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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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THE USE OF SPONTANEOUS GROUP DISCUSSION (SGD) TO TEACH WRITING DESCRIPTIVE TEXT: A CASE OF THE EIGHTH GRADE STUDENTS OF SMP 1 Reni Lestari
ETERNAL (English Teaching Journal) Vol 5, No 2 (2014): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v5i2.2144

Abstract

This study focuses on the use of Spontaneous Group Discussion (SGD) in writing descriptive text. The objectives of the study are (1) to find out students’ writing ability in descriptive text taught without using Spontaneous Group Discussion (SGD), (2) to find out students’ writing ability taught using Spontaneous Group Discussion, (3) to find out whether there is any significant difference of students’ writing ability in descriptive text of the eighth grade students of SMP 1 Kesesi taught without using Spontaneous Group Discussion and taught using Spontaneous Group Discussion. In this study, the researcher used true experimental design by post test control and experiment group design. The eighth grade students of SMP 1 Kesesi were the population of this study. By using cluster random sampling as a technique to take sample, the researcher chose students of VIII A and VIII B as samples. VIII A in which consisted of 36 students was chosen as experiment class. While VIII B in which consisted of 37 students was chosen as control class.Essay text was the instrument for collecting data. Post test was used by the researcher to find out whether there is any significant difference of students’ writing ability in descriptive text who given treatment trough Spontaneous Group Discussion and without using spontaneous Group Discussion as treatment.Based on data analyses, the researcher found that the mean score of experiment class was higher than the mean score of control class (79, 64 > 74, 22). In addition, the independent sample t-test of both classes showed that the result of t-test value was 2,301 and t-table on significance degree (5%) was 1, 688. It shows that t-test value was higher than t-table value (2,301 > 1, 688). By the result, the researcher concludes that there was significant difference of students’ writing ability in descriptive text taught without using Spontaneous Group Discussion and taught using Spontaneous Group Discussion.Based on the result of the study, SGD can be recommended for English teacher, the students and the readers that may be useful to be used as an effective technique for teaching learning process in descriptive text. Besides using Spontaneous Group Discussion as technique in teaching English, the teacher should be more creative so that can give variation teaching especially in writing descriptive text. For the students, they should do more practice in learning writing descriptive text so that they can master writing descriptive text.
PEER ASSESSMENT FOR IMPROVING WRITING DESCRIPTIVE TEXT OF THE TENTH GRADERS OF SENIOR HIGH SCHOOL SETIA BUDHI SEMARANG Wiwik Yully Widyawati
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.v7i2.2168

Abstract

The problems of the study  can be formulated as follows (1) How effective is peer assessment technique applied to students with low and high grammar ability in writing descriptive text?, (2) How effective is teacher assessment technique applied to students with high and low grammar ability in writing descriptive text, (3) Is there any significant interaction among grammar ability, peer assessment technique and writing ability. The research design employed in this study was Experimental Design (factorial design) consisting of a pre test, and post test for control group design and Experiment group. This research involved three variables which consisted of dependent variable (writing ability), independent variable (Peer Assessment Technique) and Grammar ability as moderator. This study found that peer assessment technique can be used to give practice in writing as well as in conducting this technique for teaching writing because it had given effect to the student writing descriptive text. It can be proven from the students’ score. Through this technique, the students could develop and improve their skill either in writing, grammar or vocabulary. They also became responsible to asses their friend’s work and increased their motivation. So, this technique of peer assessment should be used to improve English writing and grammar skill and an English teacher must improve his knowledge in English teaching method so the goal of teaching is gained.
An Analysis of 2010 Senior High School National Examination Based on Bloom’S Taxonomy Yulan M. Puluhulawa
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.v6i1.2299

Abstract

The main objective of this research was to find out the cognitive level of the 2010 Senior High School National Examination based on Bloom’s Taxonomy. The method used in this research is descriptive qualitative method. The result of the research showed that multiple choice test items that evaluate these higher levels of reasoning should present a case or situation to the student, and then require them to apply theories, processes, or other types of analysis learned in class to arrive at the answer to the multiple choice items based on the case information. In this test, the researcher viewed that the test was well constructed. In listening section, the native speaker is not as hard as others. Sometimes, the students are difficult to catch what speaker said. But, in this test, the conversation in the cassettes is not difficult to be grasped. After analyzing the test, the writer found that almost items are in Understanding Level. Except, the items number 4, 5 and 6. In this item, the students are required to classify or to match the pictures and the dialogue. In cognitive domain proposed by Blooms, matching pictures is in the first level.
Class Wide Peer Tutoring (Cwpt) Strategy: Its Impact to Students’ Readin Comprehension of Grade Eight Students of SMP 1 Sungai Rumbai Dharmasraya Rauldatul Husni
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.v9i1.2411

