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ETERNAL: English Teaching Journal
Published by Universitas PGRI Semarang
ISSN : -     EISSN : 26141639     DOI : https://doi.org/10.26877/eternal.v16i2.2363
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The aim of this journal publication is to disseminate the conceptual thoughts or ideas and research results that have been achieved in the area of English language teaching and learnings, literature and research ETERNAL: English Teaching Journal particularly focuses on the main problems in the development of the sciences as follows: 1. Analysis studies 2. Application of theories 3. Research reports 4. Material developments and reviews
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 14 Documents
 1   2 
Search results for , issue "Vol. 15 No. 1 (2024): February" : 14 Documents clear
Critical Digital Pedagogy’s Framework: Lecturer’s Voices to Analysis the Incorporation of Discord Tool in Higher Education Lestari R, Kenny Shania; Widiati, Utami; Maria Ivone, francisca
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.353

Abstract

Critical pedagogy can be reflected in the situation when the learners become social transformers of their community and world, and when they critically construct knowledge. The prior researchers s only evaluated discrepancies in gender and age. Freire and Brown's framework also verified the feasibility and reliability of implementing CDP.  However, general skills and unspecific digital tools drove the reader's bias and ambiguity. Consequently, the purposes of the study aim to connect previous topics in different contexts, addressing the gap and providing a critical analysis. Especially, English lectures in certain skills and specific digital tools would be needed to know critical pedagogy's intentional implementation or unintentional presence in the ELT realm. Three concerns were highlighted to guide the researchers to do the research; the essential aspect of pedagogy that has and has not been involved yet in online learning and the factors of age and gender that might influence the learning. Th researchers s used qualitative method, especially observation and questionnaire instruments to get the data of the incorporation of the Discord tool of critical pedagogy in the higher education domain. The findings reveals that the implementation a critical pedagogy of Discord tool and the discrepancies of age and gender that influence the online meeting.
Errors Analysis in Using Simple Past Tense in Nursing Students’ Writing Assignments Situmorang, Komilie; Santa Maya Pramusita
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.357

Abstract

Nursing students learn General English (GE) to prepare them to study English for Nursing as their core subject. The primary goal of GE is to prepare them to be able to talk about daily topics and grammar points including simple past tense which was taught implicitly. In fact, teaching grammar is assumed to be trivial lately as teachers shift to more into English teaching trends. Therefore, it is important to go to the root and find ways to help students with their grammar struggle. This study seeks to find the nursing students’ error in simple past tense through scrutinizing their writing and thus can evaluate the teaching grammar method. The methodology was descriptive quantitative where 50 students’ writing assignments were the data. The errors were identified in the table and were classified based on the error types based on Duly’s surface strategy taxonomy. The errors were then analysed quantitatively to find percentages of the errors. The excerpts from the students’ writing were included in the result to support the analysis. The findings indicate that mis-formation were the biggest errors with 57.59%, mis-ordering with 20.98%, addition with 12.95%, and omission with the smallest error with 8.48%. The analysis indicates that the interlingual and intralingual transfer contribute to these errors made. Thus, there needs to be a reflection on the grammar teaching done in nursing students now. Teachers should focus on helping the students with their grammar difficulties and flexibly switch the teaching implicitly and explicitly to suit the students need.
The Use of Google Translate and U-Dictionary as Machine Translation for Translating Text: EFL College Student’s Preference and Perceptions Ainan Ningrum; Dewi, Utami
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.373

Abstract

Several studies have investigated the effects of using Google Translate and U-Dictionary on translation products for English as a foreign language (EFL) student. However, students' preferences regarding these two machines’ translation for translating texts in EFL translation classes in Indonesia still seem relatively few and have not been much explored. This research aimed to determine which machine translation EFL college students prefer for translating their text. This study used a qualitative case study approach. In investigating students’ preferences, questionnaires, and in-depth interview were used as data collection tools. Seventeen students were selected by purposive sampling and were administered an online questionnaire. Then, students participated in in-depth interviews and obtained further information from an online questionnaire. We then analyzed the data using two techniques, including frequency counts for quantitative data and qualitative analysis through thematic analysis for qualitative data. The findings reveal that students prefer Google Translate over U-Dictionary for three reasons. First, they consider Google Translate as a complete machine translation with various features that help them translate text. Second, Google Translate increases student's knowledge of new vocabulary. Third, Google Translate makes the translation process more accessible for students. It is so easy to access. However, U-Dictionary also received high marks because students felt more confident in the accuracy of the U-Dictionary translation results. Therefore, it is believed that combining these two machines’ translations will make the student's translation process more accessible
Analysis of EFL Learners' Writing Challenges in the Digital Era Manggolo, Noor Sahid Kusuma Hadi; Arifin, M. Fatkhu; Indriani, Lilia; Khusniyati, Nurul Ngaini
ETERNAL (English Teaching Journal) Vol. 15 No. 1 (2024): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i1.376

Abstract

The Writing Intensive Course emphasizes fundamental English writing elements, providing a prime chance for students to improve written communication. Educators face challenges in enhancing expressiveness, but the large millennial class size, familiar with digital technology, presents a potential advantage. Millennials, as digital natives, show enthusiasm for digital-context learning, offering an opportunity for effective instruction in writing. The primary objective of this research is to find out the problems or challenges students undergo while learning to write English in the digital era. This quantitative research examined 174 EFL students to give particular responses that work with brief reviews of their challenges in English writing. Unable to express (10.9%), improve skills (9.8%), and develop ideas (5.2%) in writing stand strong as the biggest three difficulties in English writing. The diverse challenges, collected from participant samples, reveal consistent issues for both active and nonactive students. The study emphasizes the value of digital-assisted courses, offering hope for enhanced English writing and communication skills among SL/FL learners in a more accessible and effective manner. In brief, this study highlights internal factors as the primary challenges in writing class, with students struggling with self-expression, doubts about improvement, and generating ideas. Various challenges, including optimizing roles and feedback, underscore the importance of addressing obstacles for enhanced writing proficiency in digital-assisted courses

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