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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 113 Documents
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Rhetorical Moves and Structural Patterns in the Background of the Study Sections of EFL Master's Theses Anita Apriliyani Ningrum; Zulfa Sakhiyya
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.v17i2.3800

Abstract

This study investigates the rhetorical structures realized in the Background of the Study sections of EFL master’s theses using Swales’ (1990, 2004) Create-A-Research-Space (CARS) model. Unlike previous studies that primarily focused on move identification, this study examines rhetorical structures in terms of moves and steps as well as their frequency, sequence, and completeness. Employing a qualitative genre-analysis approach, the study analysed 49 Background of the Study sections selected from EFL master’s theses. The data were coded using Bunton’s adaptation of the CARS model to identify rhetorical moves and steps and subsequently analysed for their frequency, sequence, and completeness. The findings reveal that all three CARS moves are present, with Move 1 (Establishing a Territory) dominating the corpus and accounting for 73% of all move occurrences. Within this move, Step 3 (Reviewing Previous Research) and Step 2 (Making Topic Generalizations) occur most frequently. In contrast, Moves 2 and 3 are less frequently realized and are often only partially developed. Furthermore, 45 out of 49 theses (91.8%) follow the conventional Move 1–Move 2–Move 3 sequence, indicating a strong tendency toward the expected rhetorical progression. However, considerable variation exists in the completeness of move realization, particularly in establishing research gaps and justifying the need for the study. These findings suggest that EFL master’s students generally follow the conventional rhetorical organization of the Background of the Study but vary substantially in realizing its communicative purposes. The findings further indicate that rhetorical effectiveness depends not only on structural conformity but also on the extent to which research gaps, justifications, and significance are rhetorically developed. The study contributes to genre-analysis research by providing empirical evidence on rhetorical structures and patterns in EFL master’s thesis writing and offers pedagogical implications for academic writing instruction and thesis supervision.
Translation Method in English-Indonesia Selected Sentences of Harry Potter and The Order of Phoenix Perdana Kusuma; Abdul Syahid
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.v17i2.3810

Abstract

Translation plays a crucial role in transferring meaning across languages, particularly in literary works where linguistic and cultural elements require careful interpretation and adaptation. However, differences in linguistic structure and cultural context often create challenges in the transfer of meaning between source and target languages. This study aims to identify the translation methods applied at the sentence level in the English–Indonesian translation of Harry Potter and the Order of the Phoenix and to examine how these methods are used in transferring meaning from the source language to the target language. A qualitative descriptive approach was employed, with data consisting of five selected sentences analyzed using Newmark’s (1988) translation methods framework. The findings reveal that two translation methods are applied: literal translation and semantic translation. Semantic translation is the most frequently used method (60%), while literal translation appears in 40% of the data. The analysis shows that both methods contribute to meaning transfer, although they differ in their approach to conveying linguistic and contextual elements. This study contributes to translation studies by providing a focused sentence-level analysis and demonstrating how translators employ different translation methods according to contextual needs. The findings offer practical insights for literary translators and educators in English–Indonesian translation contexts.
Storytelling in Elementary Education: A Systematic Literature Review on Literacy Development Iin Indrayanti; Rudi Hartono; Yuliati
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.v17i2.3860

Abstract

This study presents a systematic literature review on the role of storytelling in elementary education, with a particular focus on its impact on literacy development and vocabulary acquisition in Indonesian EFL context. Drawing on 75 articles published in Scopus, Eric and Sinta database from 2020 to 2025 between synthesized findings across diverse methodologies, and mixed method design. Results consistently enhance vocabulary mastery, learner engagement, and early literacy skills by providing contextualized language input, repeated word exposure, and opportunities for meaningful communication. Storytelling activities were also found to foster motivation, cultural identity, and multimodal literacy awareness, making them developmentally appropriate and pedagogically effective for young learners. The review concludes that storytelling is not merely a complementary classroom activity but a powerful instructional strategy that supports holistic literacy development and strengthens vocabulary acquisition in Indonesian elementary education.
Indonesian Nursing Students’ Attributions on Their Improvements in English-Speaking Skills Santa Maya Pramusita; Dwi Yulianto Nugroho
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.v17i2.3887

Abstract

For some people, speaking a foreign language might be exceptionally difficult. Some individuals have a natural aptitude for smooth communication, whereas others face challenges in acquiring this skill. The factors that contribute to individuals speaking a foreign language proficiently came under scrutiny. The objective of this research was to examine the attributions that nursing students had for their improvement in English-speaking skills. Attribution alone pertains to the justifications and rationales individuals offer for their advancement, accomplishment, or even lack thereof in a specific area, such as language acquisition. The study included a total of 38 nursing students from the Faculty of Nursing at Universitas Pelita Harapan in Indonesia. Data collection involved the utilization of open-ended questionnaires and interviews as the primary instruments. The participants were instructed to offer written responses to three items on the questionnaire. Additionally, during the interview phase, the researcher engaged nine participants to elaborate on their written responses from the questionnaire. The data analysis indicated that the primary factors contributing to the improvement of nursing students' English-speaking skills were the importance of doing speaking activities, internal motivation, and amicable learning environment.
Applying Spelling Bee Activities in Activating Students’ Vocabulary Mastery Zashika Dewina Hayya; Agnes Widyaningrum
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.v17i2.3971