Abstract

Class Wide Peer Tutoring (CWPT) Strategy is chosen to be applied in order to develop the teacher’s strategy in teaching learning process especially Narrative Text. The objective of the research is to examine whether or not Class Wide Peer Tutoring (CWPT) Strategy can improve students’ Reading Comprehension of grade eight students of SMP 1 Sungai Rumbai Dharmasraya. Besides, the researcher is also designed to study what happens when Class Wide Peer Tutoring (CWPT) Strategy applied.To get the data in this research, the researcher used test as an instrument. The researcher gave them multiple choice, to know how well the students already mastered reading comprehension on narrative text. The data of the research were collected in three steps as stated, Pre-test. The researcher gave pret-test to the control and experimental groups in order to know students reading comprehension level and to cover students score in mastering reading comprehension. Than treatment, The researcher prepared materials by giving treatment using CWPT in teaching narrative text for experimental group focused on reading comprehension and Questioning strategy for control group in order to compare both of the strategy given. The last Post-test. The researcher gave post-test to experimental group and control group after giving the treatment. After gathering the data, the researcher analyzed the students’ result by using a statistical formula which is called t-test. The researcher calculated the significant differences for Class Wide Peer Tutoring. By using CWPT strategy the teacher can increase students ability in reading comprehensin. The finding reveal that Class Wide Peer Tutoring (CWPT) strategy can improve students’ reading comprehension, where students work in pair, help each other to accomplish individual and pair task. Furthermore, in CWPT strategy the teacher guides the students in pair activities, provides feedback on pair fuctioning and intervenes when necessary. Class Wide Peer Tutoring (CWPT)  Strategy as used in this research gave good Impact to students’ Reading Comprehension, especially in narrative text of SMP 1 Grade Eight students Sungai Rumbai Dharmasraya. The use of this strategy helped the students comprehend the text, made the students participate actively in the learning process, gave good response during pairing activity, and provided fun which facilitated more learning.
REGISTER, GENRE, IDEOLOGY IN TRANSLATION Dyah Nugrahani; Setyaji Arso
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.v1i1.157

Abstract

Abstrak Teks adalah satuan unit bahasa yang mengungkapkan makna secara kontektual. Konteks dapat diinterpretasikan sebagai diversitas metafungsinal, yang meliputi makna eksperiensial, makna interpersonal, dan makna tekstual. Di dalam register, makna eksperiensial direalisasikan melalui field (Medan), makna interpersonal melalui tenor (pelibat), dan makna tekstual melalui mode (sarana). Register, genre dan ideologi direalisasikan di dalam teks. Teks akan mengungkapkan makna sosial di dalam konteks situasi dan konteks budaya. Register merujuk pada konteks situasi sedangkan genre merujuk pada konteks budaya. Register meliputi field, tenor, dan mode.
THE INTERNET?óÔé¼ÔäóS POTENTIAL IN MOTIVATING STUDENTS TO LEARN ENGLISH USING THE INTERNET RESOURCES THROUGH THE INTERNET-BASED LEARNING Rahmawati Sukmaningrum
ETERNAL (English Teaching Journal) Vol 2, No 1 (2011): Februari 2011
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v2i1.448

Abstract

This action research was mainly aimed at increasing students?óÔé¼Ôäó motivation to use theinternet resources in their English learning. The result of the research is intended to provideinformation concerning the issue. In this research, I applied the model of Internet-basedlearning in four classes of Economic Faculty at Muhammadiyah University of Surakarta. Thepopulation of this research consisted of 120 students in 4th semester that enroll the EnglishProgram in UMS Language Center. The sample was taken randomly using purposive randomsampling. Forty students were taken as the sample, especially those who had complete marksfor the whole cycle. The data of this research are in form of; (1) students?óÔé¼Ôäó self-completedquestionnaire, (2) observation and field note, and (3) students?óÔé¼Ôäó tasks. The data wereinterpreted descriptively. All the activities of this research were arranged purposively tomotivate/encourage students to be more active using the internet to enhance their Englishlearning. It was not the within the scope of this research to compare the use of technologywith the more traditional tool (i.e., textbook).Key words: students?óÔé¼Ôäó motivation, internet potential, internet-based learning
THE EFFECTIVENESS OF USING ANIMATION IN TEACHING PRESENT CONTINUOUS TENSE; A CASE STUDY OF SEVENTH GRADE STUDENTS OF SMP KARTIYOSO SEMARANG Wahid Hamzah
ETERNAL (English Teaching Journal) Vol 4, No 2 (2013): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v4i2.1954

