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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 73 Documents
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Bridging the Gap between Differentiated Instruction and Second Language Acquisition among University Students Malik, Zulfikri; Munir, Ahmad; Lestari, Lies Amin
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1109

Abstract

Second Language Acquisition (SLA) has drawn considerable attention from researchers and educators seeking effective strategies to enhance language learning. One such approach that has gained traction is differentiated instruction which may be effective in enhancing students' second language acquisition process. To address this, a qualitative case study was conducted to examine the impact of differentiated instruction on students' second language (L2) acquisition. The study involved 15 participants who had undergone an English-intensive program at the university level. Data were collected through online open-ended questionnaires designed to capture cognitive, affective, and conative impacts. The findings reveal that differentiated instruction aligned with students' interests and abilities significantly enhances students' understanding, motivation, and active learning behaviors in their second language acquisition process. However, the study also identified challenges, including difficulties with independent acquisition and intrinsic motivation barriers. Future research should explore the long-term impacts of this research and develop strategies to address the identified challenges, ensuring a broader impact on student second language acquisition.
Implementation of the STAD Cooperative Learning Model to Improve Indonesian Language Learning Outcomes in Elementary School Suranto; Zalukhu, Indah Mawati
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1113

Abstract

Indonesian language learning at the elementary school level faces challenges in engaging students and improving learning outcomes. This study aims to enhance Indonesian language learning outcomes in fourth-grade students at SD Lafau Fadorozai through the implementation of the STAD (Student Teams-Achievement Divisions) cooperative learning model. The study adopts a Classroom Action Research (CAR) design involving a single class as the research subject. Data were collected through observations, learning outcome tests, and questionnaires on student response. The implementation of the STAD cooperative learning model was conducted two cycles, focusing on Indonesian language learning. The research results indicate a significant improvement in students' learning outcomes with average score after the application of the STAD model, as evidenced by an increase in The average post-test score (Mean = X) was significantly higher than the average pre-test score (Mean = Y), with a significant difference (p < 0.05) on learning outcome tests and positive student responses toward cooperative learning. The pre-test score was 63.47 and the post-test 66.53 the increase was 4.82%.  These findings suggest that the STAD cooperative learning model is an effective strategy for improving Indonesian language learning outcomes at the elementary school level. This study underscores the importance of cooperative learning models in enhancing the quality of Indonesian language education at the elementary school level.
The Effects of Video-Based Teaching Materials on Students’ Listening Ability Hustarna; Masbirorotni
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1115

Abstract

Finding appropriate teaching materials for listening subjects is not an easy task for lecturers. Therefore, creating video-based teaching materials is one of the solutions. However, the effectiveness of this product is still unknown. This quasi-experimental research aims to determine the effects of using video-based teaching materials on the listening ability of first-semester English students. Samples were taken using the cluster sampling technique, two classes out of 3 existing classes. The control class was treated using only audio media, while the experimental class was treated with audio-visual (video) media. The treatment was conducted for 14 meetings for each class, starting with giving the pre-test and ending with giving the post-test. The results of independent sample t-test calculations revealed that there was no significant difference in the learning outcomes between the control and experimental classes. This is evidenced by the sig. (2-tailed) value, namely 0.855>0.05. However, the range of the pre-test and post-test results between the control and experimental classes is different. The score range for the control class was 17.22, while the score range for the experimental class was 33.05. This shows that the use of video in the experimental class had a higher effect on improving students' listening skills than in the control class, which was only taught with audio materials.
Shadowing Technique to Improve the Students’ Pronunciation Ability in Narrative Text Valesya Ellanda Oktavia Maldy; Sodiq``, Jafar; Ambarini, Ririn
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1122