Abstract

This study aims to determine how using the Spelling Bee method supports kindergarten students’ vocabulary mastery and how it is implemented in the classroom. This study used a qualitative, descriptive approach. The data were collected through classroom observations, video recordings, and field notes during the teaching and learning process. The findings of this study showed that the use of learning strategies such as Spelling Bee, supported by flashcards, songs, and videos, was effective in improving students’ vocabulary mastery. Students were able to recognize, pronounce, and spell English vocabulary through interactive and enjoyable activities. In addition, the use of varied learning activities increased students’ participation, attention, and confidence during the learning process. The implementation of the Spelling Bee method was carried out in several stages, including introducing the alphabet using the Alphabet Song, introducing vocabulary through videos, songs, and movements, practicing pronunciation using flashcards, and conducting individual spelling activities. The results also showed that teaching strategies aligned with students’ cognitive development, especially the preoperational stage proposed by Jean Piaget, helped students understand the material more easily. In conclusion, the use of the Spelling Bee method supported by interactive and appropriate teaching media was effective in improving English vocabulary mastery among kindergarten students.  Therefore, educators are encouraged to adopt this method and interactive teaching media to support English vocabulary learning.
Integrating Ecolinguistics into English Language Teaching: Opportunities and Challenges in Climate-Vulnerable Higher Education Contexts of Bangladesh Md. Ahad Hossain; Farhana Yeasmin; Md. Zihad Hossen
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.v17i2.3998

Abstract

Ecolinguistics has generated growing theoretical interest in applied linguistics, yet empirical accounts of how teachers in climate-vulnerable, Global South contexts perceive and enact ecologically informed pedagogy remain scarce, with most existing literature drawn from Western and East Asian settings. This qualitative case study addresses that gap by examining how English language teachers in Khulna, Bangladesh, a coastal city bordering the Sundarbans mangrove forest. perceive the opportunities, constraints, and pedagogical value of integrating ecolinguistic perspectives into tertiary English Language Teaching (ELT). Guided by three research questions concerning perceived opportunities, structural barriers, and educational value, the study drew on semi-structured interviews with 15 teachers, interviews and classroom observations involving 40 students, and document analysis across four institutions, analyzed through Braun and Clarke’s reflexive thematic analysis. Findings revealed four interrelated themes: teachers held largely positive but operationally partial understandings of ecolinguistics; exam-oriented curricula, scarce materials, and limited training constituted the principal barriers to integration; locally grounded ecological issues, particularly the Sundarbans, salinity, and cyclones, generated marked learner engagement; and participants favored incremental, resource-based implementation over curricular overhaul. The study argues that ecolinguistic pedagogy in Khulna is constrained not by teacher resistance but by institutional and curricular unresponsiveness, offering implications for materials design, teacher training, and place-based language curricula in similarly vulnerable Global South contexts.
AI-Augmented Reader’s Theater for Authentic Oral Performance and Cultural Identity in Primary EFL Education Waewalee Waewchimplee; Rattanyu Wongsasawat; Patcharapon Inphoo; Sigit Rudiyanto
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.v17i2.4015

Abstract

This mixed-methods classroom study examined preliminary changes associated with an AI-Augmented Reader’s Theater (AI-RT) model designed to connect English oral performance with learners’ local cultural identity. A quasi-experimental one-group pretest–posttest design was implemented with 64 Grade 5 students (26 boys and 38 girls; approximately 11 years old) in an Intensive English Program at Wat Sra Kaew School, Thailand. The six-week intervention comprised four two-hour sessions per week (48 instructional hours). In groups of four, students developed a four-scene local-culture script, rehearsed orally with ChatGPT, revised their delivery through three to four practice cycles, performed the script, and reflected on the experience. Data were obtained from an analytic oral-performance rubric, a 12-item confidence and cultural-identity questionnaire, and written reflections. The total oral-performance mean increased from 11.80 to 20.25 out of 24. A paired-samples test indicated a significant mean gain of 8.45, t(63) = 9.85, p < .001, 95% CI [6.74, 10.16], with a large standardized paired effect, Cohen’s dz = 1.23. The largest descriptive gains concerned cultural meaning, expressive delivery, and speaking confidence. Questionnaire construct means also increased for confidence (2.85 to 4.20) and cultural identity (2.90 to 4.30). Reflections suggested that repeated, low-pressure AI rehearsal supported willingness to speak, while local stories about Wat Sra Kaew and the Thao Suranari (Ya Mo) monument gave students culturally meaningful content to represent in English. Because the study used one intact cohort without a comparison group, the findings should be interpreted as promising classroom-based evidence rather than definitive causal proof. The study demonstrates how place-based content, performance pedagogy, and guided generative-AI use can be integrated to support meaningful oral participation in primary EFL education.
Constructing Motivational Meaning through Self-Mention Markers in Joshua Hong’s UNESCO Speeches Ratri Izzati Zharfa; Widhiyanto
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.v17i2.4040

