Pub Date : 2022-08-17DOI: 10.26877/eternal.v13i2.12337
H. Hamdani, Muhammad Zulfadhli, Ferawaty Puspitorini, S. Huda
Language gets the effect of the development in recent era. Some languages receive the development from the other languages such as foreign languages. The loanwords are the words which are adapted from other languages. Many Indonesian words are gained from English. This study was aimed at analyzing and describing the types of English loanwords used in Kompas digital newspaper in the categories of simple word, complex word, and translated word. The researchers used a qualitative descriptive method. The object of this research is the loanword derived from English in the cyber crime column of the Kompas digital newspaper in April and May 2022. The result of the study was that there were 56 English loanwords which were written in Kompas digital newspaper taken from selected columns in April and May 2022. The English loanwords categories analyzed were the simple word, complex word, and translated word. There were 26 English loanwords found as simple word. Then, there were 18 English loanwords found as complex word. Finally, there were 12 English loanwords found as translated word. The simple word of English loanword is the most frequently used in Kompas digital newspaper. Meanwhile, the translated word of English loanword is the least frequent one.
{"title":"ANALYSIS OF THE USE OF ENGLISH LOANWORD IN THE CYBER CRIME COLUMN IN KOMPAS DIGITAL NEWSPAPER","authors":"H. Hamdani, Muhammad Zulfadhli, Ferawaty Puspitorini, S. Huda","doi":"10.26877/eternal.v13i2.12337","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.12337","url":null,"abstract":"Language gets the effect of the development in recent era. Some languages receive the development from the other languages such as foreign languages. The loanwords are the words which are adapted from other languages. Many Indonesian words are gained from English. This study was aimed at analyzing and describing the types of English loanwords used in Kompas digital newspaper in the categories of simple word, complex word, and translated word. The researchers used a qualitative descriptive method. The object of this research is the loanword derived from English in the cyber crime column of the Kompas digital newspaper in April and May 2022. The result of the study was that there were 56 English loanwords which were written in Kompas digital newspaper taken from selected columns in April and May 2022. The English loanwords categories analyzed were the simple word, complex word, and translated word. There were 26 English loanwords found as simple word. Then, there were 18 English loanwords found as complex word. Finally, there were 12 English loanwords found as translated word. The simple word of English loanword is the most frequently used in Kompas digital newspaper. Meanwhile, the translated word of English loanword is the least frequent one.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78556237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-17DOI: 10.26877/eternal.v13i2.12035
Eka Nurhidayat, E. Syarifah
English lecturers frequently worry about encouraging students to use English in spontaneous conversation, mainly English, for specified purposes. The study details classroom activities that encourage students to talk spontaneously in Agriculture. An early stage of group preparation is required to instil confidence in students to speak English freely in class. Students are responsible for identifying themes and laying the framework for class discussions. Cultivation, food production, and cattle business are suggested materials for various class activities. The teacher's role is to enlighten students about available resources, establish ground rules, and promote free expression. These events are intended to instil students’ confidence in English speaking.
{"title":"PROMOTING STUDENTS’ SPEAKING SPONTANEOUS THROUGH ENGLISH SURVIVAL ACTIVITY: A CASE STUDY ON STUDENTS OF AGRICULTURE","authors":"Eka Nurhidayat, E. Syarifah","doi":"10.26877/eternal.v13i2.12035","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.12035","url":null,"abstract":"English lecturers frequently worry about encouraging students to use English in spontaneous conversation, mainly English, for specified purposes. The study details classroom activities that encourage students to talk spontaneously in Agriculture. An early stage of group preparation is required to instil confidence in students to speak English freely in class. Students are responsible for identifying themes and laying the framework for class discussions. Cultivation, food production, and cattle business are suggested materials for various class activities. The teacher's role is to enlighten students about available resources, establish ground rules, and promote free expression. These events are intended to instil students’ confidence in English speaking.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75255529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-17DOI: 10.26877/eternal.v13i2.12181
S. M. Pramusita, Komilie Situmorang, D. Nugroho
COVID-19 pandemic has presented an enormous challenge to Indonesian education system, that is a sudden shift to online learning for all levels of education. This unplanned change may bring an impact on students’ learning motivation, either positively or negatively. A study examining students' learning motivation while studying from home, hence, is needed. This research was conducted to find out the motivation of nursing students of one private university in Tangerang in English online learning during COVID-19 pandemic. The sample was taken using a convenience sampling technique and the data were collected using a likert-scale questionnaire. The results of this study showed that nursing students’ intrinsic motivation was on moderate level with the mean score of 3.49, while their extrinsic motivation was considered high with the mean score of 3.84. Thus, the nursing students at one private university in Tangerang had higher extrinsic motivation than intrinsic motivation. This study also figured out students’ moderate level of amotivation with the mean score of 3.57. It indicated that there were several elements causing students to be demotivated in learning. These results are expected to provide an overview of nursing students’ motivation and to serve as an evaluation for enhancing the quality of future learning.
