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Cicik Sophia Budiman
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INDONESIA
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 113 Documents
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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 Khulud Oktavia Rachmadani; Isna Ridhoatul Musyafa`ah; 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 Ngasbun Egar; Siti Musarokah; Fitri Yulianti
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
Between National Identity and Global Mindset: A Cross-Grade Cultural Analysis in Indonesia’s State-Endorsed English Textbooks Imam Khasbani; Fenny Yutika Seli; Rizka Patrika Rizal
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i2.3427

Abstract

The present study examined three English coursebooks published by the Indonesian Ministry of Education, Culture, Research and Technology (MoECRT) for Grades 6, 9, and 12 in 2022. Using a mixed-methods explanatory sequential design, cultural occurrences were coded with Cortazzi and Jin’s (1999) framework, and the official documents were analyzed using directed content analysis to interpret and explain the identified cultural patterns. The result found that the source (Indonesian) culture dominated every coursebook, accounting for 97.5% of content in Grade 6, 90% in Grade 9, and 70% in Grade 12. Although the inclusion of target and international cultures increased with grade level, their representation remained limited. Target culture rose from 0% in Grade 6 to 3% in Grade 9 to 19% in Grade 12, and international culture from 2.5% to 7% to 11%. The document analysis showed that this source-culture dominance aligned with the Merdeka curriculum’s emphasis on preserving national identity and local culture.  On the other hand, the absence of target culture at the primary level and the scarcity of both target and international cultures across all three grades contradicted the curriculum's stated objective of developing a global mindset and intercultural competence. The study offers the first cross-grade comparison of cultural representation within a single Indonesian curriculum and recommends a meaningful increase in the inclusion of content on target and international cultures in future state-endorsed English coursebooks in Indonesia.
Enhancing Young Learners’ English-Speaking Skills through Suggestopedia Integrated with Plotagon Animation Gina Afkara Nabila; Dodi Mulyadi; Testiana Wijayatiningsih
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3493

Abstract

This classroom action research had two objectives: (1) to describe the implementation of Suggestopedia integrated with Plotagon, and (2) to explore students' perspectives on the integrated instruction. The population comprised all 20 male students enrolled in the selected fifth-grade class at a private elementary school in Central Java during the 2024-2025 academic year; all students were included through total sampling. Following Kemmis and McTaggart's cycle of planning, action, observation, and reflection, the intervention comprised four 45-minute meetings: two meetings in Cycle 1 and two in Cycle 2. Quantitative data were obtained from pre-test, cycle-level formative assessment, and final post-test scores; while qualitative data from structured classroom observations, questionnaires, and semi-structured interviews were used to explain the implementation process and students' responses. Success was defined as at least 75% of students scoring 70 or above, accompanied by observable improvement in fluency and participation. Cycle 1 implemented vocabulary preparation, repeated animated-dialogue viewing, shadow reading, and scripted role-play; Cycle 2 added simple-past scaffolding, dialogue adaptation, and improvisational performance. The mean score increased from 60.75 on the pre-test to 73 after Cycle 1 (11/20 students, 55%, met the criterion), 80.75 on the Cycle 2 formative assessment (14/20, 70%), and 86 on the final post-test (16/20, 80%). Thus, the mastery criterion was reached at the final post-test. Qualitative evidence indicated greater confidence, participation, vocabulary recall, and fluency, although explicit grammar instruction temporarily reduced enthusiasm for some students. Because only aggregate scores were available, no inferential statistical test was reported.
Flouting Gricean Maxims in High-Context Communication: Evidence from Asian Boss Street Interviews Fitrah Akbar Nasukha; Siti Nur 'Aini; Theresia Cicik Sophia B.
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i2.3622

Abstract

This study examines how conversational maxims are flouted in high-context cultures through a pragmatic analysis of a YouTube video from Asian Boss Channel. The purpose of this study is to observe how the Gricean Maxims of Quality, Quantity, Relation, and Manner are flouted by the interviewees who originally came from a high-context culture region. This study also observes how these flouted conversations reflect on their communication flows. This study draws on the qualitative approach; data were collected from video transcriptions and observation of the videos containing spontaneous street interviews in the channel. Selected utterances were chosen through purposive sampling based on their maxim violations. The findings reveal that responders often flout maxims, especially those of Quality and Quantity, as a strategy to maintain politeness, avoid directness, and convey implied meanings. Flouting a maxim in such contexts often reflects culturally informed strategies rather than conversational breakdowns, aligning with implicit norms within the speaker’s cultural settings.  This study reveals that flouting maxims is a common feature of communication in high-context cultures. These findings of the study offer insight into the crossing of pragmatics and cross-cultural communication and may contribute to a deeper understanding of language use in multicultural communication contexts.
Implementing Virtual Simulations to Support English Language Learning in EFL Context Erfina Maulidah Khabib; Suci Muliana; Vilya Lakstian Catra Mulia; Paulina Deby Putri Indrawati
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3636

