cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Cicik Sophia Budiman
Contact Email
ciciksophia@upgris.ac.id
Phone
+6285600886600
Journal Mail Official
eternalpbi@upgris.ac.id
Editorial Address
Jalan Gajah Raya no. 40, Semarang, Central Java, Indonesia
Location
Kota semarang,
Jawa tengah
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 73 Documents
 1   2   3   4   5 
The Impact of Digital Technologies on English Literacy Development Among Undergraduate Students Fakhruddin, Afief; Larasaty , Gina
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.515

Abstract

This research explores the extensive have an effect on of virtual generation on the improvement of English literacy in university college students. The effect of digital systems on literacy abilities is becoming an important discipline of studies as they keep to dominate conversation and getting to know environments. It examines how digital technology might enhance literacy via interactive and multimodal getting to know tools, in addition to the problems they pose, such as the growth in casual language use associated diversions. Data become collected from semester four through qualitative method which includes surveys, interviews and observation, to evaluate alterations in reading and writing competencies. The outcomes show that digital tools can decorate reading comprehension with personalized and attractive content material, however they also can promote fragmented reading habits and casual writing patterns. The article explores the consequences of these findings for instructional practices proposing a properly-rounded use of digital generation in literacy practice to maximize their benefits at the same time as minimizing their negative aspects. This has a look at provides to the discussion on generation’s role in education, emphasizing the importance of implementing techniques that effectively combine virtual gear into literacy programs.
Exploring Psychological State and Performance Within the Speech Contest EFL Competitors Wardana, I Ketut; Adi Susrawan, I Nyoman; Sukanadi, Ni Luh
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.586

Abstract

Research into the mental well-being of students participating in English speech competitions and its influence on their performance is limited. Thus, this investigation aimed to analyze and compare the mental conditions, including depression, anxiety, and stress, among English speech contestants. Using a quantitative approach with a correlational design, the research included a sample of 60 participants. from 60 schools in Badung Regency. Given the population size was under 100, all participants were included, though 21 were later disqualified, resulting in 39 eligible competitors. Research tools encompassed a 7-minute English speech test and a Depression Anxiety Stress (DAS) questionnaire. Analysis entailed descriptive techniques, including correlation and simple regression t-tests. Initial findings revealed that 54% of participants experienced "mild" depression, 95% encountered "moderate" anxiety, and 59% underwent "mild" stress. Moreover, 58% performed "very well," while 43% presented "well" in their speeches. Notably, a significant correlation existed (depression (r= 0.661), anxiety (r= 0.867), stress (r= 0.929)) between psychological pressure and speech performance. The findings emphasize the need to bolster participants’ confidence and alleviate apprehension as lower levels of anxiety and stress were associated with better speech performance.
Boosting Students’ ESP Vocabulary by Utilizing AI Chatbot Silitonga, Lusia Maryani; Wiyaka, Wiyaka; Prastikawati, Entika Fani
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.605

Abstract

Technology integration in foreign language learning is a must today. One of the issues is the utilization of artificial intelligence (AI) Chatbot in English language teaching. Some studies have mentioned the benefits and advantages of using AI Chatbot. Nonetheless, none of the studies examines deeply on hoe ESP vocabulary. To fill the gaps, this study examines the effect of AI Chatbot especially Dialogflow enhanced the ESP vocabulary acquisition. The experimental comparison of two groups—an experience group and a control group—is the backbone of this study in order to accomplish that purpose. Both groups underwent pre-tests and post-tests to assess the effectiveness of utilizing AI chatbot in learning ESP vocabulary. The chatbot content was meticulously constructed to incorporate vocabulary features such as synonyms and concise explanations of word meanings. The study's findings revealed that utilizing chatbots significantly improves the acquisition of ESP vocabulary. It was found that students in the experimental group that used Dialogflow, a chatbot, performed better than students in the control group. To add, the study suggests that chatbots could be utilized in many situations to enhance language learning in general or in specific ESP courses. A chatbot provides a stimulating setting to facilitate positive interactions where the negotiation of meaning occurs explicitly, which appears to greatly benefit learners in advancing their second language lexical development.
An Analysis of Students’ Reading Interest in Journal Articles Hermaya Anggraeni; Yohanes Gatot Sutapa Yuliana; Sumarni
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.609

