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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 286 Documents
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How Should Teachers View Learner Code Switching in Second/ Foreign Language Classrooms? Sari Hidayati
ETERNAL (English Teaching Journal) Vol 7, No 2 (2016): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i2.2165

Abstract

This article aims to discuss functions of code switching in second and foreign language classrooms. The discussion focuses on learner (as opposed to teacher) code switching in classrooms in which the learners share the same language background. It explores the extent to which code switching plays the roles in enabling students to achieve the pedagogical goals. Also, it attempts to find the place of the functions in the notion of language learning strategy. For second language teaching and learning, the discussion is expected raise teachers’ awareness of the patterns and functions the code switching may have in the teaching and learning process. Therefore, the paper is specifically addressed to teachers of second or foreign language as it will expectedly widen the teachers’ horizon on the fact of code switching existing in language classrooms and help the teachers cope with the phenomenon.
Applying Multiple Intelligence-Based Activities (Miba) to Promote Students’ Writing Performance Dahlia Husain
ETERNAL (English Teaching Journal) Vol 6, No 1 (2015): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v6i1.2296

Abstract

The present study was conducted based on the assumption that accommodating students’ differences in classroom setting will lead to students’ success particularly in language learning. This research was aimed to investigate the extent of the application of Multiple Intelligence-Based Activities (MIBA) to promote students’ writing performance. There are 2 homogenous groups of the 4th semester of English Department students of Gorontalo State University enrolled in this study. A total of 40 students from control and experimental group were involved. This study applied quasi-experimental design with pretest and posttest that were given to both groups followed by the perceptional questionnaire to find out the students’ perception toward the application of MIBA. The experimentation comprised 8 types of activities as the embodiment of 8 intelligences proposed by Gardner (2011) to be incorporated into students’ writing class. The students’ writing performance was measured through Jacobs et. al.’s analytic writing scale (as cited in Hughes, 2003) including content, organization, vocabulary, language use and mechanics, while the data from the questionnaire was analyzed through Likert scale measurement. The result of the independent sample t-test revealed that experimental group taught using MIBA showed a statistically significant performance compared to the control group taught using conventional way of teaching with t-observed value was greater than t-table value (2.532 > 2.042).  At last, the data from perceptional questionnaire strongly suggest that the students of experimental group had positive perception toward the application of MIBA. Therefore, it can be concluded that MIBA gave a positive effect in promoting students’ writing performance.
Vocabulary Analogy as Instructional in Enhancing Reading Comprehension Fajrianor Fajrianor
ETERNAL (English Teaching Journal) Vol 9, No 1 (2018): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v9i1.2408

Abstract

This research was designed to find out the effects of vocabulary analogy to reading comprehension of seventh grade students of State Junior High School 9, Yogyakarta, Indonesia. Specifically it sought to answer the following questions: 1) How is the effects in reading comprehension of the students taught with  Vocabulary  Analogy  or  without  vocabulary  analogy?  2)  Is  there  a significant difference in the reading comprehension between the control and experimental groups based on the pre-test and post-test results? A test was conducted for control and experimental groups before and after the treatment process. T-test was computed to reveal whether there was a significant  difference in  the pre-test  and post-test results of the control and experimental groups. Findings of the research were: 1) The use of vocabulary analogy improved students’ reading comprehension 2) The computed T value based from the results of pre-test in the control and experimental groups is 0.130,  lower  than  T  tabular  value  of  1.996.  This  result  accepts  the  null hypothesis that there is no significant difference in the results of pre-test of control and experimental groups. Moreover, treatments were given to control and experimental groups after the pre-test, control group was taught without vocabulary analogy and experimental group was taught with vocabulary analogy before the post-test for each group. The computed T value in the post-test of the control and experimental groups is 11.15, higher than T tabular value of 1.996 at5% level significance. This result rejects the null hypothesis that there is no significant difference in the results of pre-test and post-test of control and experimental groups. Based on findings, the following conclusions were drawn: 1) The use of vocabulary  analogy  had  significantly  influenced  students’  reading comprehension particularly of the experimental group 2) There is significant difference in the post-test results of the control and experimental groups. Null hypothesis was rejected since the computed T value was higher than the T tabular value.
LIVE ORAL STORYTELLING IN ?óÔé¼?ôMIDNIGHT SUN AND OTHER STORIES?óÔé¼?Ø Suwarti Sri Suwarti
ETERNAL (English Teaching Journal) Vol 1, No 1 (2010): Februari Edisi 1
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v1i1.163

