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ETERNAL: English Teaching Journal
Published by Universitas PGRI Semarang
ISSN : 20865473     EISSN : 26141639     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
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.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol 3, No 2 (2012): August" : 8 Documents clear
TECHNIQUE IN TEACHING GRAMMAR FOR THE FIRST GRADE OF JUNIOR HIGH SCHOOL STUDENT THROUGH GAMES Muhammad Wahyu Widiyanto; Maria Yustina Rensi Dartani; Indri Kustantina
ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v3i2.2246

Abstract

The purpose of this study is to find out the contribution of games in improving grammar acquisition of the Yoannes Junior High School students. In teaching Grammar, teachers should apply the appropriate technique and method. In this study, games are chosen to be used.  Participants are divided into treatment group, the experimental group and the control group. The experimental group is taught by using games and the control group is taught by using the memorizing method. Each group is assigned to do the same test, containing sections which involved grammar items. They attended the course, once a week for eight weeks. Each meeting lasted forty five minutes. The material is taken from textbook that applied at school. Pre- test is given before the experiment and post- test is held immediately after the experiment is over. The Null hypothesis of no significant differences are constructed and tested, and then one- tailed T- test is used to compare the score of the games and memorizing groups and to analyze the hypothesis. The alpha level is set. Teaching the arbitrary rules of grammar to students who cannot speak, understand of use the English language is an absolute waste of time, effort and money and is downright foolish. The practice is about as rational as teaching advanced race car skid control to someone who does not know how to drive. In English conversation, get them talking, get them comfortable using the language, then teach them by using rules of grammar once they understand the language.
DIRECTIVES SPEECH ACTS ANALYSIS IN TEACHING VOCABULARY OF THE EIGHT GRADE STUDENTS OF MTS HUSNUL KHATIMAH IN THE ACADEMIC YEAR 2011-2012 Rayda Ary Ana; Siti Musarokah
ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v3i2.2241

Abstract

The utterances produced by people have speech acts, especially in the English teaching learning process. One of them is directive speech acts. Thus, this study aimed at identifying the directive speech acts and its functions in teaching vocabulary of the eight grade students of MTs Husnul Khatimah in the academic year 2011-2012. This study was carried out under a descriptive qualitative method. The data of this study were taken from the eighth grade students. The sample of the study was 30 students. The writers conducted the study in one meeting when the class was studying vocabularies in a recount text. The data were collected by recording the utterances produced by the teacher and the students. Then, the writer transcribed the record of the data. It was analyzed by identifying directive speech acts of the utterances and describing the functions of the directive speech acts. The writers found that there are twenty directives speech acts during the teaching learning process. All of them are imperatives or commands. The teacher uttered twenty-three orders to the students, while the students uttered one request to the teacher. The teacher directive speech acts have functions as a command, permission, prohibition and encouragement to the students.
ALTERNATIVE ASSESSMENTS IN READING : MAKING THE TEST MORE AUTHENTIC Wiyaka Wiyaka
ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v3i2.2242

Abstract

This paper tries to evaluate the exisence of reading test format used in national exam which has been applied for many many years in our schools.As we know that under the reasons of practicality and and limited budget from the government, a multiple choice type is used to assess the students’ language competence. Logically, language competence is not only assessed through recognition test, but also production test.In that way then it is regarded important to provide  test types other than traditional test in the hope that the test does not only function as a way to measure the product of learning, but also the proses of learning.Some alternative assessments will be discussed and offered to the language practitioners.
GRAMMATICAL ERRORS IN WRITING A FINAL PAPER WRITTEN BY THE EIGHTH SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF STATE INSTITUTE OF ISLAMIC STUDIES WALISONGO SEMARANG Dias Andris Susanto; Rahmi Widyaningsih
ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v3i2.2243

Abstract

The objectives of the study are 1) To find out the errors made by the students in using grammatical in writing a final paper by students of English Department of State Institute of Islamic Studies. 2) To find out the ways to eliminate the errors made by students of English Department of State Institute of Islamic Studies. The population of the research was the eighth semester students of English Department of State Institute of Islamic Studies. The number of the sample was 12 students’ writing. In taking the sample, the writers used random sampling. The writer took 20% from each class. The number of the sample was 12 students. From the data analysis, the result showed that The students produced 93 errors of 12 students’ writing which could be grouped into 7 categories of errors, they are errors in production of verb group, errors in agreement between subject and verb, errors in the use of article, errors in use of preposition, errors in pluralization, errors in use of pronoun, and errors in the use of conjunction. In the research findings, the number of errors in production of verb group is 43  errors , the number of errors in agreement between subject and verb is 14 errors,  the errors in the use of article is 6 errors, the errors  in the use of preposition is 8  errors, the errors  in pluralization or 19 errors, the errors  in the use of pronoun is only 3, and there is no or 0 error  in conjunction. It is also found that the source of the errors is the students’ grammar mastery. It can be said that the students’ grammar mastery is still low, so that they have difficulties in arranging the sentences. After knowing the research findings, the writers would like to give some suggestions to the students and the English teacher. The teacher should emphasize the students that their target language has different structure from their native language. Beside that, the teacher should motivate the students to learn grammar well, so that they can master production of verb group, agreement between subject and verb, the use of pronoun, and the other elements of grammar well. The last is it will be better for the teacher to give their students more practice in using it.
STRATEGIES FOR ENHANCING KINDERGARTEN STUDENTS’ ENGLISH SKILS THROUGH LEARNING IN REAL-LIFE CONTEXTS Ririn Ambarini
ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v3i2.2244

