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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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AUTHENTIC ASSESSMENT IN EFL TEACHING AND LEARNING Rama Dwika Herdiawan
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.v9i1.2406

Abstract

The assessment has been regarded as the crucial element in instructional process which involeved the teacher and students ini it. In addition, it requires a number of aspects which are concerned on authenticity of how students do the task performatively. Therefore, authentic assessment is necessarily selected in order to reach the goal or objectives of teaching and learning process which focused on real-world tasks. The five dimensional framework proposed by Gulikers et.al (2004) need to be employed inside the implementation of authentic assessment which covers at least: tasks, physical context, social context, result or form, and criteria. The framework represents how the students are assesses authentically as well performatively in order that there are innovative product and also perfomance created by the students particularly. Beacuse authenticity is crucially needed to model of assessment recently and it also represents the authentic outcomes that are totally obtained in the teaching and learning process. Authentic assessment is a new assessment paradigm which contributesto significant alternative towards the existence of traditional assessment practices which are still used by most of the teachers in any levels. Regarding the paradigm, assessment is a process which supports as well as improve students’ learning (focuses on enhancing their cognitive skills) instead of only assessing the teaching and learning process.
DESIGNING A CLASSROOM LANGUAGE TEST FOR JUNIOR HIGH SCHOOL STUDENTS Suwandi Suwandi
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.v1i1.153

Abstract

Abstract ?é?á This paper attempts to give a scratch of classroom language test design which might be of a great necessity for teachers who want to evaluate their students?óÔé¼Ôäó attainment of their language program. Several important points should be taken into consideration to meet the quality of a language classroom test, among others are the stated objectives in the curriculum, the purpose of the test, the test items used, the test specifications that will reflect both the purpose and the objectives, the kind of scoring, grading, and/or feedback expected. This test design is also done under the basis of School Based Curriculum (KTSP) where discourse competence is of primary objective to be achieved. The competence concerns with the selection, sequencing, and arrangement of words, structures, sentences, and utterances to achieve a unified spoken or written text. ?é?á Key words:?é?á discourse, competence, KTSP, objectives
Batak Toba Language Analysis (Phonoligical Point of View) Siti Nur'Aini; Laili Nur Affini
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.v2i1.220

Abstract

Abstract Batak people speak a variety of closely related languages. The reason why the writers analyze Batak language is because the language is unique. The purpose is to find out the phonological similarities and differences between English and Batak Toba language also to conduct the premises of analyzing Batak Toba language to find out the existing and non-existing consonant and vowel sounds. The subject of the research is Netha AM Silalahi. The subject acts as the primary data source. Secondary data is gained from books and internet articles. Batak Toba language is unique. The writers found out that for words with two syllables, if the end of the first syllable is a consonant, and the beginning of the second syllable is a consonant, the sound of the last consonant in the first syllable will be dropped; first second syllable will get more pressure in its pronunciation. Key words: batak toba, pronunciation, phonological similarities, consonant and vowel sounds.
THE USE OF AUDIOVISUAL MEDIA TO INCREASE THE STUDENTS’ VOCABULARY: A CASE OF THE TENTH GRADE STUDENTS OF SMA N 1 CEPIRING KENDAL Rudi Hartono
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.v4i1.1949

Abstract

This study is concerned with teaching vocabulary by using audiovisual media. The objectives of this final project are 1) to find out the students’ vocabulary taught without using audiovisual media, 2) to find out the students’ vocabulary taught using audiovisual media, 3) to find out significance difference between the students’ vocabularywho are taught by using audiovisual media and those taught without using audiovisual media. The population of this study is the tenth grade students of SMA N 1 Cepiring Kendal. The researcher takes two classes as the subject of thisresearch. The classes are X IIS 3 and XIIS 4. They are divided into experimental group (X IIS 3) and control group (X IIS 4). The researcher uses test to get the data. The test consists of two tests, they are pre-test and post-test. From the data analysis, the researcher obtains the mean score both the experimentaland control groups. The mean score of thepre-test in the experimental group is 56.71, while the mean score of the post-test in the experimental group is 75.42. The improvement in the experimental group is 18.42. The mean score of the pre-test in the control group is 52.85, while the mean score ofthe post-test in the control group is 61.00. The improvement in the control group is 8.15.The result of t-test is 8.01, while the value of t-table is 2.00. It means that the value of t-test is higher than t-table (8.01 > 2.00). From the data above, it can be concluded that there are significant difference between the students’ who are taught by using audiovisual media and taught without using audiovisual media. The data proves that it is affective to use audiovisual mediato increase students’ vocabulary ability.
THE EFFECTIVENESS OF GROUP WORK DISCUSSION TO IMPROVE THE STUDENTS’ COMPETENCE IN WRITING DESCRIPTIVE TEXT: THE CASE OF SEVENTH GRADE STUDENTS OF SMP N 1 TEGOWANU Wikaning Tiyas Pamularsih
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.v5i1.1965

