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ETERNAL(english, teaching, learning, and Research Journal)
ISSN : 24774766     EISSN : 25805347     DOI : -
Core Subject : Education,
ETERNAL (English, Teaching, Learning & Research Journal) is journal published by English Education Department of Educatioan and Teacher Training Faculty of Alauddin State Islamic University of Makassar. It focus on english teaching, english learning, and english research.
Arjuna Subject : -
Articles 15 Documents
Search results for , issue " Vol 5, No 1 (2019)" : 15 Documents clear
THE NECESSITY OF IMPROVING CULTURAL AWARENESS OF EFL LEARNERS IN STMIK HANDAYANI MAKASSAR Haris, Yuliah Abdul
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A10

Abstract

This paper mainly discusses the relationship between language and culture. Language and culture are closely related. If one does not understand the cultural backgrounds, he or she cannot learn the target language really well because any language is an integral part of its culture. Moreover, misunderstanding between the speaker whose first language is English and the speaker whose first language is not English occur between them.  The writer believes that there is still an important cultural element missing from foreign language education in Indonesian EFL classes in such as in STMIK Handayani Makassar. Therefore, English learning in STMIK Handayani Makassar should not only to learn the language, but also to learn its culture. To improve students’ sensitivity for cultural difference between the West and the East and to raise their cultural awareness, English teachers at schools are required not only to teach language but also to impart cultural background knowledge and further to deal with the relationship between language and culture well. This article starts with the necessity of teaching cultural awareness in English teaching at schools, and then this paper discusses some common cultural language mistakes by English Foreign Language learners in STMIK Handayani Makassar.
PROGRESSING STUDENTS’ MOTIVATION IN LEARNING ENGLISH BY USING HYPNOSIS (HYPNOLEARNING) AT STUDENTS OF STAN 2 JILC PERINTIS MAKASSAR Acha, Hamzar
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A14

Abstract

ABSTRACT, This article provides a description of the students’ motivation in learning English by using hypnosis (hypnolearning) at the students of STAN 2 of JILC Perintis, Makassar 2010/2011. The population of the research consisted of the students of STAN 2 of JILC Perintis, Makassar in academic year of 2010/2011. It consisted of one class. The number of the students was 20 and the sample of this research was total sampling. It means that all students of STAN 2 of JILC Perintis, Makassar were taken as samples namely 20 students. In this research, the data was collected by using questionnaire. The questionnaire was used to obtain data on students’ motivation by using hypnosis (hypnolearning). It consisted of 20 items. Based on the data obtained, this article discovered that students were motivated in learning English by using hypnosis (hypnolearning). The data showed that the students always choose “agree” in every item of the questionnaire which was given. It indicated that the level of the students’ motivation by the students of STAN 2 of JILC Perintis, Makassar in learning English by using hypnosis (hypnolearning) was “agree”. Keywords: Students’ Motivation, Hyposis, English Learning Style
DEVELOPING MULTIMEDIA-BASED LISTENING MATERIALS FOR THE TENTH GRADE STUDENTS Karim, Curnia; Ciptaningrum, Dyah Setyowati
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A5

Abstract

This study aimed at developing the supplementary multimedia-based listening materials for tenth grade students in the first semester using scientific approach Curriculum of 2013. This study was research development using the model by Brach (2009) and was conducted at MAN 1 Pamekasan. The final product of this study was in a macro-media flash file attached inside CDs. The result of the product evaluation and try-out showed that the materials were interestingly presented in terms of topics and listening activities. Moreover, it was also able to motivate students to learn listening.
ARE PEER FEEDBACK ACTIVITY ESSENTIAL IN ONLINE ARGUMENTATIVE WRITING? Ryandini, Elda Yulia
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A9

