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 Use of Suggestopedia to Develop Students’ Writing Skill in English : A Case of the Seventh Grade Students of SMP N 2 Mranggen in Academic Year 2014 / 2015 ]]>
<![CDATA[Rizka Yuliani]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2375
<![CDATA[This study is concerned with the improvement of the students’ mastery of writing skill of SMP N 2 Mranggen who are taught by using suggestopedia. The main objectives of this research are: (1) To find out the students’ writing ability, before being taught using suggestopedia method, (2) To find out the students’ writing ability, after being taught using suggestopedia method, (3) To find out the difference of the students’ writing ability, before and after being taught using suggestopedia method. This study is a pre experimental research, which uses one class as the experiment class in 7B of SMP N 2 Mranggen. The population of the research is the seventh grade students of SMP N 2 Mranggen. The writer used pre-test and post-test to find out the differences between the students’ research who were taught by suggestopedia in SMP N 2 Mranggen. The instrument of this research was essay test. The test was to measure students’ mastery of writing descriptive text in SMP N 2 Mranggen. There is significant difference in writing skill on descriptive text of the seventh grade students of SMP N 2 Mranggen in the academic year 2014 / 2015 after and before they had been taught by using suggestopedia. It can be seen from the result difference of ttest and ttable. The result of ttable and ttest is got 2,04 < 12,52 > 2,75. From this result ttest is higher than ttable.. In conclusion, teaching using suggestopedia to improve students’ writing skill is effective. The fact that, the students’ ability increased and they can make a descriptive text well. It means that using suggestopedia can help students to improve their writing skill.]]>
<![CDATA[Using Read Encode Annotate And Ponder (Reap) Technique to Increase Reading Comprehension: a Case of the Eleventh Grade Students of SMA Negeri 6 Semarang in Academic Year 2014/2015 ]]>
<![CDATA[Supriyantini Supriyantini]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2370
<![CDATA[This final project is aimed for applying Read Encode Annotate and Ponder (REAP) technique for teaching reading comprehension. The objectives of the research are, (1) to find out the students’ reading comprehension after being taught without using REAP technique. (2) to find out the students’ reading comprehension after being taught by using REAP technique. (3) to know whether there is any significant difference of students’ reading comprehension being taught by using REAP technique and without REAP technique. Following the study case the writer used quantitative research. The research design of this study is true experimental design. The sample is the eleventh grade students at SMA Negeri 6 Semarang in Academic Year 2014-2015. There are three classes used, they are the experimental class, control class and a class to be tried out. The writer used test to collect the data. The data was gained from the tests that were given to the students. The study found that the mean score for the class taught without REAP technique was 78.16 and the mean score for the class taught with using REAP technique was 92.05. The students’ score that was taught by using REAP technique was better than students’ score that taught without REAP technique. There was any significant difference between experimental group and control group, because the computation t-test was 7.5. So that is higher than because 7.5 > 2.00. It means that is acceptable and is rejected. Based on the study, it can be concluded that using REAP technique to increase reading comprehension has positive influence to the students. So, English teachers have to use REAP technique to increase the students’ reading comprehension.]]>
<![CDATA[The Effectiveness of Using Animated Films on Improving Students’ Writing Skill of Narrative Text of The Eighth Grade of Mts Al-Hadi Girikusumo ]]>
<![CDATA[Irwan Adi Putra]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2376
<![CDATA[This final project was based on research which attempted to examine the Effectiveness of Using Animated Films in Improving Students’ Writing Skill of Narrative Text. The main objectives of this research was to find out whether the use of animated film can be effective in teaching writing narrative text to the students of Mts Al-Hadi Girikusumo Mranggen. This research was a quasi-experimental research. The population of the final project was limited of the eighth grade students of MTs Al-Hadi Girikusumo Mranggen in the Academic year 2014/2015 in the second semester. There were 40 students as the sample. They were divided into two groups and they did three types of activities; pre-test, treatment, and post-test. The data were collected through a writing test. The analytical score based on the elements of writing processed the data analysis. The result of t-test in post-test shows a significant difference in the achievement between two groups. From the calculation enclosed the mean of post-test of the experimental group was higher than the control group that was 60.5>39.6, it means that the achievement of the experimental group was higher than the control group. Based on the data analysis, the researcher concludes that the strategy of using animated films in teaching narrative text writing seemed to be applicable for the eighth grade students of MTs AL-Hadi Girikusumo Mranggen in academic year 2014/2015, since the strategies also help students to solve their problems in writing a text. The researcher suggests that English teacher use this method as an additional method to anticipate students’ boredom during writing class. In additional, this method improved students’ fluency in writing English because it was used to write the history.]]>
<![CDATA[The Effectiveness of Scrapbook as A Media to Improve Students’ Ability in Writing Recount Text “a Case of The Eighth Grade Students of SMP N 2 Gubug in the 2015 / 2016 Academic Year ]]>
<![CDATA[M Wahyu Widiyanto]]>;
<![CDATA[Ulfah Ulfah]]>;