Abstract

This research is based on a study that looks at how shadowing technique can help eighth grade students at SMPN 37 Semarang improve their pronunciation. The purpose of this study was to find out how shadowing technique can improve pronunciation in one type of texts, a narrative text. This study aims to determine the following: (1) students' pronunciation achievement in narrative text before using the shadowing technique; (2) students' pronunciation achievement in narrative text after using the shadowing technique; and (3) to find out whether there is a significant improvement in students' English pronunciation in narrative text through the use of shadowing technique. The methodology of this study includes pre-experimental research. The pre-test and post-test are used in this study are how the researcher gathers data. In the data analysis, the researcher employs statistical computation using SPSS. This study used one eighth-grade class in SMPN 37 Semarang as its sample. There are 33 students in the class. The research’s data was gained from the students’ voice recordings. It is therefore evident from the pre- and post-test means. The pre-test outcome is 61.82. After receiving the treatment, the post-result is 90.85. Furthermore, the outcome of the hypothesis indicated that Ha is accepted. T-count exceeded T-table (17.693 > 1.694), which suggests that the shadowing technique noticeably improved pronunciation.
Enhancing Public Speaking Skills among EFL Learners through the Peer Teaching Method: A Mixed-Methods Study Ayiz, Abdul; Tauchid, Ahmad
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1124

Abstract

This research investigates the effectiveness of the Peer Teaching Method (PTM) in improving public speaking skills among English as a Foreign Language (EFL) learners in a tertiary education setting. A mixed-methods approach was employed, combining quantitative and qualitative data collection and analysis methods. The research involved 25 EFL learners who participated in a peer teaching intervention, which was evaluated through pre- and post-intervention speaking assessments and in-depth interviews. The results showed significant improvements in pronunciation accuracy, vocabulary usage, fluency, and confidence levels and lowering the public speaking anxiety among the participants. The qualitative findings highlighted the supportive and collaborative nature of the peer teaching environment, which fostered a sense of shared responsibility for learning, reduced anxiety, and promoted confidence in public speaking. The research 's findings contribute to the growing body of literature on collaborative learning methods in language education, suggesting that the Peer Teaching Method is a valuable approach for enhancing public speaking skills and promoting psychological readiness among EFL learners.
Rhetorical Structure of University Promotional Brochures Written by Indonesians at Undergraduate and Graduate Programs Kurniawan, Iwan; Irawansyah
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1129

Abstract

The purposes of this research were to know the rhetorical structures of university brochures of undergraduate and graduate program and the differences of them in term of moves and steps. This research was qualitative and quantitative in nature; in other words, it employed mixed method.  Qualitative data was taken in the forms of university brochures communicative purposes narrations, whereas quantitative data in the form of move and step frequency and percentage. The rhetorical structure are as follows: service Provider Overview, presenting academic service, Internationalism, presenting university achievement, presenting student life, Presenting the location of the service, Validating the effectiveness of service provided, Special notes. From those moves and steps structures, all the moves proposed by Barabas are found where service provider, presenting academic, presenting students life, presenting service location, and special notes are 100% obligatory for undergraduate level; service provider, presenting academic, special notes are 100% obligatory. For steps, university names, university emblems, university departments, academic programs, procedure applications, contact information are 100% obligatory in undergraduate and university names, university emblems, brochure titles, university departments, academic programs are 100% obligatory. The differences between undergraduate and graduate promotional brochures are on the move of validating the effectiveness of service provided, from steps numbers on respective moves, the status obligatory or optional of moves and steps.
The Use of Graphic Organizer Focusing on Story Elements to Promote Students’ Narrative Writing Wongsasawat, Rattanyu; Waewchimplee, Waewalee
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1136