Abstract

This research aims to determine the level of reading interest and the factors that influence the reading interest of fifth-semester students of the English Education Study Program at Tanjungpura University in reading journal articles. The research method in this research is qualitative research. Data was obtained through questionnaires and interviews. The questionnaire is to determine the level of students' reading interest in English language journal articles; the interview is to obtain more in-depth information regarding students' reading interest in English language journal articles. The population in this study consisted of 50 fifth-semester students, all of whom were also included in the sample, with five of these students selected as interview informants. From the research results, the authors discovered that 24 respondents (48%) got the "Very High" category, 19 respondents (38%) got the "High" category, and 7 respondents (14%) got the "Enough" category. Meanwhile, research results from interviews included five factors that influenced students' reading interest in English journal articles. These factors include Eligibility in Reading Journal Articles, Student's Willingness to Read Journal Articles, Journal Articles as Reading Materials, Benefits of Reading Journal Articles, and Benefits for Language Proficiency.
The Development of Flipped Classroom Learning Design Assisted by Digital Storytelling Media in the Photography Course for Visual Communication Design Students in The Bachelor's Program at STIE Asia Malang Fathurrosi; Ulfa , Saidah; Degeng, Made Duananda Kartika
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.616

Abstract

This study aims to develop a flipped classroom instructional design assisted by digital storytelling media for the Photography course for undergraduate students of Visual Communication Design at STIE Asia Malang. The approach of project-based learning integrates the use of technology and active learning methods to enhance the effectiveness of learning. The Research and Development design used the instructional design proposed by Degeng & Degeng (2018). It divided into three phases of instructional design formation, namely 1) analysis of learning conditions, 2) development of learning strategies, 3) development of outcome measurement procedures. The results of the study show that this instructional design is effective in increasing student engagement and active participation. Students are more involved in the learning process, more motivated, and better able to apply the knowledge they have gained in real projects. Additionally, their learning outcomes significantly improved in both conceptual understanding and practical application. The efficiency of this design is also evident from the optimization of learning time, where students can utilize out-of-class time to study the materials, while in-class time is used for more interactive discussions and collaborative projects.
Teacher’s Code-Switching in the Teaching-Learning Process in 10th Grade of ESL Class Simatupang, Lady Maysi Cahyani; Jismulatif; Indah Tri Purwanti
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.638

Abstract

Studying CS in ESL classrooms is significant as it can enhance understanding and facilitate communication between teachers and students. This study aims to analyze the types, functions, and students’ perception of code-switching (hereafter, CS) used by an English teacher at a private school in Pekanbaru, Riau to seek whether it is important to use CS in learning process for ESL students. The subjects of this study were an English teacher of ESL classes and 72 ESL students in the academic year of 2023/2024. This research employs a mixed-method approach with a qualitative descriptive design combined with the use of a questionnaire, which is suitable for capturing both the depth and breadth of the phenomenon. To identify the types and functions of CS, the researcher recorded the teacher’s utterances and distributed the questionnaire to get the students’ perception. The data were analyzed using Poplack’s (1980) three types of CS and Cahyani et al.’s (2016) four functions of CS. The results showed that the teacher’s most frequently used type of CS is intra-sentential CS. Additionally, the teacher employed CS to ensure students understand the instructions given. The students showed a positive perception of the teacher’s CS since it helped them understand and comprehend the classroom activities. These results highlight the importance of strategic CS in enhancing student comprehension and participation in ESL classrooms, suggesting broader implications for teaching practices in multilingual settings.
Enhancing Vocabulary Mastery in Narrative Text through Wordwall Game Ambar Nur Aisiyah, Almadani; Mulyadi, Dodi; Budiastuti, Riana Eka; Wijayatiningsih, Testiana; Singh, Charanjit Kaur Swaran
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.657

Abstract

Enhancing vocabulary mastery through the Wordwall game is important because students often face several common difficulties in mastering English vocabulary, such as lack of engagement, limited exposure to new words, and difficulty in retaining vocabulary. This study aims to answer whether the use of the Wordwall game can improve eighth-grade students' English vocabulary mastery. Classroom action research was conducted using four stages: planning, acting, observing, and reflecting. Data were gathered via observation, questionnaires, and testing. The study revealed that integrating the Wordwall game enhanced vocabulary proficiency and increased motivation among students in their English language acquisition. The game stimulated students' comprehension and retention of relevant vocabulary, fostering their enthusiasm for acquiring English. In addition, there was a notable improvement in students' proficiency in vocabulary. The study showed that students who used the Wordwall game had higher vocabulary test scores compared to before using the game. This study provides evidence that students have attained favorable learning outcomes and exhibit high levels of motivation to expand their vocabulary through the Wordwall game. They recognized that the Wordwall game was beneficial in facilitating their acquisition of English vocabulary. It is recommended that teachers use this strategy and regularly evaluate teaching techniques.
Artificial Intelligence Comic Strips (AICS) for Retelling Students’ Experience: Does It Work and How? Diana elfira; Faiza Hawa
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.685