<![CDATA[Alfiana Zia]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2371
<![CDATA[The aims of this study are:1) To find out the students’ ability in writing recount text who were taught using scrapbook. 2) to find out the students’ ability in writing recount text who were taught without using scrapbook. 3) to know whether there is any significant difference of the students’ ability who were taught using Scrapbook and the students who were taught without using Scrapbook. This study used true experimental design and its kind is pre-test post-test control and experimental group design. The population in this research is the eighth grade students of SMP N 2 Gubug in the 2015/2016 academic year. The writer took 2 classes, each class consist of 21 students, VIII A as Control class and VIII B as Experimental class. Pre-test and post-test were used as instruments. There were some categories in assessing writing, those are: content, organization, vocabulary, syntax and mechanic. Based on the research findings, the writer concluded that the mean of students’ score in writing recount text taught without using Scrapbook is 65,6 and it was categorized as “adequate” in achievement level. So it was concluded that writing ability of the students who were taught without Scrapbook is fair. The mean of students’ score in writing recount text taught using Scrapbook is 74,57 and it was categorized as “good” in achievement level. So it was concluded that the use of Scrapbook can improve the students’ ability in writing recount text. There was significant improvement of students’ ability in writing recount text after being taught by using Scrapbook. It can be known from ttest result is 3,58 and ttable for df 40 and significance 5% is 2,021. From data above, because t-test is higher than t-table, so the null hypothesis (H0) was rejected, and Ha was accepted. So there is significant difference between the students’ ability in writing recount text taught using scrapbook and those were taught without using Scrapbook. Based on the result above, it can be concluded that the use of Scrapbook is effective in improving students’ ability in writing recount text. Students felt happy and enthusiast in learning recount text. Scrapbook helped the students to learn the material easily. Scrapbook can be one of visual media that is interesting especially for teaching writing recount text.]]>
<![CDATA[How Does Politeness Emerge in Preoperational Stage ]]>
<![CDATA[Umaroh, Liya]]>;
<![CDATA[Kurniawati, Neni]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2372
<![CDATA[Preoperational stage starts from the age of two years to seven years. Through this year children be able to be behave politely. During this stage children have started trying to distinguish what is good and bad things. In the concrete preoperational phase the child has begun to understand some rules that applies at home or school. The level of politeness has also been better applied. There are several politeness principle that can be used as a guidance in running a social life. The widely used maxim is the maxim of generosity, the children already understand about the meaning of sharing because since childhood their parents taught about the meaning of sharing which then they practice directly in school. Approbiotion maxim and tact maxim are seldom used by children because they have not yet been able to apply both maxim in a socializing.]]>
<![CDATA[The Interpersonal Meanings Used in the Drink Labels ]]>
<![CDATA[Dias Andris Susanto]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2367
<![CDATA[This research aims at describing the Interpersonal Meanings used in the drink labels. The objectives of this research are to investigate clauses and their constituents realized in the English sentences used and to map out the interpersonal meanings realized in the clauses on the drink labels. The writer used qualitative descriptive analysis to find out the characteristics of English sentences used in the drink labels. The object of the study is the sentences used in the drink labels. The unit analysis is a clause used in the drink labels. The data were collected by the use of document. To analyze the data and Method of data analysis, the writer took some steps; there are identification of 19 products of the drink labels, identification of the labels, identification of the sentences used in the drink labels, and identification of interpersonal meaning. The result shows that, the 19 drink labels have 79 clauses and each clause has different constituents there are two, three, four, five, six, seven, eight, nine, and ten constituents. The dominant constituent is nine constituents. The interpersonal meaning realized in the labels are; a) exchanging information which consists of giving information and demanding goods and services. b) Exchanging goods & services, which consist of demanding goods & services, and giving goods & services. The dominant interpersonal meaning on the drink labels is declaratives mood – giving information of exchanging information. It has 58 clauses. On this drink labels, there is no interrogative mood – demanding information of exchanging information. It is suggested that labels are good media for teaching English. By understanding the meaning of the labels, students and or readers will get the knowledge about the meaning of the clauses on the drink labels. They also will get the benefit of the drinks. The other researchers would be able to continue analyzing for the next steps using different points of view.]]>
<![CDATA[Repair Strategies of Teacher’s Talk in EFL Classroom ]]>
<![CDATA[Sukma Nur Ardini]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2373
