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[DESCRIBING AND DRAWING PICTURE TECHNIQUE IN TEACHING TRANSACTIONAL SPEAKING ]]>
<![CDATA[Nur Aliyah Nur]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V42.2018.A10
<![CDATA[The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.]]>
<![CDATA[COHESION IN FOREIGN LANGUAGE WRITING ]]>
<![CDATA[Nyak Mutia Ismail]]>;
<![CDATA[Lisma Linda]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V42.2018.A1
<![CDATA[It is important to keep the cohesion and coherence when writing; this is where the use of cohesive devices starts to be taken into account. This study sought the types of cohesive devices used by undergraduate students in their writing. The qualitative discourse analysis was used as the design of this research. The data were collected from seven undergraduate students as the respondents who were in the 6th semester at a private university in Aceh. These respondents were asked to write a descriptive text approximately 200 words in length and they were given forty-five minutes to finish their writing. The result unveiled that the type of cohesion devices which was majorly used was addition, as there are 94% of the additive device usage. Then, 75% refers to the use of cohesive devices as comparison, 56% as consequential, and 40% as temporal device. In can be concluded that the students use more addition in writing. As a suggestion, it is essential to shed light on their ability to employ cohesive devices more on other types in balance as it is necessary in contrasting, comparing, sequencing, giving exception, and illustrating. ]]>
<![CDATA[NEED ANALYSIS ON ENGLISH TEACHING MATERIALS FOR ICT STUDENTS ]]>
<![CDATA[Sri Diana]]>;
<![CDATA[Musdalifah Mansur]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V42.2018.A6
<![CDATA[The research aims to find out the English Materials need of the students of Genetic Computer School Singapore in Learning English. The quantitative and qualitative method were conducted in this research to provide the description of the students’ needs. In collecting the data, the researcher applied interview for lecturers and questionnaire for the students as the instrument of the research. There were two lecturers and thirty of second-semester students in the 2017-2018 academic year as participants in this research by conducting purposive sampling.The result of this research revealed that students of Information, Communication and Technology (ICT) mostly needed two skills in learning English. First, speaking skill that is to communicate in English and to present their final project exam. Second, writing skill is used to do their assignment and final report in English. Language element which most important and needed by the students is vocabulary, then followed by grammar. The interview result showed that in teaching English the lecturers do not have permanent syllabuses for four semesters and the existing materials are design based on lecturers perception, it is not based on students needs. The information of this research as the recommendation for the institution that might be used as guidance to design the English syllabuses.]]>
<![CDATA[THE USE OF MINIMAL PAIR TECHNIQUE IN TEACHING PRONUNCIATION AT THE SECOND YEAR STUDENTS OF SMAN 4 BANTIMURUNG ]]>
<![CDATA[Indah Fadhilah Rahman]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V42.2018.A11
<![CDATA[This objectives of this research were to find out (1) Use of minimal pair technique in teaching pronunciation at the second year students of SMAN 4 Bantimurung. (2) Whether the minimal pair technique effective in teaching pronunciation or not at the second year students of SMAN 4 Bantimurung. This researcher applied quasi-experimental design with non-equivalent control group design. The sample was taken by using purposive sampling that devided into two groups were 25 students as experimental class and 25 students as control class. The result of the data indicated that there was a significance difference between students’ post-test in the experimental class and the control class. The mean score of post-test (2.96) in the experimental class was greater than the mean score of post-test (2.2) in the control class and the standard deviation of the post-test (0.83) in experimental class was greater than the standard deviation of the post–test (0.4) in control class and the value of t-test (5.84) was higher than t-Table (2.021). Based on the result of this study implies that use of minimal pair technique was effective to improve the students’ pronunciation ability at the second year students of SMA Negeri 4 Bantimurung. Besides, the significant improvement can be seen from the students’ response to researcher’s performance. They seem more active during teaching learning activity. Therefore, the researchers suggests that the English teacher should implement minimal pair technique in teaching pronunciation in order to improve students’ pronunciation ability.]]>
<![CDATA[INVESTIGATING ENGLISH NEED OF SHARIA BANK EMPLOYEES IN PAREPARE SOUTH SULAWESI ]]>
<![CDATA[Zulfah Zulfah]]>;
<![CDATA[Mujahidah Mujahidah]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V42.2018.A2
<![CDATA[This study was aimed to investigate English need of sharia bank employees in Parepare. The design research was qualitative research. Subject of the research was 12 employees in 3 sharia banks in Parepare. Research data was collected by using interview. The findings showed that: (1) Islamic bank employees need English materials relate to banking, accounting, and computer application; and (2) Islamic bank employees need reading skills more than listening, speaking, and writing skills because they work more with English written documents. Bank employees also work with computer program. All instructions and terms in computer are in English. The employees need good pronunciation in English term of banking, accounting, and computer. They also need skills in correspondence in electronic letter or email.]]>
<![CDATA[DIFFICULTIES FACED BY THE STUDENTS IN ANSWERING TOEFL TEST QUESTIONS ]]>
<![CDATA[Nurfitriyah Halim]]>;
<![CDATA[Sri Yulianti Ardiningtyas]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V42.2018.A7