Abstract

Teaching English focuses on four language skills namely listening, speaking, reading, and writing. Students are expected to master those four language skills. The main purpose of English teaching is to improve the students’ skills in using the language in real communication. One of the productive skills that students have to be improved is writing. In writing process, the students are expected to write grammatically, express their idea, and make the conclusion as the steps to develop rhetorical devices in the written form. The teaching writing using group work discussion gave better result as indicated by the significant statistical t-test computation that the t-obtained is higher than t-table. It is showed by looking at t-obtained is higher than t-table. The result of t-obtained is 11, 89 through the level of significant (5%). Then, the result of t-table is 1, 49. It means that the number of t-obtained is higher than t-table. The writer also concludes that the mean score of students’ ability using group work discussion is 9, 05 and without using group work discussion is 4, 85. It means that group work discussion is effective to teach descriptive text to the seventh grade students of Junior High School.
THE CONFLICTS IN THE DRAMA SCRIPT LOVE BEFORE BRAINZ ADAPTED FROM THE NOVEL ENTITLED WARM BODIES BY ISAAC MARION AS MATERIAL FOR TEACHING DRAMA CLASS Anugrah Cahyo Hudi
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.v5i2.2150

Abstract

The main purposes of the final project are finding out the conflicts happen in the drama script “Love before Brainz” adapted  from the novel entitled Warm Bodies by Isaac Marion as material for teaching drama class, finding out the most dominant conflicts in the drama script and discusses the contributions of the final project in English language teaching. Library research is used in this final project. Library research points out not on the result, but on the process. The writer deals with some books that are available in the library. The information is obtained by reading books, searching internet and other references related to the subject matter. To analyze the conflicts in the drama script “Love before Brainz”, the writer reads the play script in order to understand the content of it many times. After analyzing the conflicts in the drama script, the writer finds the most dominant conflicts and the contributions of this study in English language teaching. From this drama script, the writer knows that the most dominant conflicts is man versus man. Because the conflicts happen between R (zombie) with Julie, Julie with her father (colonel Grigio), and R with Julie’s father
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.
How Does Politeness Emerge in Preoperational Stage Umaroh, Liya; Kurniawati, Neni
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.v6i2.2372

Abstract

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.
THE USE OF THEMATIC PROGRESSION TO IMPROVE THE COHERENCE OF THE STUDENTS?óÔé¼Ôäó WRITINGS Sri Mulatsih
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.v1i2.179

Abstract

Abstract To produce good writings, the students need to know how to organize Theme and Rheme in their writings to make their writings coherent. This organization of Theme and Rheme is known as Thematic Progression. This classroom action research was conducted to know whether Thematic Progression really improved the coherence of the students?óÔé¼Ôäó writings. The population in this research consisted of 104 second semester students taking Paragraph-Based Writing course in 2008-2009 academic year at English Department, Faculty of Languages and Letters, Dian Nuswantoro University. They were given a treatment about Thematic Progression. After receiving this treatment, they were asked to write English paragraphs using certain paragraph development, and the results were evaluated. The cycle was iterated for three times. The sample of this research was taken randomly using purposive random sampling. Forty?é?á students were taken as the sample, especially those who had the complete marks for the whole cycles. The result showed the significant improvement on the coherence on the students?óÔé¼Ôäó writings?é?á indicated by the increased mean scores in every cycle. The thematic progression pattern the students mostly employed in developing their paragraphs is theme reiteration. The second preferred is zig-zag pattern, while multiple pattern was rarely employed in their writings. Key words: Coherence, Rheme, Students?óÔé¼Ôäó writings, Thematic Progression patterns, Theme.
THE APPLICATION OF SPEND-A-BUCK TO ENHANCE THE STUDENT’S ABILITY IN READING REPORT TEXT: A CASE STUDY OF ELEVENTH GRADE STUDENTS OF MAN 2 PATI Senowarsito Senowarsito; Catur Nita Oktavia
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.v4i1.1943

Abstract

The objectives of the study are to find out the ability of the students of MAN 2Pati in who are taught by using Spend-A-Buck in reading report text and those who are not taught by using Spend-A-Buck in reading report text, and to find out if there is any significant difference of the ability of the students between those who are taught by using Spend-A-Buck and not taught by using Spend-A-Buck in reading report text. This research design was quasi-experimental research. The instrument used in collecting the data was reading test, pre-test and post-test. The research was conducted in MAN 2Pati. The samples of this research were two class of the eleventh grade students of MAN2Pati, where XI IPS 4 is as experimental group and XI IPS 3 is as control group. Based on the research findings, the writer found that (1) Spend-A-Buck enhanced students’ ability in readingreport text. Pre-test mean score of experimental class was 70.80 and post-test mean score was 83.07. The increase was 12.27, so it could be concluded that the students’ ability in readingreport text taught by usingSpend-A-Buckwas categorized “good” (2) The writer found that the result of control class pre-test was 70.00 and post-test was 73.47. The students’ ability in readingreport text increased 3.47. It was not too significant and was categorized in “fair” level (3) by using SPSS 16.0 program in the calculation, there was any significant difference of the quality of reading of the students taught by using Spend-A-Buck and those who were not taught by using Spend-A-Buck. It could be seen from the result of t-test (4.566) was higher than t-table (1.699).It answered the problems of this study that there was significant difference in the students’ reading ability taught by using Spend-A-Buck and those who were not taught by using Spend-A-Buck.

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