ETERNAL: English Teaching Journal
ETERNAL (English Teaching Journal) is published twice a year in the month of February and August ISSN 2086-5473 (Print) and ISSN 2614-1639(Online). It presents articles on English language teaching and learnings, literature and research. The contents include analysis studies, application of theories, research reports, material developments and reviews.
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<![CDATA[THE IMPLEMENTATION OF INTERACTIVE MULTIMEDIA IN IMPROVING MATHEMATICS LEARNING OUTCOMES ]]>
<![CDATA[Nurmawati Nurmawati]]>;
<![CDATA[Lusi Rachmiazasi Masduki]]>;
<![CDATA[Edy Prayitno]]>;
<![CDATA[Maria Yustina Rensi Dartani]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7567
<![CDATA[Mathematics is a difficult subject and even becomes a phobia, more due to teaching conventionally in where the teaching and learning process emphasizes more on teacher, working on problems, memorization and speed of arithmetic, so students lack understanding of what they are learning, which in this case does not have an understanding of the concepts taught. Students tends to be lazy and have low motivation to study mathematics both classically and to study independently at home. The growth of information and communication technology in society is reflected in policies to encourage the use of ICT in education and the development of educational multimedia. Multimedia includes using text, images, animation, video and audio to prepare courses for students in various levels of education. Attendance of multimedia technology can help students learn to be more interesting and help students understanding in learning. The purpose of the study was to know whether there was any significant difference in the result between the students of class IV Manyaran 01 Elementary School towards increasing their understanding in math who taught by using the interactive multimedia and who taught by conventionally. The result of the study showed that the interactive multimedia gave an effect to the improvement of the students’ understanding in mathematics.]]>
<![CDATA[AN ATTITUDINAL SYSTEM ANALYSIS OF TEACHER’S TALK IN EFL CLASSROOM INTERACTION ]]>
<![CDATA[Evi Septiani Rahayu]]>;
<![CDATA[Rama Dwika Herdiawan]]>;
<![CDATA[Eva Fitriani Syarifah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7558
<![CDATA[This present study is intended to analyze the dominant type of attitudinal system that expressed by the teacher. This study utilized qualitative method with Critical Discourse Analysis (CDA) as research design. As for research sampling, this study involved an English teacher and one science class of eleventh grade students in one of secondary school in Majalengka. In order to collect the data, the researcher utilized the instrument of observation. Then, this data were analyzed by using Appraisal Theory that proposed by Martin and Rose (2007). As for the results, this research found that the dominant type of attitudinal system that expressed by the teacher is Affect category. It indicated that both the teacher frequently expressed his opinion, feeling and emotion through their talk. Furthermore, these talks mostly expressed in positive way. It indicated that the teacher always tried to build a positive atmosphere by saying positive talks in order to stimulate the students to become active in the classroom. Therefore, it can be said that it is very important for the teachers to pay more attention in managing their talk since it can affect students’ interaction in the classroom.]]>
<![CDATA[SCRUTINIZING ENGLISH DISCOURSE MARKERS IN EFL STUDENTS’ WRITING PRODUCTION ]]>
<![CDATA[Listyaning Sumardiyani]]>;
<![CDATA[Dias Andris Susanto]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7563
<![CDATA[Fraser (1988; 1996; 1999) which are classified EDMs functions as ‘contrastive, ‘elaborative, and ‘inferential. This study designated the use of English discourse markers by University EFL students in writing production. To answer the research question on how do they disclose EDMs in producing writing, the writers employed a qualitative research approach. The object was the documentation of students’ writing result mediated on the writing class. The participants were 38 students of semester III in the academic year 2018/2019. The findings are the contrastive markers are; but 63/instead of 2/whereas 2/however 16/although 2/in the other hand /side 6. The elaborative markers are; and 597/also 105/or 69/for example 27/besides 7/moreover 3/in addition, 24/then 6/likewise 1. The inferential markers are; because 97/so 51/as a result 9/therefore 11/in conclusion 3/then 1. The most functions of discourse markers use by students are; the marker ‘but’ has a meaning ‘on the contrary. The marker ‘and’ has a meaning as ‘in addition’. Students used the marker ‘because’ to indicate ‘for the reason’. The implication of this study is that students need to understand in employing properly English discourse markers to make their writing being cohesive and coherent in texts.]]>