<![CDATA[This research was aimed at identifying the difficulties in answering TOEFL test questions. This research applied a focused description as the method of collecting the data and was located within a qualitative research paradigm. The population of the research was the seventh-semester students of English Department of STKIP YPUP who have undertaken TOEFL test for any purposes, and the sample of this research was chosen by using homogenous sampling. The sample consisted of 30 students. The data is collected using an open-ended questionnaire. The order of data collecting was listing the target population, selecting the sample subject, distributing a questionnaire and collecting the questionnaire. Concerning this research, it was focused in finding out the difficulties faced by the students in answering TOEFL test questions. The difficulties are personal trait based on their experience. This research was restricted to the difficulties in answering TOEFL test of English department students at the seventh-semester in STKIP YPUP Makassar who have undertaken TOEFL test for any purposes before. The findings of this research was the difficulties faced by the students in answering the TOEFL test questions, they were, fewer basic skills, less practice, less motivation, and students’ individual differences.]]>
<![CDATA[THE NECESSITY OF IMPROVING CULTURAL AWARENESS OF EFL LEARNERS IN STMIK HANDAYANI MAKASSAR ]]>
<![CDATA[Yuliah Abdul Haris]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V51.2019.A10
<![CDATA[This paper mainly discusses the relationship between language and culture. Language and culture are closely related. If one does not understand the cultural backgrounds, he or she cannot learn the target language really well because any language is an integral part of its culture. Moreover, misunderstanding between the speaker whose first language is English and the speaker whose first language is not English occur between them. The writer believes that there is still an important cultural element missing from foreign language education in Indonesian EFL classes in such as in STMIK Handayani Makassar. Therefore, English learning in STMIK Handayani Makassar should not only to learn the language, but also to learn its culture. To improve students’ sensitivity for cultural difference between the West and the East and to raise their cultural awareness, English teachers at schools are required not only to teach language but also to impart cultural background knowledge and further to deal with the relationship between language and culture well. This article starts with the necessity of teaching cultural awareness in English teaching at schools, and then this paper discusses some common cultural language mistakes by English Foreign Language learners in STMIK Handayani Makassar.]]>
<![CDATA[PROGRESSING STUDENTS’ MOTIVATION IN LEARNING ENGLISH BY USING HYPNOSIS (HYPNOLEARNING) AT STUDENTS OF STAN 2 JILC PERINTIS MAKASSAR ]]>
<![CDATA[Hamzar Acha]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V51.2019.A14
<![CDATA[ABSTRACT, This article provides a description of the students’ motivation in learning English by using hypnosis (hypnolearning) at the students of STAN 2 of JILC Perintis, Makassar 2010/2011. The population of the research consisted of the students of STAN 2 of JILC Perintis, Makassar in academic year of 2010/2011. It consisted of one class. The number of the students was 20 and the sample of this research was total sampling. It means that all students of STAN 2 of JILC Perintis, Makassar were taken as samples namely 20 students. In this research, the data was collected by using questionnaire. The questionnaire was used to obtain data on students’ motivation by using hypnosis (hypnolearning). It consisted of 20 items. Based on the data obtained, this article discovered that students were motivated in learning English by using hypnosis (hypnolearning). The data showed that the students always choose “agree” in every item of the questionnaire which was given. It indicated that the level of the students’ motivation by the students of STAN 2 of JILC Perintis, Makassar in learning English by using hypnosis (hypnolearning) was “agree”. Keywords: Students’ Motivation, Hyposis, English Learning Style]]>
<![CDATA[DEVELOPING MULTIMEDIA-BASED LISTENING MATERIALS FOR THE TENTH GRADE STUDENTS ]]>
<![CDATA[Curnia Karim]]>;
<![CDATA[Dyah Setyowati Ciptaningrum]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V51.2019.A5
<![CDATA[This study aimed at developing the supplementary multimedia-based listening materials for tenth grade students in the first semester using scientific approach Curriculum of 2013. This study was research development using the model by Brach (2009) and was conducted at MAN 1 Pamekasan. The final product of this study was in a macro-media flash file attached inside CDs. The result of the product evaluation and try-out showed that the materials were interestingly presented in terms of topics and listening activities. Moreover, it was also able to motivate students to learn listening.]]>
<![CDATA[ARE PEER FEEDBACK ACTIVITY ESSENTIAL IN ONLINE ARGUMENTATIVE WRITING? ]]>
<![CDATA[Elda Yulia Ryandini]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V51.2019.A9
<![CDATA[ABSTRACT: The purposes of this research were to investigate and classify peer feedback activity in online argumentative writing and to probe the essence of getting peer feedback. This research used qualitative approach to respond the research problems. The subjects of this study were 3 students from a writing class of English Education Department at Islamic University in East Java. Data were collected through observation and semi-structured interview. The findings of this research showed that there were various feedback given by peers such as no thesis statement in introduction, short sentences in body and conclusion paragraphs, incomplete ideas in introduction, error grammars and sentence structures, no clear counter arguments and refutations in body paragraphs, no refutation in body paragraph, not cover idea of body paragraph in conclusion, not debatable title, and not confusing position whether agree or disagree with the topic. The result also indicated that the essence of getting peer feedback in online argumentative writing were positive proved by the students’ enthusiastic derived from interview.]]>