Abstract

Early learning experiences are crucial to establish the foundation for the acquisition of knowledge and skills that will affect later learning and behaviour. As teaching English at the early age is very crucial, learning experiences should be thoughtfully planned and guided by the teacher. It is found out that there are still many kindergarten students who still find difficulties in learning English vocabularies for  the strategies and teaching learning media that are conveyed by the the teachers are not sufficient to support the English class in kindergarten and the English teaching learning process is still teacher-centered with less interaction between teachers and students and also between students and students. The effects of those conditions make the students pay less attention on the English activities given by their teachers, respond passively to the questions and the instructions from the teachers, and give unhappy expression when joining the English activities. Having a look at those problems, the strategies in the process of teaching learning, will contribute to the output of students’ learning. In this article, it will discuss six strategies to improve kindergarten students’ English skills through learning in real-life contexts. Those strategies are knowing the early stages of learning, developing the activities of learning in real-life contexts, developing the activities of integrated learning, developing an effective literacy environment, developing the activities of learning early numeracy in real-life contexts, and creating a supportive learning Environment.
THE IMPACTS OF CODE-MIXING FOR MALAY NATIVE SPEAKER Kartini Rahmatillah
ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v3i2.2239

Abstract

The use of code-mixing, especially for English Code-Mixing, by Malay Kuala Lumpur Native Speaker, becomes the main issue in this research. Thus through this research, it will be found out the reasons for this language error happens, the impacts for using the code-mixing, in terms of sociolinguistic view. The sample limitation is only 10 (ten) people of Malay Kuala Lumpur native speaker, who are randomly selected.  The research is a case study and descriptive qualitative research, which arises the issue of the use of code-mixing among the Malay Kuala Lumpur native speaker who are taking their study in Indonesia. Data are collected through observation to samples which are also as the population.  Through the brief observation it can be concluded that the use of code-mixing because of usual habit of using English among the respondents, added by the fact that English is also their second language which is widely spoken in daily bases or in formal bases. The use of English Code-mixing is also for the need to highlight the speaker in terms of they will be looked as an intellectual and elite people. The impact of using code-mixing cannot be confirmed that it brings a negative effect, but it is not possible that the existence and even the use of Malay language can be slowly moved among their own native speaker.
PENGEMBANGAN STRATEGIC COMPETENCE PADA KETRAMPILAN MEMBACA PEMBELAJAR BAHASA INGGRIS SEBAGAI BAHASA ASING MELALUI SELF REGULATED LEARNING Dwi Winarsih; Farikah Farikah
ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v3i2.2245

Abstract

The research aims to : 1) identify the development of learners’ strategiccompetence of in reading skill through self-regulated learning, 2) describe thedevelopment of learners’ strategic competence of in reading skill through self-regulated learning, 3) describe to what extend learners’ strategic competence of inreading skill through self-regulated learning.This research is categorized as classroom action research which implementstwo-time learning cycle. The subjects are the students of English Department, Facultyof Education and Teacher Training, Tidar University of Magelang. Questionnaire,observation and test of reading skill are used get the data.Self regulated learning which is implemented in each cycle enables thestudents to improve metacognitive strategy. It support the improvement of strategiccompetence as well, because this leaning technique activates students to learncollaboratively,  improve students confidence and provide opportunity to the studentsto make use and relate their knowledge of language elements to the English textSelf-regulated learning also enables students to improve cognitive strategy inwhich students use analogy of their language element knowledge and social function,generic structure and lexicogrammatical feature knowledge of a text to comprehendthe meaning of words, phrases, clauses, and sentences. Thus, the improvement ofcognitive strategy which is reflected as the improvement of strategic competence goeshand in hand with the improvement of reading.
WHY DO STUDENT TEACHERS NEED CULTURAL KNOWLEDGE? AN EXAMPLE FROM FIELD TEACHING PRACTICE Tri Wahyuni Floriasti
ETERNAL (English Teaching Journal) Vol 3, No 2 (2012): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v3i2.2240

Abstract

People especially teenagers tend to use language to represent their characters, for example they use slang and inappropriate words in the wrong situation. One attempt had been done to give young generation, especially English student teachers in Indonesia, English lesson, which was inserted with multicultural values. This effort was not only adding and applying universal values and cultural identities, which match with students’ needs, but also managing, and running good strategies in teaching learning process.  Why multicultural? Indonesia consists of 17.506 islands, 746 languages, and 1.128 tribes. It can be said that Indonesia is a multicultural country, which enriches the national heritage and strengthens the identity of Indonesians as well. However, the diversity itself may trigger potential conflict among Indonesian. Knowing, learning, comprehending and applying the knowledge of culture in daily life will glue them and avoid the future conflict. Therefore, giving multicultural knowledge to student teachers is one of the practical ways to enlighten them how to appreciate differences then go hand in hand with others in Indonesia and in the world. At the end, they will not only play as good model for their students but also occupy themselves as transformers of multicultural knowledge.

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