Abstract

Motivational speeches by public figures play a critical role in inspiring audiences, fostering engagement, and promoting social responsibility. This study investigates how self-mention markers contribute to the construction of motivational meaning in Joshua Hong’s UNESCO speeches. Guided by Hyland’s (2005) interactional metadiscourse framework, a qualitative discourse analysis was conducted on two speeches delivered at the UNESCO Youth Forum (2023) and the Goodwill Ambassador for Youth Nomination Ceremony (2024). A total of 93 self-mention markers were identified, with we, our, and us being the most frequent. Four main functions were found: constructing collective identity, expressing commitment and responsibility, sharing personal experiences and authenticity, and highlighting perseverance and struggle. The findings indicate that motivational meaning is discursively constructed through these markers, fostering solidarity, credibility, collective responsibility, and resilience among audiences. Self-mention markers thus function as central interpersonal resources in motivational discourse, highlighting the role of strategic speaker positioning in shaping audience engagement and motivation.
Fostering AI Tools in Oral Fluency Developing among Khmer(1) EFL University Students: A Focus on English for Academic Purposes (EAP) Sarom Mok; Chorvy Vong; Ramy Chhun
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.v17i2.4047

Abstract

Artificial intelligence (AI)-assisted speaking tools have increasingly been integrated into English for Academic Purposes (EAP) instruction to support oral communication. However, limited research has examined how AI-mediated speaking practice influences oral fluency while simultaneously addressing speaking anxiety and learner autonomy among Khmer EFL university students. This study investigates the effects of AI-mediated speaking practice on the oral fluency, speaking anxiety, and learner autonomy of ten Khmer EFL university students. Using a qualitative case study with embedded quantitative fluency analysis, participants completed nine AI-assisted speaking sessions over a three-week intervention using the EAP Talk platform. Oral fluency was assessed through Praat acoustic analysis focusing on speaking ratio, repair phenomena, and pause placement, while reflective questionnaires and semi-structured interviews explored learners' perceptions of anxiety and autonomy. The findings indicate that participants demonstrated longer speaking duration and fewer repair phenomena following the intervention, while pause placement shifted toward more meaningful syntactic boundaries. Questionnaire and interview data also revealed reduced speaking anxiety and improved learner autonomy during AI-mediated practice. These findings suggest that AI-assisted speaking practice can provide supportive opportunities for developing oral fluency while fostering greater confidence and self-directed learning in EAP contexts. Nevertheless, the findings should be interpreted cautiously because of the small sample size and the absence of a comparison group. Future studies should employ larger samples, longer intervention periods, and experimental designs to provide stronger evidence regarding the effectiveness of AI-assisted speaking practice.
Voices from Students: How do EFL Students Perceive the Implementation of Group Work in the Students-Created Video Speaking Project Erny Selfina Nggala Hambandima; Eka Merdekawati Imelda Seseli; Alfred Snae
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.v17i2.4054

Abstract

This research investigates students’ perceptions of using group work and student-created videos in a Speaking for Professional Communication course. Working in groups of 4–5 members, students collaborated to produce video projects and role-play authentic situations. Data were collected through video documentation and questionnaires and analysed using descriptive and qualitative content analyses. The findings indicate that group work offers several significant educational benefits. It promotes students' creativity through collaborative idea generation and problem-solving, enhances communication skills by encouraging discussion and constructive interaction, and strengthens teamwork through shared responsibility and cooperation. In addition, collaborative learning improves students' understanding of the course content by allowing them to learn from peers and exchange different perspectives. Most importantly, group work creates meaningful learning experiences by fostering active engagement, increasing confidence, and developing essential interpersonal and collaborative competencies that extend beyond the classroom. It is also viewed as effective because it supports easier problem-solving, produces higher-quality outcomes, encourages open communication, boosts motivation, and promotes ongoing feedback. The findings revealed that students viewed the teacher's implementation of group work positively. They reported that the instructional approach facilitated effective communication by encouraging the exchange of ideas, strengthened collaboration through shared responsibilities and peer interaction, and enabled the teacher to identify students' academic challenges, monitor group dynamics, and provide appropriate instructional support. Additionally, students prefer group work because it helps build leadership, presentation, confidence, and motivation, making learning more active, engaging, and effective.

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