online Quizzes toward Students’ Learning Motivation in Digital Era RAHMAN, PATUR
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 01 (2025): Volume 11, Number 01, June 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V111.2025.A2

Abstract

Nowadays, education is undergoing a significant transformation, particularly in teaching methods that increasingly integrate technology. The use of technology-based teaching media, such as game-based online quizzes, has become a trend, especially among university students. Although game-based online quizzes like Quizizz demonstrate significant benefits in enhancing learning motivation, evaluating students, and making learning more engaging, there are negative impacts in their application. This study aims to delve deeper into the psychological impacts of using Quizizz on students' learning motivation, focusing on exploring students' general experiences and the negative effects of using the game-based platform. Qualitatively, the study employed a phenomenological approach using semi-structured interviews with 20 respondents selected from four different study programs across three academic years (2021, 2022, 2023). The findings revealed a dominant impression among students that Quizizz is an enjoyable evaluation platform for learning, effectively strengthen teaching material, serves as a flexible learning medium, and provides immediate feedback during evaluations. However, on the other side, Quizizz fosters premature satisfaction among students, leads to inefficient teaching time due to internet connectivity issues, encourages guessing answers rather than understanding questions, decreases narrative and written communication skills if overused in evaluations, opens opportunities for digital cheating, and potentially demotivates students due to psychological factors such as feelings of embarrassment from publicized failures. This could result in self-labelling with internalized failure.
An Anaysis of Students' Difficulties in Speaking Practice GRAHMAYANURI, NOVRIA; KHAWARDI, LUCY; LINDA EFRINA; BATUBARA, EFIRA ANDIYANI; SRI WAHYUNI; MUHAMMAD YAMIN
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 01 (2025): Volume 11, Number 01, June 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V111.2025.A1

Abstract

This study explores the difficulties faced by second-semester Islamic Education (PAI) students at STAI Al-Hikmah Medan in practicing English speaking. Employing a qualitative descriptive approach, data were collected through semi-structured interviews with five students. The analysis revealed five major themes: (1) limited vocabulary and grammar mastery, (2) speaking anxiety and fear of making mistakes, (3) lack of speaking practice opportunities, (4) peer pressure and unsupportive classroom environments, and (5) absence of contextual and real-life speaking applications. Students expressed challenges not only in linguistic competence but also in psychological readiness and cultural relevance of the speaking materials. This research contributes a new perspective by focusing on students in a religious academic context, highlighting the importance of integrating culturally relevant content and fostering supportive learning environments. Recommendations include increasing the frequency of speaking practice, incorporating Islamic-themed speaking materials, and creating psychologically safe spaces for language learners.
English for Pharmacy Students: A Needs Analysis for Instructional Material Development Nurpahmi, Sitti; Fadhilah Rahman, Indah
ETERNAL (English, Teaching, Learning and Research Journal) Vol 10 No 02 (2024): Volume 10, Number 02, Desember 2024
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V102.2024.A3

Abstract

The ability to use English effectively in professional and academic settings is essential for pharmacy students in today’s globalized health and pharmaceutical industries. However, many pharmacy programs still rely on general English courses that do not reflect the specific communicative tasks and discourse practices required in the pharmacy profession. This study aims to analyze the English language needs of pharmacy students as a basis for developing relevant instructional materials. Using a mixed-methods design, data were collected from 80 undergraduate pharmacy students, four lecturers, and two professional pharmacists through questionnaires, interviews, and document analysis. Quantitative data were analyzed using descriptive statistics, while qualitative data were interpreted through thematic analysis. The findings reveal that pharmacy students need greater competence in reading and writing scientific texts, mastering technical vocabulary, and developing speaking skills for patient counseling and professional collaboration. The results emphasize the importance of designing English for Specific Purposes (ESP) materials that are context-based, skill-integrated, and aligned with real-world pharmacy communication. The study contributes practical insights for ESP curriculum designers, material developers, and English instructors in health-related disciplines.
The Challenges in Teaching English Faced By English Lecturers In South Kalimantan In Transition Situation After Covid-19 Elsa Rosalina; Nasrullah; Inayati Fitriah Asrimawati; Rahma Pitria Ningsih
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 02 (2025): Volume 11, Number 02, December 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V112.2025.A3

Abstract

ABSTRACT Teaching English in non-native country is kind of challenging work to do. The lecturers need to master four skills in English such as listening, speaking, reading and writing. Beside that the lecturers also must have the skill to manage the classroom and to keep the students focused on the material. The purposes of this research are to describe the challenges faced by English lecturers in South Kalimantan. This topic is chosen because the researchers are interested in finding out the experience by the lecturers when doing teaching process after 2 years they survive with Covid-19 situation, and what the challenges to teach the students who just have an online learning experiences. The qualitative method is used for this research because the findings will reveal as the information about the challenges and how they can solve it. The participants of this research are 4 lecturers from different universities in South Kalimantan that teaching English in English department and Non-English department. The researchers use interview and open ended questionnaires which have 12 questions related to the topic to collect the data. The findings of the research are as follows: first, the challenge is in technical problem like an internet connection (as the main factor which determined the successful of online and blended learning), second, dealing with the student’s motivation to participate with classroom activity because in Pandemic they are familiar with online courses. Third, about the digital literacy of the lecturers and the students related to the kind of applications that can be used for teaching and learning and how to integrated kind of application to the process itself. Last, related to classroom management and the readiness of the lecturers to face the changes in Educational sector after Pandemic.  
Delving into Listening Learning Strategies for Society 5.0 EFL Learners Manggolo, Noor Sahid Kusuma Hadi; Yunianti, Sukma Shinta; Arifin, M. Fatkhu
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 01 (2025): Volume 11, Number 01, June 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V111.2025.A3