Abstract

ABSTRACT: The purposes of this research were to investigate and classify peer feedback activity in online argumentative writing and to probe the essence of getting peer feedback. This research used qualitative approach to respond the research problems. The  subjects  of  this  study  were 3 students from a writing  class of English Education  Department at Islamic University in East Java. Data were collected through observation and semi-structured interview. The findings of this research showed that there were various feedback given by peers such as no thesis statement in introduction, short sentences in body and conclusion paragraphs, incomplete ideas in introduction, error grammars and sentence structures, no clear counter arguments and refutations in body paragraphs, no refutation in body paragraph, not cover idea of body paragraph in conclusion, not debatable title, and not confusing position whether agree or disagree with the topic. The result also indicated that the essence of getting peer feedback in online argumentative writing were positive proved by the students’ enthusiastic derived from interview.
THE USE OF BLENDED LEARNING METHOD IN ENHACING STUDENTS’ LISTENING SKILL Syamsuddin, Syamsuddin; Jimi, Andi Azis
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A1

Abstract

This research aims at finding out whether Blended Learning method was able to improve the students’ achievement and motivation in learning Listening. This research used Action Research design. The subjects of the research were the third semester students of English Department, Faculty of Letters, University of Sawerigading Makassar. This research applied Classroom Action research which consisted of two cycles, each cycle comprised of planning, implementation, observation, and reflection. The data-collecting methods were observation and test. The data were analyzed using descriptive comparative manner. The result of the research revealed that learning listening through blended learning method could improve the students’ achievement. The average score of the initial achievement was 42.07, while at the first cycle was 61.59, and finally, at the second cycle was 68.11. In addition, learning listening through Blended Learning method also increased the students’ learning motivation.
TEACHER TALK AND INSTRUCTIONAL LANGUAGE CHOICE: TWO PROBLEMS ENCOUNTERED IN EFL CLASSROOM Pratiwi, Widya Rizky
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A15

Abstract

When we agree with the internalization of a foreign language acquisition centered in the classroom, teacher talk plays the most important role to achieve the success of teaching and learning. However, a high intensity of teacher talk and the hesitation of instructional language choice become two common problems are usually faced. Therefore, it seems important to present a variety of literature reviews to be considered by teachers which may be used as the reference to solve the problem. This study presented the concept of teacher talk at classroom interaction, monolingual and bilingual approach in EFL classroom and some previous research findings “the rationales for supporting bilingual approach” which were gained from some articles. This study suggests that teachers have to control the quantity and quality of their talk to gain an effective teaching and learning process in the EFL classroom. It is more advantageous to reduce Teacher Talk Time and increase Student Talk Time based on the students’ need because too much teacher talk will have an impact on decreased student learning motivation. When teaching EFL students, it will be helpful for overcoming cognitive difficulties if teachers insert mother tongue for the certain condition such as to translate difficult words from reading the text and to explain grammar. However, the teachers have to keep a principled and judicious use of mother tongue because a very high proportion of it also limits the students’ achievement. If the students are exposed more to the second language, they will become more successful
ELLIPSIS TYPES IN STEPHENIE MEYER’S “THE SHORT SECOND LIFE OF BREE TANNER” USING A SYNTACTIC ANALYSIS Masniati, Andi -
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A6

Abstract

Ellipsis is an omitting part of the sentence that may occur in the English novel. Some authors write a novel tend to use ellipsis in their work. Learners who read English novel are likely to find the author’s writing style which study is aimed to explain the types of the elliptical sentence used by the author in the novel The Short Second Life of Bree Tanner. This research applied a qualitative method and employed a source of data from Stephenie Meyer’s Novel and some references to support this study. A further technique of analyzing data in this research is always linked to the theory and methods based on Syntactic Analysis. Subsequently, this research uses the syntactic analysis form, Noam Chomsky. As a result, the researcher found that there are three types of elliptical sentence occurred in the novel. The types of elliptical sentence are a nominal ellipsis, verbal ellipsis, and clausal ellipsis. Therefore, based on the research findings, the researcher concludes that the types of ellipsis the author used in her novel based on the evidence are verbal ellipsis, nominal ellipsis, and clausal ellipsis. As a suggestion, it is essential to learn light on the readers or writers’ ability to employ ellipsis types in their work as it is necessary in more economizing and conceiving sentence.
THE NEEDS ANALYSIS OF SENIOR HIGH SCHOOL STUDENTS’ READING COMPETENCE IN NATIONAL EXAMINATION: STUDENTS’ PERSPECTIVE mayang, ari; Nurkamto, Joko; Drajati, Nur Arifah
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A11

