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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 73 Documents
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Exploring an Artificial Intelligence as Automated Feedback Program in EFL Writing Fiki Setiawan; Annas Alkhowarizmi
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.v16i1.1206

Abstract

This study investigates the effectiveness of Artificial Intelligence (AI) tools, namely Grammarly, QuillBot, and Ginger Software, in providing automated feedback for English as a Foreign Language (EFL) writing among Indonesian undergraduate students. It examines the potential of these AI-powered applications in identifying and correcting grammatical, punctuation, and clarity issues and paraphrasing in student writing. This research applied a descriptive qualitative method involving document analysis and interviews. The study involved comparing these tools' corrective feedback and conducting interviews with EFL writing students to understand their perceptions of using these tools. The research findings indicate varying levels of error detection and correction suggestions across the tools, with some differences in their efficiency. While Grammarly, QuillBot, and Ginger Software show promise in enhancing EFL writing skills, the study highlights the importance of not solely relying on these tools. Key findings reveal that Grammarly excels in grammatical accuracy, QuillBot offers superior paraphrasing capabilities, and Ginger provides limited feedback in comparison.  It suggests that integrating AI feedback with traditional methods of teacher and peer reviews can lead to optimal writing outcomes. The paper also discusses students' perceptions of using these tools, noting a preference for Grammarly due to its simplicity and effectiveness. Students reported improved grammar and motivation but exhibited tendencies toward over-reliance, potentially limiting critical thinking and independent writing skills. However, some students exhibited over-reliance on these tools, potentially hindering their critical thinking and independent writing skills. The study emphasizes the importance of using AI-powered tools strategically, alongside human editing and critical thinking practices, to maximize EFL writing development.
Assessment on Qualitative Research in Language Education: Perspectives from Thesis Supervisors Suherman, Andri; Nazri, M. Adib; Surayya, Siti Ayu
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.v16i1.1237

Abstract

This study aims to examine assessment strategies employed by thesis supervisors in assessing their students qualitative research, and to explore the thesis supervisors’ perceptions of their assessment strategies. Conducted in an Indonesian university, this study adopted an explanatory sequential design of mixed-research by using a purposive sampling technique to recruit ten thesis supervisors as the research participants.  The findings showed that the supervisors made a total of 1,002 feedback comments on the 20 thesis drafts. The feedback comments focused on five different aspects of students’ theses including research components (58.98%), coherent and cohesion (22.32%), grammatical accuracy (10.27%), vocabulary used (4.49%), and reference and citations (3.89%). Meanwhile, data gained from interview sessions revealed four dominant themes in supervisors’ perceptions of their assessment strategies including instructional scaffolding, time efficiency, students’ engagement, and researcher independence. Despite some limitation such as limited number of participants and inadequate research instruments, this study provides pedagogical implication including the necessity to facilitate students with relevant trainings to help improve their thesis writing skills. Suggestions for future research are also presented.
Bridging The Gap: Tackling Students Challenges in Applying Politeness Strategy in English Daily Conversation Wijayanti, Tri Dwi; Sukmaningrum, Rahmawati; Susanto, Dias Andris
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.v16i1.1246

Abstract

The study examines the difficulties BBC Tlogosari English Course students face when using politeness strategies in daily conversation. Communication is crucial in today's interconnected world, especially for EFL students. The qualitative research study used document analysis and questionnaires to gather information and questions from other students to analyze their experiences. According to the data, students have many challenges that make it hard for them to be polite. Language barriers, especially English, and emotional and cultural issues are among these challenges. The study showed that students used negative politeness strategies to avoid overgeneralization and cultural misunderstandings. These studies emphasize the need for differentiated instructional approaches that address these concerns, adding to current knowledge. This study shows that English politeness education can improve esteem escalation communication and culture. In the long term, this will improve student communication and cultural awareness. This research emphasizes the importance of politeness strategies and EFL contexts and representatives for more research into effective teaching practices that can improve learners. Communicating in English. Thus, by addressing these issues, teachers improve communication skills to the extent that they have cultural competence.
Investigating Live Worksheets as Assessment Tool for Senior High School Students Kholida, Firda; Rohmana, Wahyu Indah Mala; Sa'diyah, Khalimatus
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1266