Abstract

This study investigated students’ responses toward the implementation of virtual simulations in English language learning within an English as a Foreign Language (EFL) context. The primary objectives were to explore the dimensions of student responses, analyse the factors influencing their engagement, and identify the language components most significantly affected during the simulation process. Adopting a qualitative case study design, the research was conducted with 10 participants at Pasadena Hotel College. Data were collected through classroom observations, semi-structured interviews, documentation, and supplementary questionnaires to ensure comprehensive data triangulation. The data were analysed using qualitative content analysis consisting of data reduction, data display, and conclusion drawing to identify affective, cognitive, and psychomotor response patterns. The virtual simulations included web-based platforms, game-based simulations, and the PRAKTIKA application within hospitality-related learning scenarios. The findings revealed that students demonstrated predominantly positive affective, cognitive, and psychomotor responses toward the use of virtual simulations. The simulations increased students’ motivation, confidence, and classroom engagement, while speaking and vocabulary were identified as the language components most significantly enhanced. Furthermore, perceived realism, ease of use, and instructional guidance emerged as the main factors influencing students’ responses and engagement throughout the learning process. These findings contribute to the growing literature on technology-enhanced language learning by demonstrating that virtual simulations function as interactive learning environments that support meaningful language learning in vocational EFL contexts and provide practical implications for educators integrating digital technologies into English language instruction.
Students' Voices on the Implementation of Gen-AI Feedback in EFL Writing Classroom Abdul Ayiz; Ahmad Tauchid; Riyadh Ahsanul Arifin; Nani Hidayati; Muhammad Reza Ainun Najib; Ismi Islamia R Iswari
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3644

Abstract

The proliferation of generative artificial intelligence (Gen-AI) in English as a Foreign Language (EFL) writing instruction has sparked considerable scholarly interest, yet the subjective experiences and voices of learners who engage with AI-generated feedback remain insufficiently explored within the extant literature. This qualitative study investigates students' voices concerning the implementation of Gen-AI feedback in an EFL writing classroom, specifically examining their perceptions, patterns of engagement, development of feedback literacy, and the inherent tensions between learner autonomy and technological dependency. Adopting a qualitative research design, data were collected through four focus group discussions involving 30 purposively selected undergraduate students enrolled in an EFL writing course at a private university in Surakarta. Thematic analysis of the transcribed discussions, conducted in accordance with Braun and Clarke's (2006) framework, yielded five interrelated themes: perceived usefulness of Gen-AI feedback, patterns of feedback engagement, development of feedback literacy, tension between autonomy and dependency, and emotional and ethical responses. The findings reveal that students perceived Gen-AI feedback as highly useful for enhancing writing quality, revision efficiency, and idea generation; however, they did not passively accept all AI-generated suggestions but rather demonstrated selective engagement, critically evaluating feedback based on its relevance to higher-order writing concerns, including content and organization. Additionally, participants reported developing feedback literacy over time, evidenced by increased awareness of their writing weaknesses and improved capacity to interpret and strategically utilize AI feedback. Nevertheless, uneven development across participants indicated that feedback literacy does not emerge automatically through mere exposure to Gen-AI tools. A critical tension also emerged between learner autonomy and dependency, with several students expressing over-reliance on AI for revision tasks. Emotional and ethical responses included heightened confidence alongside scepticism regarding AI accuracy and concerns pertaining to academic integrity. The findings suggest that the pedagogical effectiveness of Gen-AI feedback is not determined solely by its technological affordances but is significantly mediated by learners' engagement, critical awareness, and feedback literacy. This study contributes to the literature by demonstrating that understanding students' voices is crucial for developing context-sensitive and pedagogically sound AI integration strategies, with implications for educators and curriculum designers seeking to implement Gen-AI feedback in effective, ethical, and learner-centred ways.
Integrating Gamification into Skimming and Scanning Strategies to Enhance English as a Foreign Language (EFL) Students’ Reading Test Performance Eka Roswida Anggraini; Yuliyanto Sabat; Laili Hibatin Wafiroh
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3657

Abstract

Passive reading habits and limited strategic comprehension under timed conditions remain persistent challenges in Indonesian EFL classrooms, underscoring the urgent need for more purposeful and engaging instructional approaches. This study examined the effectiveness of integrating gamification into skimming and scanning instruction to improve EFL students' reading test performance through a quasi-experimental design. Two intact classes of eighth-grade students were compared, where the experimental group taught with Wordwall-based gamified activities and the control group with conventional instruction. Results revealed that the experimental group achieved significantly higher gains in reading speed, accuracy, and comprehension, supported by statistical evidence (t = 12.334, p < 0.001; Cohen’s d = 0.851). Classroom observations further documented marked improvements in engagement, participation, motivation, reading speed, and accuracy throughout the intervention. These results demonstrate that gamified digital instruction provides a reliable, theoretically grounded, and replicable pedagogical scaffold for fostering strategic reading competency, particularly within Indonesian junior high school contexts.
Contrastive Study of Deep Learning in Senior and Vocational High School English Instruction Kusuma Adilla; Semi Sukarni; Juita Triana
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3668

Abstract

This study aims to analyze differences in the implementation of deep learning in English language instruction at Senior High Schools (SMA) and Vocational High Schools (SMK). This study employs a qualitative descriptive method, utilizing data collection techniques such as observation and interviews with two English teachers at SMA and two English teachers at SMK. The data were analyzed using an interactive analysis model that includes data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of deep learning in both educational levels equally apply the principles of meaningful, joyful, and mindful learning. In high schools, learning focuses more on developing critical thinking and communication skills through activities such as speaking classes and group discussions linked to students’ daily lives. Meanwhile, in vocational high schools, learning is more oriented toward workplace needs, such as job interview simulations, writing job applications, and skill-based projects aligned with students’ fields of expertise. The main difference lies in the orientation of learning, where high schools emphasize academic and communication aspects, while vocational high schools place greater emphasis on work readiness and vocational contexts. Nevertheless, both levels share the same goal: to create active, meaningful, and relevant learning experiences for students.

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