Abstract

The focus of this research is to asses the Reading competence needs of senior high school students in English National Examination (ENE) based on students’ perspective. The background in conducting this research mainly because of two things. The first one is the importance of curriculum evaluation behind the Needs Analysis itself. The  second one is the importance of the certain preparation for strengthening English material to face the English National Examination. Both of these backgrounds are equally important for students and teachers at once. The research questions of this study are framed within the scope of students’ perspective. The method of this research included some of questionnaires which was then analyzed using the five-points Likert Scale method. This research already debriefed 106 senior high school students in grade 12 from Boyolali regency, Central Java. They were involved in filling out the questionnaire where the results were used as the main data in this study. The final findings in this study include the fact that: (1) The Reading questions in National Examination are in moderate level of difficulty based on the students perspective, (2) The Reading National Examination materials are clearly taught by the teachers, (3) Reading is very important material to be mastered in National Examination, (4) The students are in moderate level dealing with their mastery of Reading material in National Examination, (5) The use of technology in Reading material learning is very important method based on students’ perception, and (6) The frequency of use of technology in Reading lessons by teachers is quite often (moderately) based on student opinions.
LEXICAL DISTORTION: A STUDY ON INDONESIAN-ENGLISH TRANSLATION Ramli, Ramli
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A2

Abstract

Lexicon plays a fundamental role in translation. A good and acceptable translation should successfully render the message of source language into target language by selecting appropriate lexicon. The incorrectly lexical choice will distort the message of the source language. This paper investigates the lexical errors found in the translation of Indonesian text into English text made by the fifth-semester students. The data collection was conducted by administering a translation test to the respondents of 30 students. The data were analyzed using error analysis method following 5 steps: elicitation, registering, identifying, categorizing, and evaluating. The analysis and interpretation found that the lexical distortions can be categorized into: omission, overinclusion, misselection, disordering, and blending. Misselection is found to be the most dominant error followed respectively by omission, misordering, overinclusion, and blending. The findings show that the main problem of the translation is the wrong selection of lexicon and can contribute to the evaluation teaching-learning process either theoretically or practically. As a result, the improvement of students’ translation quality requires students to practice more and more. In addition, the teaching of translation should be focused primarily on the selection of lexicon.
INVESTIGATING CORRELATION BETWEEN READING STRATEGIES AND READING ACHIEVEMENT ACROSS LEARNING STYLES Islam, Syaiful
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5, No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V51.2019.A8

Abstract

The study was aimed to analyze the interrelationship between metacognitive reading strategy and reading achievements, the correlation between cognitive reading strategy and reading achievement, and to know the effect between metacognitive and cognitive strategy used by learners across their learning styles. This study used correlation research. The number of populations was 315. The researcher chose 113 Senior High EFL students at MA Nurul Jadid. Questionnaire and reading comprehension test were used to collect data. The researcher used two questionnaires to measure reading strategies used by the students and students’ learning styles. SPSS V. 20 was used to analyze questionnaires’ data. Descriptive statistics was applied to calculate the mean and standard deviation of 40 individual reading strategies. The results were: metacognitive and cognitive strategies were used in high and medium level when students did the tests. Metacognitive strategy significantly correlated with reading achievement where correlation coefficient is greater than critical value of correlation coefficient while cognitive strategy does not relate mutually to reading achievements. Then, reading strategies significantly affected students’ reading achievement.

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