Abstract

Live Worksheets, a technology-based tool that helps educators in assessing student performance, is one of the tools that facilitate teachers in designing electronic worksheets or known as E-LKPD. Live Worksheets allows teachers to easily create and manage electronic worksheets (E-LKPD) that are more interactive and dynamic compared to conventional E-LKPD which are usually printed and less flexible in terms of interactivity and content updates. In addition, the objectives of this study are to discover (1) the implementation of using Live Worksheets, (2) the perceptions of the teacher and students of Live Worksheets as assessment tool, and (3) the difficulties experienced by teacher when using Live Worksheets as an assessment tool. The method used is descriptive quantitative method by conducting observations, distributing questionnaires, and conducting semi-structured interviews. The participants in this study were one teacher and class XI IPS III which totaled 34 students. The results of this study showed that the implementation of Live Worksheets by teacher is done by distributing the available worksheets to students. The teacher's perspective on Live Worksheets is very positive because this tool is considered easy to use, effective, has good question quality, offers flexibility, facilitates grade management, is efficient, and provides good feedback. The majority of students also had a positive view of the tool. The perceptions are divided into three categories, familiarity and ease of use, learning experience and motivation, also effectiveness and skill improvement. The challenges are academic dishonesty, managing the behavior of very active students, and also designing her own worksheets. It is suggested that teachers utilize Live Worksheets’ features to create tailored materials, and students engage with integrity to optimize learning.
Exploring Bilingual Education Program at Private Islamic Boarding School Fakhrudin, Mohammad Umar; Solihah, Yuni Alawaturrohmah; Kartika , Viar Dwi; Jamila
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.2363

Abstract

This case study aims to explore the process of curriculum design and development in bilingual program at private Islamic boarding school in Brebes The data were collected from stakeholders, English teachers, the members, and Self-Development Club, through direct observation, site visits, interviews, and document analysis. The data were analyzed qualitatively. There are three modifications of the curriculum supporting bilingual students' English improvements. They are implementing four years of study that the students will have a matriculation grade in the first year; adding English school hours in each grade, and providing English supporting programs named School Outing Program, Teaching Program, and Malhikdua Explore. Then, the existence of students' bilingual organization called Self-Development Club significantly contributes by taking over students' language improvement activities besides school hours. After being facilitated with the programs mentioned, the student's English proficiency was assessed through TOEFL by a certified state university language center and LPKS by the Brebes Department of Employment, with average scores of 510 (TOEFL) and 83% Grade A (LPKS). As a result, bilingual program of MA Al Hikmah 2 has successfully designed a proper curriculum to enhance students’ English proficiency.
AI and Decision Assistance for Enhancing Self-Directed Learning Umar, Umar; Purwanto, M Bambang
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1524

Abstract

Abstract. Self-directed learning (SDL) is critical in modern education, empowering learners to independently manage their learning processes and fostering lifelong learning. Despite its advantages, SDL presents significant challenges, including cognitive overload, motivational barriers, and ineffective decision-making. This study explores the potential of Artificial Intelligence (AI) to enhance SDL by providing personalized decision assistance. Using a qualitative approach—through case studies, expert interviews, and literature reviews—the study examines the use of AI-driven tools such as adaptive learning platforms, personalized recommendation systems, and intelligent tutoring systems. Findings reveal that these technologies improve resource selection, learning efficiency, and engagement by offering real-time, adaptive feedback and personalized learning paths. Participants reported increased autonomy, reduced cognitive load, and increased learners’ motivation, leading to measurable improvements in learning outcomes. However, limitations such as over-reliance on AI and the lack of emotional and contextual understanding underscore the need for a hybrid approach that combines AI with human oversight. This study highlights the potential of AI to significantly reshape and enhance self-directed learning (SDL) by making it more personalized, efficient, and accessible. It also offers recommendations for integrating AI into educational practices in ways that balance technological innovation with essential human-centred guidance 
Exploring the Use of Google Docs for Collaborative Narrative Writing: A Sequential Exploratory Study in EFL Classroom Sembiring, Shafa Salsabila; Yuliati; Sakhiyya, Zulfa
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1543

Abstract

Abstract. Among the recent technological tools often used in teaching English as a foreign language (TEFL), Google Docs is mostly used. This online media facilitates students' collaborative writing activities, making Google Docs frequently applied in writing classes to construct narrative text. Therefore, this study explores the influence of Google Docs as a medium for collaborative writing among EFL students in higher education, specifically on how it fosters sstudents' collaboration, communication, critical thinking, and creativity as part of 21st-century skills. Through a mixed-method study, the research examines how students perceive Google Docs as it is employed to support collaborative writing. Data were collected from 50 English literature students from a private university in Indonesia. They were asked to describe their experiences in learning diaries throughout the teaching-learning session before being interviewed and asked to answer a questionnaire at the end of the course. The findings indicated that Google Docs provided students with meaningful learning experiences. It facilitates real-time collaboration and enhances peer feedback, which makes the activities beneficial in developing students' collaboration, communication, critical thinking, and creativity as part of 21st-century skills. Therefore, the study emphasizes the need for structured guidance to maximize ICT tools' usefulness for education.
Beyond the Score: A Personal Journey of Language Learning and Identity in IELTS Preparation Ika Chairiyani; Iswandini Agustin
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1569

