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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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Enhancing Elementary Students' Speaking Skills through the Silent Way Method: A Qualitative Case Study Oki Adinda Putri; Titis Sulistyowati; Rismiyanto Rismiyanto
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.v17i2.1950

Abstract

Developing English speaking skills among elementary school students remains challenging due to limited vocabulary, low confidence, and the need for more engaging instructional approaches. Although previous studies have demonstrated the effectiveness of the Silent Way method, most have focused on vocabulary mastery or secondary and higher education contexts, leaving limited evidence regarding its implementation in elementary EFL classrooms from a qualitative perspective. Therefore, this study explored how the Silent Way method influenced students’ engagement, participation, classroom behavior, and perceptions during speaking activities. A qualitative case study was conducted with 15 fifth-grade students at SD 1 Margorejo, Indonesia. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed four major themes: (1) Increased Learner Engagement and Participation, (2) Enhanced Speaking Confidence, (3) Positive Learning Experiences and the Role of Visual Supports, and (4) Persistent Challenges during Speaking Activities. The findings indicate that the Silent Way method encouraged active participation, learner independence, and greater confidence in speaking English, although some students still required additional support when using irregular past tense forms and speaking in front of peers. This study contributes qualitative evidence on the implementation of the Silent Way method in an Indonesian elementary EFL classroom, an area that has received limited attention in previous research. The findings also provide practical insights for elementary English teachers seeking to implement more student-centered speaking instruction through simple visual media and communicative classroom activities.
Digital English Learning using British Council’s Learn English Teens in Junior High School Afiq Ubaidullah; Dwi Fita Heriyawati
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.v17i2.3389

Abstract

This case study examined how the British Council's LearnEnglish Teens platform supported digital English learning and explored junior high school students' perceptions of its use in an Indonesian context. Five students were selected through purposive sampling to represent differences in English achievement, consisting of three higher-achieving students and two standard-average students. Data were collected through structured observations conducted during platform-based learning activities and a perception questionnaire containing Likert-scale and open-ended questions. Observation data were analyzed qualitatively by organizing students' learning behaviours into six themes: engagement, interaction with digital materials, learning support, independent learning behaviour, use of platform features, and affective response. Questionnaire responses were analyzed descriptively by identifying response patterns across usefulness, ease of use, motivation and engagement, and confidence, while open-ended responses were grouped into recurring themes. The findings from the two data sources were compared through triangulation to identify areas of convergence and divergence. The results showed that LearnEnglish Teens supported English learning by promoting engagement through multimedia and interactive activities, providing structured tasks that facilitated task completion, and offering opportunities for repeated language practice. Higher-achieving students demonstrated greater independence and explored a wider range of platform features, whereas standard-average students benefited from the same multimodal materials but required more guidance in navigation and task completion. Students generally perceived the platform as useful, enjoyable, and motivating and expressed willingness to use it again. The main challenges involved menu navigation and unfamiliar vocabulary. The study highlights the importance of teacher guidance, initial platform orientation, and vocabulary support when digital platforms are used as supplementary resources for junior high school English learning.
Finding Confidence in Spontaneity: Pre-Service English Teachers’ Experiences with Impromptu Speech Activities Khansa Khalila Wijaya; Made Frida Yulia
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.v17i2.4202

Abstract

This study examined how impromptu speech practice helps pre-service English teachers build classroom communication confidence, alongside the key factors driving this growth. Through observations and semi-structured interviews with four student teachers, the collected data underwent thematic analysis. Results indicated that off-the-cuff speech exercises noticeably boosted participants’ fluency, poise, and spontaneous delivery skills. While performance anxiety did not completely disappear, consistent exposure allowed them to handle classroom nerves far better. Beyond personal confidence, these exercises trained participants to think on their feet, structure arguments quickly, and navigate unpredictable student interactions. Ultimately, confidence building was sustained by frequent practice, practical coping mechanism, peer/institutional support, and cognitive-linguistic readiness. Underscoring impromptu speech as a valuable training tool for future educators. 

Page 12 of 12 | Total Record : 113

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