{"title":"NURSING STUDENTS’ MOTIVATION IN ONLINE ENGLISH LEARNING DURING COVID-19 PANDEMIC","authors":"S. M. Pramusita, Komilie Situmorang, D. Nugroho","doi":"10.26877/eternal.v13i2.12181","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.12181","url":null,"abstract":"COVID-19 pandemic has presented an enormous challenge to Indonesian education system, that is a sudden shift to online learning for all levels of education. This unplanned change may bring an impact on students’ learning motivation, either positively or negatively. A study examining students' learning motivation while studying from home, hence, is needed. This research was conducted to find out the motivation of nursing students of one private university in Tangerang in English online learning during COVID-19 pandemic. The sample was taken using a convenience sampling technique and the data were collected using a likert-scale questionnaire. The results of this study showed that nursing students’ intrinsic motivation was on moderate level with the mean score of 3.49, while their extrinsic motivation was considered high with the mean score of 3.84. Thus, the nursing students at one private university in Tangerang had higher extrinsic motivation than intrinsic motivation. This study also figured out students’ moderate level of amotivation with the mean score of 3.57. It indicated that there were several elements causing students to be demotivated in learning. These results are expected to provide an overview of nursing students’ motivation and to serve as an evaluation for enhancing the quality of future learning.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77732010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-17DOI: 10.26877/eternal.v13i2.12226
Eka Puji Astuti
Learning and teaching a foreign language needs a lot of patience, energy, time, creativity, and competence. The success of the teaching and learning of foreign language skills including English is determined by several factors such as students, teachers, teaching methods, techniques, and instructional Multimedia. English teaching Multimedia is very important for the teacher to help students acquire a new concept of the skills and language competencies. This study made use of the qualitative method. The researcher used Educational Research and Development cycle from Borg and Gall (2007) which is adjusted into five steps, namely (1) research and information gathering, (2) planning, (3) preliminary product development, (4) preliminary field testing, and (5) primary product revision. There are still many fascinating discussions that might be interesting to find out the real situation in the implementation of Multimedia in English language teaching, especially in storytelling. This study which was conducted by the students of SMK Mitra Karya Mandiri Ketanggungan-Brebes is intended to figure out how the use of Multimedia in English language teaching to the first levels. The study employed a case study research design. The researcher collected the literature review, distributed questionnaires to the students, and interviewed one of the English teachers. After collecting the literature review, the researcher first distributed the questionnaires to the students. The respondents to the questionnaires were 30 students. The result of the research shows that digital storytelling can be built up to teach narrative. The purpose of the medium must be communicative and attractive to the students. Equally, for the students, they are interested in using digital storytelling to learn about narrative. Hence, digital storytelling is designed to help students in all competencies, such as reading, speaking, listening, writing, and the vocabulary teaching-learning process.