Abstract

Artificial Intelligence Comic Strips (AICS) is a sophisticated combination of Artificial Intelligence (AI) and Comic Strips (CS). The use of AICS in the learning process can help students improve their skills, particularly in writing recount texts. This research was completed to seek an answer if AICS works for teaching writing and improving students’ abilities in composing written experiences and to know how AICS works for teaching writing. The research used a quasi-experimental design, and the main sample was eighth-graders at SMP Negeri 1 Subah. The instruments used were pre-test, post-test, and questionnaire. Data analysis and processing were done with SPSS 27. The implementation of AICS increased the average score of students in the experimental class from the pre-test score (60.359) to the post-test score (81.550). The Asymp. Sig. (2-tailed) value of 0.000 in the Wilcoxon test indicates a highly significant difference between the pretest and post-test results. The questionnaire given to students was divided into 3 parts: students' initial ability in writing recount text, students' knowledge of AI and comic strips, and students' experience in using AICS. The questionnaire's findings indicated that the students agreed that using AICS was enjoyable, helped them develop ideas, and provided them with optimism that they would get high scores. In conclusion, implementing AICS can help students write recount texts and motivate them to learn.
Application of the Singing Method in Learning English Vocabulary as an Effort to Increase Student Interest in Learning Sunarti; Sujito
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.733

Abstract

Singing is a fun activity for children. Therefore, this method can be applied in learning English vocabulary, which is in fact a foreign language. Vocabulary learning is the first step for students to learn a language. At this stage of vocabulary learning, a fun method is needed to eliminate the notion that English is a language that is difficult to learn. The aim of this research is to find out to what extent the singing method for learning English vocabulary can increase students' interest or motivation to learn. The research used qualitative research methods using interviews and documentation in the data collection process and used data collection, data reduction, data presentation, and data verification in the data analysis process. The research results show that using the singing method in learning English vocabulary can increase students' enthusiasm for learning. This can be seen from the enjoyable learning process, and this situation has an impact on students' scores, which have increased, namely Melia Nazwa Putri's mid-semester scores was 75, her final semester scores was 85, as well as Muhammad Iqbal Ashari's mid-semester score was 80 to 85, and Jessica Safa Arbenita's mid-semester score was 80 to 83. In this way, students' scores increased from the scores obtained during the mid-semester assessment (PTS) and the scores obtained during the final semester assessment (PAS).
Student’s Perception of Using Powtoon As A Learning Media in Teaching Speaking at SMPN 14 Bengkulu Tengah: English Puspitasari; Sujarwati, Iis
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.735

Abstract

This study aimed to discover students' perceptions of using animation videos from Powtoon as learning media on the greeting card topic, especially for their speaking ability. This study was carried out at SMPN 14, Bengkulu Tengah, in the eighth grade. The present study employed a quantitative research methodology in survey research design. Twelve VIII-A students who were selected through the use of the purposive sampling technique served as the research samples. A Likert scale was used to assess the data that were gathered from a questionnaire regarding students' perceptions. The mean score of each questionnaire item was then categorized using interval score interpretation. The study's conclusions showed that students' perceptions of Powtoon's use as a teaching tool in speaking classes were positive. All 11 questionnaire items (73,3%) obtained the “very good” category, and 4 questionnaire items (26,7%) obtained the “good category.” In conclusion, the majority of the students agreed that Powtoon makes the learning process more interesting and makes absorbing the material easier, increasing students pronunciation and vocabulary mastery. The teacher also benefited in terms of producing interesting and fun speaking lesson videos

Page 3 of 8 | Total Record : 73

 1   2   3   4   5 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 16 No. 2 (2025): August Vol. 16 No. 1 (2025): February Vol. 15 No. 2 (2024): August Vol. 15 No. 1 (2024): February