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Cicik Sophia Budiman
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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 20 Documents
 1   2 
Search results for , issue "Vol. 17 No. 1 (2026): February" : 20 Documents clear
Improving Applied Business Administration Students’ Reading Comprehension and Vocabulary Acquisition by Using Quizlet Hindri Febri Ana Sari; Tanihatu, Arthur Reinaldo; Putra, Hedyan
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2993

Abstract

This study investigates the integration of Quizlet as a digital tool to enhance English reading comprehension and vocabulary acquisition among second-semester Applied Business Administration students at Politeknik Negeri Ambon. The study addresses the urgent need to support ESP students who often struggle with discipline-specific reading due to limited academic vocabulary and low engagement, particularly in vocational higher education contexts. Using a mixed-methods design, data were collected from 45 students through pre-tests and post-tests, classroom observations, reflective journals, interviews, and Quizlet usage logs. Over eight instructional sessions, students engaged with Business Administration reading texts supported by Quizlet activities, including flashcards, games, and cumulative quizzes. Quantitative data were analyzed using paired-samples t-tests and effect size calculations to examine learning gains, while qualitative data were analyzed thematically to explore patterns of engagement and learner perceptions. The findings revealed significant improvements in vocabulary retention (+22.5) and reading comprehension (+23.2), with strong effect sizes. Weekly accuracy rates increased from 61% to 86%, and student engagement rose markedly, with active participation improving from 55% to 91%. Reflective data indicated a positive shift in students’ attitudes toward reading, from perceiving it as monotonous to viewing it as useful and engaging. These results highlight the pedagogical significance of integrating Quizlet as a supportive tool for fostering vocabulary development, reading comprehension, and learner engagement in ESP instruction.
Figurative Language in Selected Song Lyrics of NIKI’s Nicole Album Tusino; Dewi, Puspa; Maryani, Sri
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.3118

Abstract

Despite the extensive studies on figurative language in song lyrics, limited research has specifically explored emotional functions of figurative language in contemporary pop albums by Asian artists, particularly in NIKI’s Nicole album. This study aims to examine figurative language used in the lyrics of a few of NIKI’s songs from the Nicole album. This study employed a descriptive qualitative method focusing on documents through content analysis. The primary data of this study were a few chosen tracks from NIKI's Nicole album with an emphasis on the lyrics of the songs investigated. To examine the data, the songs were listened to several times, and the lyrics were carefully read to comprehend meanings of the metaphorical language. The data were gathered based on the categories of metaphorical language and categorized for further examination. Findings revealed that eight songs used 75 different types of figurative language which included metaphor as the most frequently used type. The five varieties of figurative language included personification, simile, hyperbole, irony, and metaphor. The use of figurative language created intense emotional expressions which included regret and despair and melancholy. The study demonstrates that song lyrics achieve their highest poetic and beautiful and emotional effects through the use of figurative language which also helps to express the song's main message. 
Discourse Analysis of Students’ Writing: The Interplay Between Critical Thinking and Academic Vocabulary Use in Two Indonesian EFL Universities Setyorini, Ajeng; Susanto, Dias Andris; A.B. Prabowo K.A.; Andi Priyolistiyanto
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.3155

Abstract

This study examines how critical thinking and academic vocabulary (breadth and depth) influence the discourse features of undergraduate essays at Universitas PGRI Semarang and Universitas PGRI Madiun. Using a comparative qualitative design with quantitative indicators, the research analyzed student texts, vocabulary assessments, and interviews to evaluate coherence, cohesion, and argumentative clarity. Findings indicate that higher critical engagement correlates with more stable rhetorical sequencing and a clearer authorial stance. Furthermore, students with stronger vocabulary resources demonstrated more precise lexical choices and varied academic expressions. The comparison reveals that systematic scaffolding at Universitas PGRI Semarang fosters more coherent discourse, whereas irregular instruction at Universitas PGRI Madiun leads to greater variability in writing quality. The results underscore the necessity of an integrated pedagogy that combines critical-thinking development, explicit vocabulary enrichment, and discourse-focused instruction to enhance academic writing in Indonesian EFL contexts.
Assessing Speaking Skills in English Matriculation Classes: Challenges and Strategies Sofyansah , Nurma Atalsa; Mafulah, Siti; Sholeh, Agus; Cholifah, Maria; Mutmainnah, Siti
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.3294