学习和教授一门外语需要大量的耐心、精力、时间、创造力和能力。包括英语在内的外语技能教学的成功是由学生、教师、教学方法、技术和教学多媒体等几个因素决定的。多媒体英语教学对于教师帮助学生获得新的概念技能和语言能力非常重要。本研究采用定性方法。研究者使用Borg和Gall(2007)的教育研究和开发周期，将其调整为五个步骤，即(1)研究和信息收集，(2)规划，(3)初步产品开发，(4)初步现场测试，(5)初步产品修订。多媒体在英语教学中的应用，尤其是在讲故事教学中的应用，目前仍有许多有趣的讨论。本研究由SMK Mitra Karya Mandiri Ketanggungan-Brebes的学生进行，旨在了解如何在英语语言教学中使用多媒体。本研究采用个案研究的研究设计。研究者收集了文献综述，向学生发放了问卷，并采访了一位英语教师。在收集了文献综述之后，研究者首先向学生发放了问卷。问卷调查对象为30名学生。研究结果表明，可以建立数字叙事来教授叙事。媒体的目的必须是交流和吸引学生。同样，对于学生来说，他们对使用数字讲故事来学习叙事感兴趣。因此，数字讲故事旨在帮助学生提高所有能力，如阅读、口语、听力、写作和词汇教学过程。
{"title":"The Design of Multimedia in Storytelling","authors":"Eka Puji Astuti","doi":"10.26877/eternal.v13i2.12226","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.12226","url":null,"abstract":"Learning and teaching a foreign language needs a lot of patience, energy, time, creativity, and competence. The success of the teaching and learning of foreign language skills including English is determined by several factors such as students, teachers, teaching methods, techniques, and instructional Multimedia. English teaching Multimedia is very important for the teacher to help students acquire a new concept of the skills and language competencies. This study made use of the qualitative method. The researcher used Educational Research and Development cycle from Borg and Gall (2007) which is adjusted into five steps, namely (1) research and information gathering, (2) planning, (3) preliminary product development, (4) preliminary field testing, and (5) primary product revision. There are still many fascinating discussions that might be interesting to find out the real situation in the implementation of Multimedia in English language teaching, especially in storytelling. This study which was conducted by the students of SMK Mitra Karya Mandiri Ketanggungan-Brebes is intended to figure out how the use of Multimedia in English language teaching to the first levels. The study employed a case study research design. The researcher collected the literature review, distributed questionnaires to the students, and interviewed one of the English teachers. After collecting the literature review, the researcher first distributed the questionnaires to the students. The respondents to the questionnaires were 30 students. The result of the research shows that digital storytelling can be built up to teach narrative. The purpose of the medium must be communicative and attractive to the students. Equally, for the students, they are interested in using digital storytelling to learn about narrative. Hence, digital storytelling is designed to help students in all competencies, such as reading, speaking, listening, writing, and the vocabulary teaching-learning process.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75258834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-17DOI: 10.26877/eternal.v13i2.12000
Rahmawati Sukmaningrum, Faiza Hawa
The purpose of this paper is aimed at giving a description of how English swear words, particularly in American movies, are used. The writers collect the common English swear words in American movies as the data. There are nine categories of English swear words. They are (1) sexuality, (2) eject and material from body, (3) family matters, (4) part of body, (5) blasphemy, (6) animal, (7) xenophobia, (8) low or bad personality, and (9) low status and profession. Among those categories, the most used terms are the English swear words from sexuality, eject and material from body, part of body and family matters. Considering the context of utterance, English swear words have four functions. They are; (1) as an abbreviation and short-hand of speaker’s distress, (2) as a means to insult or degrade someone, (3) as a means to achieve peer acceptance, and (4) as a means to stress the speaker’s utterance
{"title":"A DISCOURSE ANALYSIS OF ENGLISH SWEARING WORDS USED IN AMERICAN MOVIES","authors":"Rahmawati Sukmaningrum, Faiza Hawa","doi":"10.26877/eternal.v13i2.12000","DOIUrl":"https://doi.org/10.26877/eternal.v13i2.12000","url":null,"abstract":"The purpose of this paper is aimed at giving a description of how English swear words, particularly in American movies, are used. The writers collect the common English swear words in American movies as the data. There are nine categories of English swear words. They are (1) sexuality, (2) eject and material from body, (3) family matters, (4) part of body, (5) blasphemy, (6) animal, (7) xenophobia, (8) low or bad personality, and (9) low status and profession. Among those categories, the most used terms are the English swear words from sexuality, eject and material from body, part of body and family matters. Considering the context of utterance, English swear words have four functions. They are; (1) as an abbreviation and short-hand of speaker’s distress, (2) as a means to insult or degrade someone, (3) as a means to achieve peer acceptance, and (4) as a means to stress the speaker’s utterance","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84069690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.24252/eternal.v81.2022.a13
Tira Nur Fitria
This research aims to know the students’ readiness for limited face-to-face learning in English class in ITB AAS Indonesia in the academic year 2021/2022. This research is descriptive qualitative. The result shows that : (1) approval of the implementation of limited face-to-face learning shows that 65 % of students agree about the implementation of limited face-to-face learning in the academic year 2021/2022. 2) Students’ readiness for the implementation of limited face-to-face learning shows that 1) 75 % of students strongly agree to participate in vaccination activities before joining/participating in limited face-to-face learning activities. 2) 60 % of students strongly agree to take part in limited face-to-face learning to a maximum of 50% of students in one classroom. 3) 70 % of students strongly agree to keep the distance between the seats in English class. 4) 70 % of students strongly agree to avoid crowds both before and after English class. 5) 85 % of students strongly agree to use 3 (three) layers of cloth or disposable masks/surgical masks that cover the nose and mouth when in the campus area and English class. 6) 90 % of students strongly agree to maintain hygiene and health protocols by measuring body temperature, washing hands with soap, and using hand sanitizer when entering campus or English class. 3) Students’ expectation to learn English in the odd semester in the academic year 2021/2022. It shows that 85 % of students agree to learn English in both face-to-face learning and online learning (Blended Learning)”. Related to the students’ choice of online media in face-to-face learning, 65 % of students choose Zoom Meeting besides face-to-face learning. Even though the implementation of learning, the institution still must continue to prioritize the health and safety of campus residents (students, lecturers, education staff) and the surrounding community. In lectures, practicum, studio, field practice, or other forms of learning, the university must meet several conditions.