<![CDATA[This study investigated the curiosity of how an eminent senior high teacher handled the communication in EFL classroom when he has problems in expressing ideas during the learning process where English is unlikely to be spoken than Javanese. It examined two repair strategies; repetition and self-initiated repair since these two are prominent features of daily communication mostly in the setting of English as a foreign language. It was a classroom discourse analysis study which used a descriptive qualitative approach. Numbers used in the form of percentage to support the findings. The participant of this study was an eminent teacher of a private senior high in Semarang. The learning session was video recorded then was carefully transcribed. Then, the repair strategies of the teacher’s talk were analyzed through the study. The findings revealed that self-initiated repair was used less frequently than repetition. There were 45 out of 210 utterances done for repetition (13.81%) and 16 out of 210 utterances done for self-initiated (7.61%). It was also found the combination of those two repair strategies in one utterance. The findings indicate that the effort of the teacher to build English speaking classroom atmosphere is very high even though the students were lack of motivation in speaking English. Yet, the teacher shows the repair strategy mostly in the beginning of the learning session, but he finally made it through the rest of the session. The findings may inspire those of many other English teachers, especially in Indonesia, in giving positive contribution in building EFL classroom.]]>
<![CDATA[Text-book Evaluation Entitled “Let’s Learn English” (K-13 English Text-Book) ]]>
<![CDATA[Ima Isnaini Taufiqur Rohmah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2368
<![CDATA[The main elements of teaching are included teachers, students, and textbooks. Many people argue that the students are the key success of the teaching. Thinking to against that many people belief, many studies pointed the view that textbooks are the key of learning. It based on the assumption that both teacher and students are depend on the book in learning process. Therefore, great care and attention to the quality of text-book itself has to be taken in selecting the most appropriate textbook that fit to some factors as teacher’s interests, teaching objectives and finally students’ needs as well. Textbook evaluation checklist by Daoud and Celce-Murcia (1979) is used in this study because it is most appropriate for evaluating this current textbook. In this current study, the researcher evaluated K-13 English text book used by XII grade students of MAN 1 Bojonegoro as instructional material in the teaching and learning. Some aspects to be evaluated based on Textbook evaluation checklist by Daoud and Celce-Murcia (1979) including subject matter, vocabulary and structures, exercises, illustration, and physical make-up. This study is important as it hope will find out the strength as well as the weaknesses areas of the course book. This current study has been developed in order to analyze an available specialized course book for the second grade students. The results of the current study have important implications both for language teachers and the improvement of the course book]]>
<![CDATA[Using a Teaching Media of “Homophone Stories“ to Improve Students’ Vocabulary Mastery: a Case of Seventh Grade Students at SMPN 1 Kranggan in Academic Year 2014/2015 ]]>
<![CDATA[Nur Hidayati]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2374
<![CDATA[The objectives of the study are (1) To find out the students’ vocabulary mastery before being taught by using homophone stories, (2) To find out the students’ vocabulary mastery after being taught by using homophone stories, (3) To find out the significant difference the vocabulary mastery of the seventh grade students of SMP N 1 Kranggan before and after being taught using homophone stories. The population of the study was the seventh grade students of SMP N 1 Kranggan. The writer took class 7D as a sample of the study. The class consists of 31 students. The writer used experimental quantitative research in the study. Test as the instrument was used to collect the data. The objective of conducting try out test was to measure the validity, reliability, discrimination power, and level difficulty of the test. The data was computed and it was find out that 30 items were valid. Then, the valid items were used for the pre-test and post-test of vocabulary mastery item tests. The result of the mean score of students before being taught by using homophone stories was 56.34 and the mean score of students after being taught by using homophone stories was 77.5. The result showed that the mean score of post-test was higher than pre-test. Then, the writer calculated t-test to know whether or not there was significant difference students’ achievement between them who were taught before using homophone stories and students who were taught after using homophone stories. The result showed that t-test was higher than t-table. It was 9.19> 1.697. It means that there is significant difference between the students’ vocabulary mastery after being taught by using homophone stories and before being taught by using homophone stories. From the data above, it can be concluded that the students’ vocabulary mastery after being taught by using homophone stories was higher than the students’ vocabulary mastery before being taught by using homophone stories. The data prove that it is effective to use homophone stories as a media teaching in improving students’ vocabulary mastery.]]>
<![CDATA[The Students’ Response Analysis of English for Specific Purposes Speaking Class through Role Play (Job Interview) of Economics Students in Semarang University ]]>
<![CDATA[Dini Anggraheni]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v6i2.2369
<![CDATA[The purpose of this study was to analyze the students’ response of English for Specific Purposes (ESP) speaking class through role play (job interview) of economics students in Semarang University. The writer uses questionnaires to analyze the students’ response and Likerts scale to count and also describe the students’ response.The result of this study came from 2 statements in questionnaires that chosen by 40 students. It shows 77 % for first statement and 75% for second statements. The result tells that the students agree with the role play (simulation) method for job interview that practiced in ESP speaking class. It also shows that the students feel that role play can make it easier to learn English especially in speaking.]]>