Abstract

This study investigates English as a Foreign Language (EFL) learners' listening comprehension strategies using a mixed-methods approach to offer a comprehensive understanding of their practices. The research involved 105 EFL students from Universitas Tidar, Indonesia, employing both quantitative questionnaires and qualitative semi-structured interviews. The questionnaire gathered numerical data on strategy usage, while interviews provided deeper insights into students' experiences and perceptions about the preferences of learning strategy(es). The findings reveal a strong fondness for cognitive strategies. Listening to music and watching movies with subtitles were highlighted as popular and frequently employed methods, illustrating their effectiveness in enhancing listening skills. These strategies were notably discussed more in interviews than reported in questionnaires, suggesting that students might underreport their use in structured formats. Digital tools and applications also emerged as a moderately used strategy, reflecting an increasing integration of technology in language learning. However, advanced strategies, such as watching movies without subtitles or engaging with native speakers, were less commonly used. This indicates potential areas for development, particularly in fostering confidence and proficiency in more challenging listening tasks. The study underscores the importance of a multifaceted approach to language instruction, combining traditional and innovative methods to accommodate diverse learning styles. Educators are encouraged to address the gaps in advanced strategies while leveraging the effectiveness of preferred cognitive and digital tools to enhance EFL learners' listening skills in the context of Society 5.0.
- Teachers’ Strategies to Enhance Classroom Interaction by Using Linguistic Modification: - Idris, Andi Muhammad Syafri
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 01 (2025): Volume 11, Number 01, June 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V111.2025.A5

Abstract

The aim of this study is to look into the methods teachers use to change language elements during class interactions. Reexamining how these changes are applied to improve students' understanding in light of Chaudrons' theory (1988) is the goal. A descriptive qualitative approach was chosen in order to accomplish the research goal. This approach was used to provide a thorough examination of the language adjustments instructors made when using the checklist for classroom observations and interviews as the research tool. The qualitative descriptive framework made use of the data analysis. Lexis, syntax, and phonology were the three main areas in which the three teachers who participated in the study applied linguistic adjustments, according to the findings. These modifications were purposefully made to help students understand during class interactions and to promote clearer communication. Lexical, syntactic, and phonological changes are intentional modifications to clear up possible misunderstandings and strengthen the learning process. The study suggests that useful advice that probably provides insights into how educators might successfully apply language alteration to improve the caliber of engagement in their classes.
The The Cutting-Edge of English Learning: Augmented Reality in Classroom Insights Izzah, Nurul; Latifa, Ammang; Nur, Rafi'ah
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 02 (2025): Volume 11, Number 02, December 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V112.2025.A2

Abstract

This study aims to recount the perceptions and experiences of students on integrating Augmented Reality (AR) in Learning English for Junior High School. This study is quantitative in nature by using 32 seventh grade students as treatment through AR-based learning tools. The dimensions are based on the 1-5 Likert scale-based questionnaire of ease of use, learning usefulness, technological features, and learning outcomes. Data was analyzed descriptively to describe the pattern of students' experiences and perceptions of AR technology. The results showed that AR had a positive impact on student motivation, engagement, and understanding. 77% of the students were found to be in the medium learning experience category, and 17% were found in the high category, showing that AR managed to produce significant learning experience. AR interactive functions allow students to learn better complex concepts visually and interactively; that said, AR applications in mastering complex information is still in the process of development. A limitation in the present study includes limited coverage of the population, with most studies having used quantitative approaches that did not give in-depth insight into students' experiences. Day, future studies should include a broader population as well as applying qualitative approach to get a holistic understanding. This study argues that AR is more than a technological development, it is a pedagogical strategy that can enhance the quality of English learning. The results can play a crucial role for educators, curriculum developers and policy decision makers for preparing learning strategies suitable for the needs of students in the digital age”. Keywords: Augmented reality, student experience, student perception, English language learning, technological innovation.
Enhancing 21st Century Skills: Innovative Education and Career Preparedness For Students Ni Km. Nidyantari Laksmi R.; I Nyoman Adi Jaya Putra; Dewa Putu Ramendra; Made Hery Santosa
ETERNAL (English, Teaching, Learning and Research Journal) Vol 11 No 02 (2025): Volume 11, Number 02, December 2025
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V112.2025.A1

Abstract

This study aims to analyze innovative educational strategies that support the development of 21st-century skills and career preparedness for students through a systematic literature review. Skills such as critical thinking, collaboration, creativity, and digital literacy are essential in addressing global challenges. This research identifies best practices in education that integrate technology, project-based learning, and collaborative approaches to enhance these skills. The findings highlight the importance of technology-based curricula, soft skills training, and partnerships between educational institutions and industries. This article provides recommendations for educators and policymakers to improve the effectiveness of 21st-century education.

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