ETERNAL: English Teaching Journal
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
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<![CDATA[The Effect Of Using The Fishbowl Strategy Toward Students' Speaking Ability ]]>
<![CDATA[Sari, Meliya]]>;
<![CDATA[Sujarwati, Iis]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.842
<![CDATA[The Fishbowl teaching strategy has been investigated for its impact on enhancing students' speaking proficiency in secondary education. Despite regular engagement in English through day-to-day interactions, students often find English instruction monotonous and uninspired, primarily due to the reliance on traditional pedagogical approaches. In response, this study aimed to collect empirical data on the efficacy of the Fishbowl strategy in a classroom setting. Utilizing a quasi-experimental design, the research population comprised second-grade students from SMAN 06 Bengkulu Utara, focusing specifically on their speaking abilities as influenced by the Fishbowl method. The sample population consisted of 68 students, classified into two distinct groups: the experimental group, which experienced the Fishbowl intervention, and the control group, which did not. A comparative analysis of average pre-test and post-test speaking scores was conducted using SPSS software to assess the intervention's effectiveness. The statistical significance of the results was evaluated with the t-test formula. Findings indicated a significant difference in speaking abilities between students instructed through the Fishbowl strategy and those in the control group, with the experimental group achieving a t-test score of 70.00, demonstrating pronounced improvements in their speaking competencies. The implementation of the Fishbowl strategy was noted to be not only compelling but also inspiring, fostering a more engaging and productive learning environment.]]>
<![CDATA[Analysis of Higher Order Thinking Skills (HOTs) in English Final Examination Questions at Junior High School ]]>
<![CDATA[Lestari, Esti Sapta]]>;
<![CDATA[Widi Pratolo, Bambang]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.892
<![CDATA[The development of students' Higher Order Thinking Skills (HOTs) is emphasized in the Indonesian educational system. The aim of this research was to examine the HOTs found in the English final exam questions for the 2023–2024 academic year at private schools in Yogyakarta. The test questions were categorized into higher-order thinking skills (HOTs) and lower-order thinking abilities (LOTs) using the updated Bloom's taxonomy framework. The purpose of this study is to determine how much final examination questions at private junior high schools for the academic year 2023–2024 foster higher-order thinking abilities and to pinpoint areas that could use development in order to better support the curriculum objectives. Qualitative content analysis design was used in this research. The data resources of this research were the final exam test questions for the academic year 2023–2024. The revised Bloom’s taxonomy framework was used to analyze the data. The findings of this research indicated that the test questions demand more HOTs-type questions since the exams are predominantly LOTs-type questions. Most of the test questions (46.7%) are about applying questions, followed by comprehending (37.8%) and analysis (15.5%). The results revealed that the exam questions lacked HOTs-type questions.]]>
<![CDATA[All That I Studied Gave Me a Clearer Goal” Students’ Voice: Project-Based Learning in ESP Course ]]>
<![CDATA[Krisdianata, Yoannes Yuka]]>;
<![CDATA[Larasati, Rachelina]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.960
<![CDATA[English as the main language held an enormous role in the Ecotourism and Hospitality sectors, moreover in preparing students for the working field. This study examines the use of a project-based learning (PBL) approach in an English for Specific Purposes (ESP) course, specifically in an English for Ecotourism and Hospitality Management class for Thai students. It focuses on students’ perceptions during and after the implementation of PBL. Data were collected through interviews, revealing that participants experienced happiness and enjoyment throughout the process. Additionally, they gained greater clarity about their future goals upon completing their projects. The findings suggest that PBL in ESP not only strengthens students’ knowledge and skills but also promotes their mental well-being. The study concludes with implications and recommendations for future research on PBL and ESP.]]>
<![CDATA[Hedging Strategies in Non-Science Theses: A Corpus-Based Analysis of Discussion Sections ]]>
<![CDATA[Suratno, Antonius]]>;
<![CDATA[Aydawati, Emilia Ninik]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.1059