Abstract

Abstract Teaching is considered as an art. Art is closely related to enjoyment and entertainment. There are a lot of efforts should be done to attain the good result of learning. Storytelling can be used as one of forms in teaching in joyfulness. It can be given to the students of all ages at all levels of English proficiency. Live oral storytelling is interesting since the listeners not only can interpret but also express the facial expression and the gestures the storyteller makes. ?óÔé¼?ôMidnight sun and other stories?óÔé¼?Ø written by Wisnubroto Widiarso published by Kanisius can be used as the alternative in choosing live oral storytelling materials. These stories are meant not only to give readers or listeners knowledge about the difference between Indonesian and Western cultures but also the abilities in four language skills, especially listening one. They can arouse the student?óÔé¼Ôäós interest since they express the real life. The teacher can attract the student to be in a warm teaching and learning activities. Teacher as a storyteller should be dynamic and creative in searching the interesting stories. Meanwhile publisher should publish the qualified stories. The student motivates himself to enlarge their knowledge by having reading and listening habit.
Analysis on Reading and Writing Section of Test Items in 2009/2010 English National Final Examination (UAN) for Junior High School Students Siti Musarokah; Dwi Anggani Linggar Bharati
ETERNAL (English Teaching Journal) Vol 1, No 2 (2010): Agustus Vol 1 No 2
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v1i2.181

Abstract

ABSTRACT This paper attempts to analyze the test items in the English National Final Examination (UAN) for Junior High School Students in the academic year 2009/2010. This study aims at analyzing the compatibility of the test items of package A in reading and writing section of English National Final Examination for Junior High School Students with the standard of graduate competence and the cognitive domains used in the test. The data were collected by using documentary method, while in analyzing the data the writers focused on matching the compatibility of the test items with the Standard of Graduate Competence and identifying the cognitive domain used. From the analysis, it was found that the test items of package A in reading and writing section of English National Final Examination 2009/2010 were in line with the Standard of Graduate Competence (SKL) arranged by the government. The cognitive domains in reading section mostly used level of comprehension. The cognitive domains in writing section used the application and the synthesis level. ?é?á Key words: analysis, test items, national final examination
MASCULINITY REFLECTED BY WOMAN MAIN CHARACTERS IN CHARLES DICKEN’S GREAT EXPECTATION AND ITS CONTRIBUTION TO TEACHING PROSE AND DRAMA Fernando Setyo Nugroho; Nur Hidayat
ETERNAL (English Teaching Journal) Vol 4, No 1 (2013): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i1.1951

Abstract

The objective of the study are to find out: (1) 1. Masculine elements are reflected in the novel of Great Expectation (2003)? (2) how Great Expectations novel can contribute to Prose and Drama teaching.The research design of this final project is qualitative since it just collects the data and draws conclusions based on the analysis of the data. The research concerns in identifying, analyzing and making conclusion. The method of collecting data is analysis content of movie and novel. The data was taken by Great Expectations movie and novel by Charles Dicken.The research shows that Great Expectations novel has some masculine element in its content. The masculine elements found, such as: Appearance, Character, Attitude, Speech, Language. In contribution to Prose and Drama teaching, this study can be used as a source of teaching material. There are many media, especially novel. It is explained in this study. It is useful to reader or learner in comprehending the way to analyze the element of masculinity and appreciating literary work.The application of this final project by the masculinity element of Great Expectations novel will help the teacher, student and reader in exploring, revising, completing their capability about the characterization in classroom interaction, especially in Prose and Drama. So, the teaching and learning process will be deeper.
THE EFFECTIVENESS OF CO-OP CO-OP METHOD IN TEACHING READING DESCRIPTIVE TEXTS: A CASE OF THE SECOND GRADE STUDENTS OF SMPN 1 KAYEN PATI Cahya Setiadi
ETERNAL (English Teaching Journal) Vol 5, No 1 (2014): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v5i1.1967