Abstract

This research discusses the use of animation to teach present continuous tense. The objectives of this final project are to know the student’s ability of the seventh grade of SMP Kartiyoso Semarang taught using animation pictures and without using animation and to know if there is any significant different of the student’s ability in understanding present continuous tense with and without using animation of the seventh grade students of SMP Kartiyoso Semarang. The population in this research is the seventh grade students of SMP Kartiyoso, Semarang in the academic year 2012/2013. They are 106 students. The writer uses one group or class to be observed. The writer uses one group as sample which consists 30 students. A test as an instrument is used to collect the data. The writer uses multiple choice test in this research. The writer asks the students to answer the questions by crossing (x) a, b, c, or d. In conclusion, teaching present continuous tense using animation as media is more effective than teaching present continuous tense without animation. It could be seen from the result of the test where students’ score taught using animation is higher than those taught without using animation. It can be seen that the t-test is higher than the t-table (2.419 > 2, 002). To improve the quality of teaching learning English, the teacher must be able to create the way to arouse the students’ interest in following his teaching. It would be better for the teacher to use media to teach the students according to their need.
USING RAINBOW SONG TO INTRODUCE ENGLISH COLOR VOCABULARIES; A CASE OF THE SECOND GRADE STUDENTS OF KINDERGARTEN “TARBIYATUL ATHFAL 04 SABILUN NAJAH” PENJALIN BRANGSONG KENDAL Rofika Lestari
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.v5i1.1970

Abstract

This research is based on the study which attempted to introduce English color vocabularies using rainbow song. The objectives of the study were: (1) To find out the teacher’s way in applying English color vocabularies through rainbow song. (2) To find out the teacher’s problems in applying rainbow song to introduce English color vocabularies. (3) To identify the teacher’s solution in solve the problems. This study is a descriptive qualitative research. The object of the research were the second grade students and teachers of Kindergarten “Tarbiyatul Athfal 04 Sabilun Najah” Penjalin Brangsong Kendal. The writer took 20 students and 2 teachers of group B as object of the research. The instruments of this research were observation sheet and questionnaire. In this study, the writer collected the data from field research. The writer conducted a classroom observation activity and gave questionnaires to the teachers after the lesson finished. The writer found that the teachers implemented the use of rainbow song as a media in introducing English color vocabularies through three activities, they were: pre-activity, main-activity, and post-activity. In main-activity, the teacher showed the material used video compact disc and gave pictures to paint by the students to match between pictures with the colors. In post-activity, the teachers asked the students one by one about colors in the picture that they have painted. The writer found some problems faced by the teachers. The students difficulty to concentrate in the teaching learning process. The students didn’t speak well. The students’ difficulties to understand English color vocabularies. The writer also found some possible solutions to overcome the problems faced by the teacher. The teachers should give example not only one, but also more than one. The teachers should ask the students to do some exercise of vocabulary to improve their proficiency in English skill. The teachers should be able to give attention to the students. The teachers should be creative to find or create the English teaching method especially vocabulary, that attracts the kindergarten students. The teachers should give the students different experience and reinforcement, and the teachers practice the teaching material vocabulary to students day by day. The teachers should encourage the students to learn vocabulary.
THE TRANSLATION TECHNIQUES USED IN THE BILINGUAL DESTINATION MAP “PETA WISATA JAWA TENGAH” TRANSLATED INTO “CENRAL JAVA TOURIST MAP” Mayantina Arafanti; Rahmanti Asmarani
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.v7i2.2163

Abstract

This study aims to find the translation techniques used by the translator in translating sentences of the bilingual destination map. The researchers used descriptive qualitative method to describe the translation techniques applied in the bilingual destination map “Peta Wisata Jawa Tengah” which is translated into “Central Java Tourist Map”. This study starts by finding the problem, collecting data, classifying data, analyzing data, and drawing the conclusion. The mostly used in translation techniques is literal translation technique to make the translation work clear for the tourists domestic even international. This technique is used when the target language (TL) is applied through the sentence without observing the differences of context or meaning in the source language (SL), whereas the discursive creation and description are rarely used.
Cipp-Based Evaluation On English For Sport Science at Sport Education Study Program Of The University Of Ma’Arif Nahdlatul Ulama (Umnu) Kebumen Hastri Firharmawan
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.v6i1.2294

Abstract

The objective of this research is to evaluate the effectiveness of a program called English for Sport Science at Sport Education Study Program of Universitas Ma’arif Nahdlatul Ulama Kebumen (UMNU) based on CIPP. The study focuses on the elements of the CIPP by Stufflebeam (1971), namely: context, input, process, and product. It is an evaluation research and conducted qualitatively. The research was excecuted in 2016 at Sport Education Study Program of UMNU Kebumen, Central Java. The participants are the students, the English teacher, and chief of the program. Data were gained by in depth interview with the research participants, analysis of the existing documents, and observation. The data are analyzed through four steps by using interactive model as proposed by Miles and Huberman, (1994), as follow: 1) Data collection, 2) Data reduction, 3) Data serving; and, 4) Verification. The technique to use in data validation is by using source triangulation. The study found that the program was ineffective. There were four main factors to cause the ineffectiveness: First, the teaching context was less supportive to good teaching practices. Second, the inputs for the program were in lack of quality, indicated by unprofessional teachers. Third, the process of teaching and learning didn’t meet the stakeholders’ expectation; and last, the product indicated the students’ less competency on good communication skills required. In other words, the program didn’t achieve its goal; and, it is a clear  prove to Dunkin’s and Biddle’s theory (1974) that context variables, presage variables or the input teachers, process variables, and product variables interrelatedly affect the success of teaching for a course program.

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