<![CDATA[ENHANCING ENGLISH VOCABULARY USING CLT METHOD TOWARD SLB D STUDENTS VIA ZOOM APPLICATION AS INTERACTIVE LEARNING MEDIA ]]>
<![CDATA[Dini Anggraheni]]>;
<![CDATA[Anandha Anandha]]>;
<![CDATA[Hernofika Laksmi T S]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7559
<![CDATA[The research aims to know-how is the implementation of the CLT method towards English vocabulary. The research objects are special needs students of English Club SLB-D YPAC Semarang. Researchers apply the Communicative Language Teaching method to the students via zoom application. The research objects are six students, applying six materials on seven meetings. The research method used in the research is a descriptive qualitative method. There are four stages of techniques that are used, those are the observation, planning, action, and reflection stages. The results of the study are the students can practice English actively, and gaining new vocabularies during the learning process.]]>
<![CDATA[The Use of Whole Brain Teaching Method in Improving Students’ Speaking Ability ]]>
<![CDATA[Trisilia Devana]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7564
<![CDATA[The objective of this research was to find out the improvement of students’ speaking skill teaching through Whole Brain Teaching method. The design used in this research was pre experimental. The population of this research was at the tenth grade students of SMK Negeri 2 OKU and the sample were which consisted of 36 students. The researcher used purposive sampling in taking the samples. The pre-test and post-test were used as the techniques for collecting the data. Instrument in this research was an oral speaking test. Based on the result of the pre- test, the mean score of the pre-test was 56.28. The result of the post-test the mean score was 68.89. Based on the statistical analysis, the researcher found that the value of Sig.= 0,000 less than the value of Significance level (a=0,05 and df = 35). It means that there was significantly improvement in teaching speaking by Whole Brain Teaching method at the the tenth grade students of SMK Negeri 2 OKU. ]]>
<![CDATA[FACTORS CONTRIBUTING IN THE CHOICE OF WRITING STRATEGIES AMONG INDONESIAN EFL GRADUATE STUDENTS ]]>
<![CDATA[Randy Listiyanto]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Slamet Supriyadi]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7560
<![CDATA[This study aims to describe the factors which contribute in the choice of writing strategies among Indonesian EFL graduate students. This study was conducted in Muhammadiyah University of Surakarta especially in the graduate program of English language studies. The subjects of this research are six students who enroll in the program. The instruments used for this research were questionnaire and interview. Afterwards, the data were analyzed by using Miles and Hubberman’s flow model. Based on the result of analysis, there is an arising finding that can be sketched out: factors contributing to the use of writing strategy were identified to be students’ belief, students’ awareness, students’ language proficiency, writing time, writing type, and writing activity environment. In conclusion, employing writing strategies in a high frequency by considering students’ belief, awareness, language proficiency, writing time, writing type, and writing activity environment is strongly essentials as it will help them to achieve a good writing outcome.]]>
<![CDATA[TEACHER OBSERVATION ASSESSMENT FOR PRIMARY EDUCATION ]]>
<![CDATA[Reny Rika Puspita]]>;
<![CDATA[Suyatno Suyatno]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7565
<![CDATA[Teacher observation is an important but underutilized assessment technique. It is sometimes argued that teachers are unable to make appropriate and dependable assessment judgments from observations of students in natural settings. Handled carefully, teacher observations can provide important evidence for assessment judgments. In some cases, they provide the only way of obtaining evidence about particular learning outcomes, especially those involving practical techniques, performance activities, ‘real life’ projects and group work.]]>
<![CDATA[PROMOTING LEARNER AUTONOMY THROUGH SELF-ASSESSMENT IN WRITING CLASS ]]>
<![CDATA[Muhammad Islakhul Huda]]>;
<![CDATA[Siti Musarokah]]>;
<![CDATA[Andreas Bambang Prabowo Kusumo Adi]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7561