Abstract

This study is proposed (1) to find out the extent of students reading descriptive texts before and after they are taught using Co-op Co-op method, (2) to find out whether there was a significant different of the students reading comprehension skill before and after they are taught using Co-op Co-op. The type of the research was experiment and methods of collecting data were pre-test and post-test. The population of this study was the second grade students of SMPN 1 Kayen Pati. This study took two classes randomly as the samples. Those were VIIIA as the experimental class and VIIIC as the control class. Each of class had 40 students. Short answer test was used to collect the data. Before the test was given, it was tried out. After the data was computed and it was found out that 20 items were valid. The result of the study shows that students in experimental class who were taught using Co-op Co-op method had better achievement than students in control class who were taught without Co-op Co-op. The average score of pre-test of the experimental class was 71 and post-test was 76. The average score of pre-test of the control class was 70,75 and post-test was 72,75. The pre-test and posttest score then were calculated to get the t-test to know whether there was significant difference between the experimental class and control class. The t-test was 3,108 and t-table was 1,991. Then t-test and t-table were compared. The data shows that t-test was higher than t-table. It means that there was significant difference between the experimental class and the control class. Based on the findings, the students in the experiment group looked more excited with the use of Co-op Co-op in teaching reading descriptive text. In the control class, the writer also found that the students learned and tried to get information of the reading texts individually. Consequently, it affected the students’ achievement in reading descriptive text. Therefore, it can be concluded that Co-op Co-op is an effective method in teaching reading descriptive texts. Thus it is recommended to use Co-op Co-op in teaching reading, especially descriptive text.
THE INTERPERSONAL MEANING USED IN THE ELECTRONICS AND MOBILE PHONES IN ADVERTISEMENTS AS THE CONTRIBUTION IN TEACHING SYSTEMIC FUNCTIONAL GRAMMAR Dias Andris Susanto
ETERNAL (English Teaching Journal) Vol 7, No 2 (2016): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i2.2160

Abstract

This study aims at describing the interpersonal meaning used in the advertisements in the electronics and mobile phones. The objectives of this research are To  investigate how clauses and their constituents are structured in the English sentences used in the electronics and mobile phones advertisements, To map out how the interpersonal meanings are realized in the electronics, To  map out what are the most dominant and less dominant mood are realized in the electronics and mobile phones advertisements.The writer used a qualitative descriptive analysis to find out the interpersonal meanings used in the electronics and mobile phones advertisements. The object of the study was the sentences used. The unit analysis was a clause used in that products. The data were collected by the use of document. To analyze the data, Method of data analysis, the writer took some steps; there were identification of 5 products of the electronics and mobile phones advertisements, identification of the products, identification of the sentences used in the products, identification of the interpersonal meanings.The result shows that, the 5 products have 35 clauses and each clause has different constituents there are two, three, four, five, six, seven, eight, nine, ten, and eleven constituents. The dominant constituent is three constituents. Based on the results analysis of the interpersonal meaning in the Electronics and Mobile Phones Advertisements, we know that those five electronics and mobile phone advertisements have mood and residue. It is realized in the wordings of those clauses if we analyze it based on the interpersonal meaning elements;  Mood consists of Subject and Finite, Residue consists of Predicator, Complement, and Adjunct. From the analysis of the Mood Types above, we can see that the most dominant mood in the electronics and mobile phones advertisements is Declarative Mood and the less dominant in the electronics and mobile phones advertisements are Interrogative and Imperative Mood. It indicates that the writer of those advertisements wants to declare something or give information to the readers.It is suggested that In teaching Systemic Functional Grammar (SFG), the lectures should choose an interesting media, such as electronics and mobile phones advertisements to make the students more interesting to study and easier to understand the materials.
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.
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 Nur Hidayati
ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v6i2.2374

Abstract

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.

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