{"title":"STUDENTS’ READINESS OF THE IMPLEMENTATION OF FACE-TO-FACE LEARNING AT ENGLISH CLASS IN THE ACADEMIC YEAR 2021/2022","authors":"Tira Nur Fitria","doi":"10.24252/eternal.v81.2022.a13","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a13","url":null,"abstract":"This research aims to know the students’ readiness for limited face-to-face learning in English class in ITB AAS Indonesia in the academic year 2021/2022. This research is descriptive qualitative. The result shows that : (1) approval of the implementation of limited face-to-face learning shows that 65 % of students agree about the implementation of limited face-to-face learning in the academic year 2021/2022. 2) Students’ readiness for the implementation of limited face-to-face learning shows that 1) 75 % of students strongly agree to participate in vaccination activities before joining/participating in limited face-to-face learning activities. 2) 60 % of students strongly agree to take part in limited face-to-face learning to a maximum of 50% of students in one classroom. 3) 70 % of students strongly agree to keep the distance between the seats in English class. 4) 70 % of students strongly agree to avoid crowds both before and after English class. 5) 85 % of students strongly agree to use 3 (three) layers of cloth or disposable masks/surgical masks that cover the nose and mouth when in the campus area and English class. 6) 90 % of students strongly agree to maintain hygiene and health protocols by measuring body temperature, washing hands with soap, and using hand sanitizer when entering campus or English class. 3) Students’ expectation to learn English in the odd semester in the academic year 2021/2022. It shows that 85 % of students agree to learn English in both face-to-face learning and online learning (Blended Learning)”. Related to the students’ choice of online media in face-to-face learning, 65 % of students choose Zoom Meeting besides face-to-face learning. Even though the implementation of learning, the institution still must continue to prioritize the health and safety of campus residents (students, lecturers, education staff) and the surrounding community. In lectures, practicum, studio, field practice, or other forms of learning, the university must meet several conditions.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81655706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.24252/eternal.v81.2022.a5
Ana Ahsana El Sulukiyyah, D. Istiqomah
Learning English pronunciation is sometimes confusing because of its irregular forms. What we see in the written form is not the same as how it is pronounced. This study is aimed to develop the online pronunciation dictionary for EFL learners that can be accessed easily using Telegram feature named Telegram bot. The pronunciation dictionary developed here named Pronuncibot. It is a research and development (R&D) method with some custom procedure from Gall, Borg & Gall those are pre-research, research planning, media developing, expert validation, revising, try out, test and final design. The subject of the study was the English Education Study Program students. The results showed that in the process of the development of Pronuncibot, there were some revisions need to accomplish this bot, one of them was completing the two major accents. For the field testing, it was shown that there were some improvements from students’ pronunciation before and after using Pronuncibot. It can be shown in pronouncing some available words and menus like past verbs, animals and homophones. Furthermore, from questionnaire results, it was shown that students were agree that the use of Pronuncibot can assist their pronunciation practice. In conclusion, the development of this bot can provide students’ learning flexibility as the hope of digital learning goal
学习英语发音有时会因为它的不规则形式而感到困惑。我们看到的书面形式和它的发音是不一样的。本研究的目的是为英语学习者开发一个在线语音词典，该词典可以使用Telegram bot功能轻松访问。在这里开发的发音词典名为Pronuncibot。它是一种研发(R&D)方法，由Gall, Borg & Gall定制的一些程序，即前期研究，研究计划，媒体开发，专家验证，修改，试用，测试和最终设计。该研究的对象是英语教育研究项目的学生。结果表明，在Pronuncibot的开发过程中，需要进行一些修改才能完成这个机器人，其中之一就是完成两个主要的口音。通过现场测试，学生在使用Pronuncibot之前和之后的发音都有一定的提高。它可以在一些可用的单词和菜单的发音中表现出来，比如过去式动词、动物和同音异义词。此外，从问卷调查结果来看，学生们一致认为使用Pronuncibot可以帮助他们的发音练习。综上所述，该机器人的开发可以为学生提供学习灵活性，作为数字化学习目标的希望