Abstract

This study investigated the impact of using graphic organizers focusing on story elements to enhance the narrative writing ability of sixth-grade students. The research aimed to: (1) examine the effects of graphic organizers on students’ narrative writing abilities, (2) compare students' post-test narrative writing abilities with their pre-test performance, and (3) explore students' opinions on using graphic organizers during the writing process. A pre-experimental design with one group pre-test and post-test was employed, involving 30 sixth-grade students from Marie Kaengkhro School. The students participated in lessons integrating graphic organizers based on Matsuda and Hammill's writing principles. The results indicated a significant improvement in students' post-test scores across all narrative writing criteria, with gains in organization, idea development, and conventions. The paired t-test confirmed the statistical significance of the difference between pre- and post-test scores (t = 11.79, p < .001). Student feedback was overwhelmingly positive, with 95% reporting that the graphic organizers helped them organize their ideas and improve their narrative writing skills. The findings suggest that graphic organizers effectively enhance narrative writing skills, particularly in EFL contexts. Future research could explore the long-term effects of this approach across different educational settings.
A Critical Eco-perspective in English Textbook for Indonesian 12th Graders: A Case on Nationally Issued Textbook Seli, Fenny Yutika; Manar, Marsandi; Hardono, Adinda Apriliani; 'Aini, Syarifah
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1158

Abstract

Ecological values in textbooks are essential because they help instill environmental awareness and responsibility in students from an early age to support sustainable development. The study addresses how ecological values are portrayed in Indonesian 12th-grade English textbooks. Using a qualitative content analysis framework, this study examines the transitivity system found in the textbook. The analysis emphasizes environmental conservation, sustainable practices, and encouraging cognitive engagement through positively framed language and relatable, contextual examples.  Through a thorough exploration of how elements are connected, positive language use, and specific contextual details, the research provides nuanced insights into the representation of ecological values. This research provides valuable insights into the nuanced instructional approach that shapes environmental awareness within the context of these textbooks. These findings suggest that English Language Teaching (ELT) materials for Indonesian students should actively incorporate eco-friendly linguistic elements and emphasize sustainability-oriented pedagogy to cultivate environmental responsibility.
Evaluating Students' Experiential Learning in International Course Program Dinamika, Soraya Grabiella; Rahayu, Yoni; Nasution, Muhammad Muslim; Siregar , Elitaria Bestri Agustina
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1168

Abstract

The University of Medan Area has a vision to become a university that can be recognized at the ASEAN Level, for this reason, from now on, the university has begun to prepare the students to have qualified English skills, one of which is by organizing an International Course Program, which is applied to some courses. This program was first implemented in the even semester of the 2023/2024 academic year and received high enthusiasm from the lecturers and participants. This research adopts a descriptive qualitative approach. Four courses had joined this program, which consisted of 117 participants. The data for this study was gathered using questionnaires filled out by lecturers and students. This study aimed to evaluate the students’ experiential learning in the ICP class, which peeled from the experiential learning phases designed by Wolfe & Byrne in 1975; designing, conducting, evaluating, and giving feedback. The results of this study showed that the international course program had given positive feedback on the pedagogical aspects for the students and the lecturers as well. The students could be involved in new learning experiences, and improve their English language skills, thus for the lecturers, the ICP had given additional insight into teaching methods, and curriculum development.
Discourse Markers in the Introductory Section of Research Articles in National accredited Journal Fadilla, Hilda; Widhiyanto; Wahyuni , Sri
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1171

Abstract

Discourse markers provide writers with signaling devices to connect ideas and guide readers in grasping the connection of ideas in the texts. An introductory section of a journal article represents a unique text which should be written with clear and interconnected arguments. This paper aims to reveal how discourse markers play vital roles in realizing the development of the arguments in this knotty text.  To achieve this, introductory sections of articles published in a nationally accredited journal were examined. Using Fraser's (2009) functional classes of discourse markers, 22 introduction sections were analyzed employing text analysis to determine the usage of these markers. It was found that despite employing all types of discourse markers, not all of them were applied appropriately. Their uses may not be in line with their functional classification. Among others, there are three functional classes of discourse markers proposed by Fraser (2009), they are contrastive markers, elaborative markers, and inferential markers. Elaborative markers were the most used type among the different types, followed by contrastive and inferential markers. This implies that authors tended to develop ideas more often, whereas contrastive and inferential markers were used less frequently but were crucial for indicating differences and making conclusions within the texts.

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