Abstract

This autoethnography study examines the author's experiences in language learning and identity formation as related to IELTS preparation. As an English teacher, the author faces the unexpected distance between teaching skill and ability in the usage of language and emphasizes the layered nature of linguistic proficiency. Through a critical examination of her own IELTS learning experience, the author reveals the emotional and psychological struggles of navigating standardized testing, including feelings of overwhelm and inadequacy. Through familiarity with IELTS materials and with taking the IELTS test, the author undertakes a self-revelatory adventure, in which a discourse between language learning, identity, and academic expectation emerges. This reflective narrative presents a complex explanation of the personal psycho-social process behind language acquisition and therefore, the reader is led beyond the score to a set of complex interactions of personal development, self-perception, and identity an academic sense. The findings emphasize the importance of self-regulated learning, social engagement, and cognitive strategies in shaping one's academic and linguistic identity.
Exploring EFL Teachers’ Knowledge on the Utilization of Platform Merdeka Mengajar (PMM): Challenges, Possibilities and Practices Anggra Hermawan, Hengki; Wirza, Yanty
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1570

Abstract

In supporting the implementation of The Emancipated Curriculum, Merdeka Mengajar is the main tool that the government use to spread information and help the implementation of The Emancipated Curriculum. In The Pangandaran district, the Emancipated Curriculum has been 100% implemented in formal education. In implementing The Emancipated Curriculum, there are many challenges that teachers face; they need a comprehensive understanding of the Emancipated Curriculum to implement the curriculum. This study aims to give an overview of how the utilization of PMM to support Pangandaran EFL teachers’ knowledge in implementing Emancipated Curriculum and the challenges, possibilities, and Practices in the utilization of PMM are based on EFL Pangandaran Teachers’ perspective. This study used qualitative methods with using documentation, questionnaires, and interviews to collect the data. Documentations were made by extracting data from the West Java Province BBMP website. The questionnaire involved 50 EFL teachers in The Pangandaran district. Interviews were conducted with two EFL teachers in The Pangandaran district. The result shows that the use of Platform Merdeka Mengajar (PMM) in The Pangandaran district has a score of 41.1% good, 50% quite good, and 8.9% need to be improved. 100% of the samples have installed the PMM application on their devices and have started studying the material and features of the application. Most EFL Teachers still face challenges in the utilization of PMM and the implementation of The Emancipated Curriculum itself. 
Principles of Developing “V-I-S-U-A-L-S” Media in Teaching English to Young Learners at SD GMIT Oepura Hambandima, Erny Selfina Nggala; Seseli, Eka Merdekawati Imelda
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1602

Abstract

Abstract. This research aims to help EYL teachers utilize the media to achieve learning goals. The learning process becomes fun, students are pro-active in learning, the material is easy to understand and there is interaction between teachers and students. The research was conducted in the SD GMIT Oepura, where the researcher taught the elementary students using EYL media which EYL students have made. This focuses on how the elementary students respond to the media itself whether the media interacted with them or not. The research data was collected through observation. Analysis was carried out through analytical descriptive methods and qualitative content analysis. Research on this topic is about V-I-S-U-A-L-S which stands for visible, interesting, simple, useful, accurate, legitimate, and structured, was obtained from (1.) Media create a memorable learning experience, understand complex and abstract concepts through colorful images, grab attention, and encourage active participation. (2.) Psychologically, the v-i-s-u-a-l-s media development provides meaningful experiences, and builds the young learners’ creativity by overcoming limitations of time, space, and energy that make the learning more interactive, improving the quality of their learning outcomes. (3.) V-i-s-u-a-l-s media helps students understand difficult material, making the learning process more interesting and varied, and making students more active in class. (4.) V-i-s-u-a-l-s media builds students’ creativity to develop their interaction easily between teachers and students so that learning activities are more effective and efficient. (5.) V-i-s-u-a-l-s media stimulated young learners to learn more actively. (6.) V-i-s-u-a-l-s media helps the teaching and learning process with various benefits, such as reducing obstacles in the learning process, assisting teachers in providing explanations of learning material, helping students absorb lesson material more deeply, helping students think concretely, and helping students build creativity.

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