{"title":"PRONUNCIBOT: TELEGRAM PRONUNCIATION DICTIONARY FOR EFL LEARNERS","authors":"Ana Ahsana El Sulukiyyah, D. Istiqomah","doi":"10.24252/eternal.v81.2022.a5","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a5","url":null,"abstract":"Learning English pronunciation is sometimes confusing because of its irregular forms. What we see in the written form is not the same as how it is pronounced. This study is aimed to develop the online pronunciation dictionary for EFL learners that can be accessed easily using Telegram feature named Telegram bot. The pronunciation dictionary developed here named Pronuncibot. It is a research and development (R&D) method with some custom procedure from Gall, Borg & Gall those are pre-research, research planning, media developing, expert validation, revising, try out, test and final design. The subject of the study was the English Education Study Program students. The results showed that in the process of the development of Pronuncibot, there were some revisions need to accomplish this bot, one of them was completing the two major accents. For the field testing, it was shown that there were some improvements from students’ pronunciation before and after using Pronuncibot. It can be shown in pronouncing some available words and menus like past verbs, animals and homophones. Furthermore, from questionnaire results, it was shown that students were agree that the use of Pronuncibot can assist their pronunciation practice. In conclusion, the development of this bot can provide students’ learning flexibility as the hope of digital learning goal","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82523448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.24252/eternal.v81.2022.a11
Muhamad Laudy Armanda, Rolisda Yosintha
The covid-19 pandemic has brought influential disruptions to the education sector. EFL teachers ought to find ways to trigger their learners by utilizing ICT. Digital literacy tools which it possible for young learners to improve their understanding of every word, text, and meaning conveyed. There will be new risks and threats that can only be countered with adequate digital literacy knowledge in all-digital situations. Young learners are indicated as Gen-Z, which might be digital natives. Thus, this study aims to survey EFL teacher and learners in digital literacy at the level of young learners, focusing on the critical digital literacy skills in a rural school. To obtain the data, the authors used questionnaires and some interviews. To assess the young learners’ view, the authors tracked it of 31 EFL learners by using questionnaires. While the interview is used to the EFL teacher’ view. Evidences show the role of critical digital literacy is considered it an effective ability to be acquired in learning English, and it can increase the young learners’ motivation because in learning English using technology is easier and more enjoyable.
{"title":"THE ROLE OF CRITICAL DIGITAL LITERACY IN FOREIGN LANGUAGE LEARNING: A SURVEY ON YOUNG LEARNERS","authors":"Muhamad Laudy Armanda, Rolisda Yosintha","doi":"10.24252/eternal.v81.2022.a11","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a11","url":null,"abstract":"The covid-19 pandemic has brought influential disruptions to the education sector. EFL teachers ought to find ways to trigger their learners by utilizing ICT. Digital literacy tools which it possible for young learners to improve their understanding of every word, text, and meaning conveyed. There will be new risks and threats that can only be countered with adequate digital literacy knowledge in all-digital situations. Young learners are indicated as Gen-Z, which might be digital natives. Thus, this study aims to survey EFL teacher and learners in digital literacy at the level of young learners, focusing on the critical digital literacy skills in a rural school. To obtain the data, the authors used questionnaires and some interviews. To assess the young learners’ view, the authors tracked it of 31 EFL learners by using questionnaires. While the interview is used to the EFL teacher’ view. Evidences show the role of critical digital literacy is considered it an effective ability to be acquired in learning English, and it can increase the young learners’ motivation because in learning English using technology is easier and more enjoyable.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79589354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Numerous studies have been conducted on the usage of audiobooks. However, a qualitative systematic evaluation of the use of audiobooks for the development of listening and speaking abilities has not yet been done. The purpose of this research was to conduct a review of journal publications on the use of audiobooks to improve listening and speaking abilities. By using a qualitative systematic review, the researchers conducted a search of Google Scholar for 390 reference materials on audiobooks as media for teaching listening and speaking. Only three articles were collected and included in the analysis by using coding and classification. The results showed that audiobooks assist students in strengthening their listening and speaking skills. An audiobook cannot replace a teacher and should be utilized in conjunction with other educational materials. Further researchers could conduct research on the audiobooks of non-native English speakers in educational materials.