Abstract

This research revealed two main issues regarding speaking assessment, that is students’ low speaking confidence and low vocabulary mastery. These two issues hampered students in delivering their ideas fluently and do not speak well in the speaking assessment. To solve the problems, the researcher employed some strategies. This study aimed at describing the problems of the learners and the approaches used by the teacher in carrying out speaking tests in a matriculation class of MAN 1 Blitar. Qualitative descriptive approach with 34 students as subject, the data was collected by conducting class observation, conducting interview with English teacher and some students, and analysing students’ speaking performance tasks. The result showed that some students were reluctant to speak because of fear of making mistakes, lack of self-confidence, and lack of vocabulary. The teacher used three strategies which are providing vocabulary support, conducting group discussion, and providing formative feedback to help students in doing speaking assessments. The result showed that some students were reluctant to speak because of fear of making mistakes, lack of self-confidence, and lack of vocabulary. The teacher used three strategies which are providing vocabulary support, conducting group discussion, and providing formative feedback to help students in doing speaking assessments. This research reveals the students’ problems in speaking assessment and the teacher’s strategy in conducting speaking assessments in matriculation class. The teacher’s scaffolding strategy helps students in delivering ideas fluently and speaking well. The result demonstrates the importance of considering both effective and linguistic factors in conducting speaking assessment. The result might be used as the reference for English teacher to conduct better speaking assessment.
Evaluating the TSENCYDENT Routine: A Comprehensive Analysis of Students’ Perceptions on Learning Environment, Speaking Fluency, and Confidence in an Indonesian EFL Context Beniario; Syam, Erlinda; Hendrita, Rini
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.3327

Abstract

Speaking anxiety and limited feedback opportunities in large classes pose significant challenges to developing English speaking fluency in Indonesian high school contexts. This study evaluates students’ perceptions of the Tsencydent routine, a brief, structured warm-up activity designed to address these issues. Employing a convergent mixed-methods design, data were collected via questionnaires and open-ended responses from 20 students at a Muhammadiyah senior high school in Padang Panjang and analyzed using descriptive statistics and thematic analysis. Findings indicate that students generally perceived the routine as useful in fostering a low-pressure learning environment, which appeared to reduce anxiety and increase comfort compared to formal speaking assessments. Commonly reported benefits included perceived growth in vocabulary, improved speaking fluency, and greater self-confidence, often attributed to immediate and constructive teacher feedback. Most students recommended the routine’s continued use. Based on these findings, the study proposes that the Tsencydent routine may serve as a practical pedagogical approach that combines affective support with scaffolded language practice, presenting a possible framework for EFL classrooms facing similar constraints. 
Implementation of Deep Learning Approach on Learning English at SMP Islam Tathmainul Quluub Hidayat; Supriyani
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.3412

Abstract

This study analyzes the use of deep learning approaches in English teaching at SMP Islam Tathmainul Quluub, Sindang, Indramayu, focusing on meaningful, mindful, and joyful learning. Using a qualitative case study method, the research includes participatory observation, in-depth interviews, and documentation analysis. The findings indicate that educators successfully apply three main aspects of deep learning while adapting to the local context. Meaningful learning is achieved by connecting lessons to local issues, mindful learning through planned metacognitive strategies, and joyful learning by incorporating local cultures. Teachers face challenges with digital infrastructure when implementing hybrid learning models, and focus on strengthening their skills through ongoing professional development. Positive impacts include improved critical thinking, character development, social skills aligned with the '6C' concept, and increased student motivation. This application model demonstrates how schools in coastal areas can transform learning by integrating cognitive, social-emotional, and cultural elements.  
Beyond the Story: Evaluating Narrative Model Texts with SFL Transitivity and GBA for Teaching Writing in Secondary Education Tambunan, Fatresia; Gunawan, Wawan
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i1.2064

Abstract

This study evaluates the adequacy of the narrative model text “Sangkuriang” from a ninth-grade English textbook in supporting writing skill development under Indonesia’s Emancipated Curriculum. Narrative texts play a significant role in fostering students’ creativity, coherence, and communicative competence. Employing the Genre-Based Approach (GBA) and the Systemic Functional Linguistics (SFL) Transitivity framework, this qualitative study analyzes the text’s generic structure and linguistic features to determine its pedagogical suitability. The findings indicate that the text fulfills the structural components of a narrative genre—orientation, complication, and resolution—and demonstrates a meaningful distribution of material, mental, and relational processes, which are essential for constructing narrative meaning. These linguistic patterns support the development of students’ ability to produce organized and contextually appropriate written texts. The novelty of this study lies in its integrative evaluation of a textbook model text through the combined application of GBA and SFL Transitivity analysis within the framework of the Emancipated Curriculum. Unlike previous research that primarily focuses on students’ writing outcomes or the effectiveness of genre-based instruction, this study critically examines the linguistic adequacy of the model text itself as a pedagogical scaffold. The findings contribute to bridging curriculum goals, genre pedagogy, and functional linguistic analysis in evaluating instructional materials for secondary education.
Exploring EFL Learners’ Emotional Engagement with Authentic English Captions in Digital Reading Indi Azimah; Dzulfikri
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i1.2799