<![CDATA[In the 2020 era, the corona pandemic has caused many impacts throughout the country that are very broad in all fields, including education. Learners and lecturers are no exception affected by the pandemic, and always strive to be able to carry out teaching and learning activities that can cover deficiencies in the field. Based on the current complex learning and living background, this article discuss the autonomous learning mode of College English learners, puts forward the discussion of constructing strategy from self-assessment to improve autonomous learning mode of college English in writing classess. In discussing this article, the writer used theoretical review and qualitative document methods which were observations, data collection, data processing, revisions, and documentation. Then, it can be concluded that the results of research on self-assessment can improve learner autonomy so that learners can get the ease from online writing classes during the pandemic and in the future from direct methods (face to face) learning more beneficially]]>
<![CDATA[TONGUE TWISTER AS AN ICE BREAKER IN BOOSTING STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Nopa Yusnilita]]>;
<![CDATA[Nurul Afifah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7566
<![CDATA[This study discussed about how tongue twister effective in boosting students’ speaking ability at the tenth graders of MAN 1 OKU. To collect data, the researcher used test in the form of recording video as an instrument. The methodology of this research was experimental research and the researcher used Quasi experimental method. From the population, the researcher took class X.IPA3 and X.IPS 1 as samples of this research, where X.IPA 3 was as the experimental class, and X.IPS 1 as the control class. The total number of sample was 72. The samples were taken by using simple random sampling. The students’ mean score in pretest in control class was 4.66 while the pretest in experimental class was 6.49. The mean score in posttest in control class was 4.94 and the mean score of posttest in experimental class was 7.36. Based on the distribution of students’ score in pre-test and post-test Tongue Twister strategy was effective in boosting students’ speaking ability to the tenth Graders of MAN1 OKU because the students’ score in post-test was better than pre-test both in control class and experimental class, and the significant difference is seen in experimental class that is taught by tongue twister. The minimum scores in pre-test were 1.67 in each class, and and the maximum score were 6.94 and 8.33, while the minimum scores in post-test were 1.67 and 5, while the maximum score was 7.5 and 9.17. If the value of Sig. (2-tailed) = 0,000 more than the Significance level (a=0,05) it means that it was significantly effective to use Tongue Twister strategy in boosting students’ speaking ability at the tenth graders of MAN 1 OKU]]>
<![CDATA[WRITING AN ANALYTICAL EXPOSITION TEXT THROUGH COOPERATIVE SCRIPT STRATEGY ]]>
<![CDATA[Nyoman Yuningsih]]>;
<![CDATA[Novarita Novarita]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7562
<![CDATA[The purposes of this study was to find out and analyze empirically the effects of cooperative script strategy in enhancing the students’ ability in writing analytical exposition text to the eleventh grade students of SMK N 3 OKU who were taught by using cooperative strategy. The study used experimental design with one group pre-test and post-test. The population of the study were 368 students, there were 12 classes with the 35 sample students, the sample took by using cluster random sampling technique. The data collection method used written test in pre-test and post-test. To analyze the test the researcher used t-test in SPSS 21. First, the writers gave pre-test to the students. The second, the writers taught writing by using cooperative script strategy and the third, they gave post-test to the students to know effectiveness of the strategy which was used. The mean of the pre-test was good (65,20). Meanwhile, the mean of post-test was very good (85,31). It could be seen from the result analysis using paired sample t test that output was 0.000 lower than 0,05. From the score, it can be concluded that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Based on the result finding from this study, the cooperative script strategy was significantly effective to teach writing an analytical exposition text and the writers recommends the teacher use cooperative script strategy in teaching process and also for the students to apply cooperative script strategy to help the students to conveying their idea and improving their writing ability.]]>