<![CDATA[This study aimed to investigate the academic writings of students, which were stored in the students' theses repository. The primary goal was to explore how students employ politeness and caution strategy, often referred to as academic hedging when articulating their academic opinions in Chapter IV of the discussion section within their theses. Utilizing a corpus-based approach, the study analyzed 30 theses comprising over 100,000 words. The Antconc electronic analysis application was deployed to identify patterns of sentence expression and explore how students employed hedging techniques to present their academic ideas. The results indicate that student writers tended to rely heavily on the modal "dapat" compared to other hedging devices, suggesting a potential lack of familiarity with diverse hedging methods and their appropriate use in academic writing. It is postulated that this overreliance on "dapat" might be attributed to limited exposure to alternative hedging devices in academic writing. This indicates a need for academic writing teachers in universities to equip students with comprehensive knowledge of hedges for more appropriate expression of academic ideas.]]>
<![CDATA[Moving Toward a Reader-Centred Classroom: Students’ Reflection on Reading ]]>
<![CDATA[Rachmawati, Umi]]>;
<![CDATA[Nisa Syuhda]]>;
<![CDATA[Santi Andriyani]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.1063
<![CDATA[This study is aimed gathering the students’ reflection on their reading class for the baseline of the development of reflective reading materials. The student-centered classroom implies in the process of developing reading materials that support the students critical thinking and reflective skills. This study was mostly conducted qualitatively though quantitative data were also gathered to strengthen the findings. The study involved a total of 52 students from English Education Department in a reputable university. The focus of the instruments used to include questionnaire and interviews used is to access details of reading materials, reading process, and students’ reflection. The research participants were selected purposively. The results of the study present that the needs of developing reading materials that support the students’ critical and reflective skills are highly required and the considerations of aspects of the students’ reading materials, process of reading class, and reflection on students’ reading will facilitate the development of effective and engaging learning materials.]]>
<![CDATA[An Analysis of English Curriculum in The Village School ]]>
<![CDATA[Syaepul Uyun, Aip]]>;
<![CDATA[Ahsanul Arifin , Ryadh]]>;
<![CDATA[Syarifah, Liah Siti]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.1070
<![CDATA[The objective of this research is to give a brief description of an obstacles and issuesf English instruction in the school in village, and how the English curriculum in the village can be developed. This research was conducted in the Binar Ilmu Boarding School Cimenyan Bandung. Qualitative descriptive specific design was used in this study. Data were collected from interviews, observations and documentation. The research found that the major issue of English instruction in village are geographical condition, teacher qualification, student interest and lack of understanding of curriculum development. On the other hand, it was also found that there are two stage of the process of English curriculum development, those are preparation, analysis and organization. Apart from these three stages, Teachers' and school management understanding of the curriculum development paradigm is an absolute factor that they must know before developing the curriculum. This measure has provided significant advantage to all parties, particularly school and teachers teaching English in village. Therefore, teaching English in village, need more effort and creativity. So that they can easily develop their own curriculum in teaching English.]]>
<![CDATA[Exploring Challenges Faced by English Language Teachers: Voices from EFL Teachers in Indonesia ]]>
<![CDATA[Sebayang, F Ari Anggraini]]>;
<![CDATA[Basri, Muh. Hasan]]>;
<![CDATA[Rambing, Rosalina Rolany]]>;
<![CDATA[Yulianty Sanggelorang]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.1104
<![CDATA[Playing a vital role in EFL education, teachers often encounter challenges when teaching students English. This study focuses on exploring challenges faced by EFL teachers in Indonesia. The study was conducted through qualitative research design with a case study approach. A total of 5 male and female EFL teachers in senior high schools in North Sulawesi participated in interview sessions during the data collection. A semi-structured interview was conducted to obtain comprehensive descriptions of teachers’ challenges in teaching English in EFL context. The interview data was transcribed, coded, and grouped to decide the themes. The findings indicated that the primary challenges they encountered when teaching EFL including demotivated students, excessive working hours, numerous obligations, improper utilization of technology by students, and governmental expectations resulted from the Merdeka Curriculum. These results suggest complex problems experienced by teachers in Indonesia. Understanding teachers’ challenges in EFL education give insights to stakeholders, including policy maker and curriculum developers to optimize EFL education in Indonesia.]]>