Abstract

In the digital era, social media has become a prominent source of authentic English input for English as a Foreign Language (EFL) learners. While previous studies have emphasized benefits such as vocabulary enhancement, motivation, and digital literacy, little attention has been given to how learners emotionally engage with emotionally charged captions frequently encountered on platforms like Instagram, TikTok, and X. Despite their linguistic simplicity, these captions frequently elicit emotional responses and personal reflection, indicating a potential role in language learning that extends beyond traditional comprehension. The present study investigates EFL learners’ emotional and cognitive engagement with such captions and examines how these factors relate to language learning behaviours. Employing a qualitative methodology, semi-structured interviews were conducted with purposively selected participants who regularly interact with English-language content on social media. Thematic analysis identified five principal themes: emotional resonance, cognitive reflection, language learning behaviour, platform influence, and frequency of exposure. Participants described translating captions, reflecting on personal experiences, and observing vocabulary growth as outcomes of engaging with emotionally charged texts. Participant reported that emotional connection appeared to support their comprehension and vocabulary acquisition, particularly when content aligned with their personal experiences. This study highlights the significance of affective factors in digital reading contexts and offers preliminary evidence that social media texts can function as meaningful resources in English language learning.
Exploring the Impact of AI Chatbots on Students’ Speaking Skills in EFL Learners: A Systematic Review Rachmadani, Khulud Oktavia; Musyafa`ah, Isna Ridhoatul; Asti Hijriatul Januanto; Ima Fitriyah
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i1.3208

Abstract

AI chatbot is one of the latest technologies in solving EFL students' problems with speaking anxiety and limited speaking practice. In this study, we conduct a Systematic Literature Review for the investigation of the effect of using AI chatbots on EFL students' speaking skills and learners' perceptions toward the use of AI chatbots in speaking skill improvement. We followed the SALSA framework, which includes Search, Appraisal, Synthesis, and Analysis to direct our work. We searched Lens.org and Google Scholar databases for articles. The articles published from 2020 to 2025. We also conducted a thematic analysis within 24 identified articles. Overall, evidence shows students benefit greatly by practicing with AI chatbots. Students who do so make gains in vocabulary, grammar, fluency, pronunciation, and foreign language speaking anxiety (FLSA) and thus feel more motivated to communicate in the target language, as students find bots to be a less critical audience. However, this meta-analysis did find a lack of   evidence about the disadvantages of chatbot use. There are also the general limitations of AI, such as the tendency to output the same response for different inputs, and AI's inability to replace the teacher's contextual feedback. Thus, the study finds that AI chatbots are an effective and useful tool for improving EFL speaking ability when used in moderation and as a complement to teacher-led instruction in the classroom.
Enhancing Paragraph Completeness through MASS-MISS Technique in EFL Academic Writing Instruction Egar, Ngasbun; Musarokah, Siti; Yulianti, Fitri
ETERNAL (English Teaching Journal) Vol. 17 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i1.3436

Abstract

This research aims to investigate the impact of targeted instructional technique on students' paragraph writing abilities. The primary objective is to determine whether implementing Major Supporting Sentence (MASS) and Minor Supporting Sentence (MISS) techniques can significantly enhance the completeness of students' paragraph writing. The research employs a pre-experimental design, involving a one-group pre-test and post-test approach to assess the effectiveness of the treatment. Initially, students’ paragraph writing abilities were evaluated via a pre-test, which established a baseline for their competencies across various writing dimensions. The subsequent treatment, which included explicit instruction in placing MASS and MISS within paragraph writing. Post-treatment analysis revealed a significant enhancement in students' abilities to organize and articulate their thoughts in writing. The results indicated that the implementation of MASS and MISS not only improved the depth of their content but also the overall coherence and flow of their paragraphs. Statistical analysis demonstrated a substantial increase in post-test scores compared to pre-test scores, suggesting that the instructional techniques effectively addressed the weaknesses previously observed in student writing. Moreover, the effectiveness of the MASS and MISS techniques illustrates the potential for structured approaches to transform students' writing experiences

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