<![CDATA[Bridging the Gap between Differentiated Instruction and Second Language Acquisition among University Students ]]>
<![CDATA[Malik, Zulfikri]]>;
<![CDATA[Munir, Ahmad]]>;
<![CDATA[Lestari, Lies Amin]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.1109
<![CDATA[Second Language Acquisition (SLA) has drawn considerable attention from researchers and educators seeking effective strategies to enhance language learning. One such approach that has gained traction is differentiated instruction which may be effective in enhancing students' second language acquisition process. To address this, a qualitative case study was conducted to examine the impact of differentiated instruction on students' second language (L2) acquisition. The study involved 15 participants who had undergone an English-intensive program at the university level. Data were collected through online open-ended questionnaires designed to capture cognitive, affective, and conative impacts. The findings reveal that differentiated instruction aligned with students' interests and abilities significantly enhances students' understanding, motivation, and active learning behaviors in their second language acquisition process. However, the study also identified challenges, including difficulties with independent acquisition and intrinsic motivation barriers. Future research should explore the long-term impacts of this research and develop strategies to address the identified challenges, ensuring a broader impact on student second language acquisition.]]>
<![CDATA[Implementation of the STAD Cooperative Learning Model to Improve Indonesian Language Learning Outcomes in Elementary School ]]>
<![CDATA[Suranto]]>;
<![CDATA[Zalukhu, Indah Mawati]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.1113
<![CDATA[Indonesian language learning at the elementary school level faces challenges in engaging students and improving learning outcomes. This study aims to enhance Indonesian language learning outcomes in fourth-grade students at SD Lafau Fadorozai through the implementation of the STAD (Student Teams-Achievement Divisions) cooperative learning model. The study adopts a Classroom Action Research (CAR) design involving a single class as the research subject. Data were collected through observations, learning outcome tests, and questionnaires on student response. The implementation of the STAD cooperative learning model was conducted two cycles, focusing on Indonesian language learning. The research results indicate a significant improvement in students' learning outcomes with average score after the application of the STAD model, as evidenced by an increase in The average post-test score (Mean = X) was significantly higher than the average pre-test score (Mean = Y), with a significant difference (p < 0.05) on learning outcome tests and positive student responses toward cooperative learning. The pre-test score was 63.47 and the post-test 66.53 the increase was 4.82%. These findings suggest that the STAD cooperative learning model is an effective strategy for improving Indonesian language learning outcomes at the elementary school level. This study underscores the importance of cooperative learning models in enhancing the quality of Indonesian language education at the elementary school level.]]>
<![CDATA[The Effects of Video-Based Teaching Materials on Students’ Listening Ability ]]>
<![CDATA[Hustarna]]>;
<![CDATA[Masbirorotni]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v16i1.1115
<![CDATA[Finding appropriate teaching materials for listening subjects is not an easy task for lecturers. Therefore, creating video-based teaching materials is one of the solutions. However, the effectiveness of this product is still unknown. This quasi-experimental research aims to determine the effects of using video-based teaching materials on the listening ability of first-semester English students. Samples were taken using the cluster sampling technique, two classes out of 3 existing classes. The control class was treated using only audio media, while the experimental class was treated with audio-visual (video) media. The treatment was conducted for 14 meetings for each class, starting with giving the pre-test and ending with giving the post-test. The results of independent sample t-test calculations revealed that there was no significant difference in the learning outcomes between the control and experimental classes. This is evidenced by the sig. (2-tailed) value, namely 0.855>0.05. However, the range of the pre-test and post-test results between the control and experimental classes is different. The score range for the control class was 17.22, while the score range for the experimental class was 33.05. This shows that the use of video in the experimental class had a higher effect on improving students' listening skills than in the control class, which was only taught with audio materials.]]>