{"title":"AUDIOBOOKS AS MEDIA TO INCREASE LISTENING AND SPEAKING SKILLS: A QUALITATIVE SYSTEMATIC REVIEW","authors":"Daviq Rizal, Siti Masruroh, Raikhan Fatkur Rahman Syah, Ika Fatra Fathina, M. Amrullah, Saiful Zakariyah","doi":"10.24252/eternal.v81.2022.a14","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a14","url":null,"abstract":"Numerous studies have been conducted on the usage of audiobooks. However, a qualitative systematic evaluation of the use of audiobooks for the development of listening and speaking abilities has not yet been done. The purpose of this research was to conduct a review of journal publications on the use of audiobooks to improve listening and speaking abilities. By using a qualitative systematic review, the researchers conducted a search of Google Scholar for 390 reference materials on audiobooks as media for teaching listening and speaking. Only three articles were collected and included in the analysis by using coding and classification. The results showed that audiobooks assist students in strengthening their listening and speaking skills. An audiobook cannot replace a teacher and should be utilized in conjunction with other educational materials. Further researchers could conduct research on the audiobooks of non-native English speakers in educational materials.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"os-24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87206699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.24252/eternal.v81.2022.a8
Wirdatul Jannah
The purpose of this study is to find out whether there is or no significant effect of using Question-Answer Relationship Strategy on students’ Reading Comprehension at first semester students of English Study Program University of Pasir Pengaraian. This research was experimental research with a control group design. It involved 42 students in the first semester of the English Study Program University of Pasir Pengaraian. The data were collected using multiple-choice tests and two classes as the sample in this research. One class served as an experimental class and the other one as a control class. Both classes will give a pre-test and a post-test.The data was calculated by using Statistical Package for Social Science (SPSS) formula. The data were analyzed by Independent T-test with t-values was 6.156 with sig. p-value is 0.000 compare with t-table 5% (0.05) = 2.021. The finding showed that t-value6.156 ≥ t-table 5% (0.05) = 2.021. It meant the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. It could be concluded that there was a significant effect of using Question Answer Relationship strategy. QARs could improve students reading comprehension and it could be applied in teaching reading comprehension at first semester students of English Study Program University of Pasir Pengaraian
本研究的目的是为了了解运用问答关系策略对巴西尔彭加拉大学英语学习项目第一学期学生的阅读理解是否有显著的影响。本研究为试验性研究，采用对照组设计。它涉及42名学生，他们是巴西彭加拉大学英语学习项目第一学期的学生。本研究采用多项选择测验和两个班级作为样本来收集数据。一个班作为实验班，另一个班作为对照班。两个班都会有一个前测和一个后测。数据采用SPSS (Statistical Package for Social Science)公式计算。数据采用独立t检验，t值为6.156,p值为0.000,t表5%(0.05)= 2.021。结果显示，t-value6.156≥t-table 5%(0.05) = 2.021。这意味着接受备择假设(Ha)，拒绝零假设(H0)。由此可见，使用问答关系策略有显著的效果。QARs可以提高学生的阅读理解能力，可以应用于巴塞蓬加拉大学英语学习项目第一学期学生的阅读理解教学
{"title":"THE EFFECT OF USING QUESTION-ANSWER RELATIONSHIP STRATEGY ON STUDENTS’ READING COMPREHENSION AT THE FIRST SEMESTER OF ENGLISH STUDY PROGRAM UNIVERSITY OF PASIR PENGARAIAN","authors":"Wirdatul Jannah","doi":"10.24252/eternal.v81.2022.a8","DOIUrl":"https://doi.org/10.24252/eternal.v81.2022.a8","url":null,"abstract":"The purpose of this study is to find out whether there is or no significant effect of using Question-Answer Relationship Strategy on students’ Reading Comprehension at first semester students of English Study Program University of Pasir Pengaraian. This research was experimental research with a control group design. It involved 42 students in the first semester of the English Study Program University of Pasir Pengaraian. The data were collected using multiple-choice tests and two classes as the sample in this research. One class served as an experimental class and the other one as a control class. Both classes will give a pre-test and a post-test.The data was calculated by using Statistical Package for Social Science (SPSS) formula. The data were analyzed by Independent T-test with t-values was 6.156 with sig. p-value is 0.000 compare with t-table 5% (0.05) = 2.021. The finding showed that t-value6.156 ≥ t-table 5% (0.05) = 2.021. It meant the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. It could be concluded that there was a significant effect of using Question Answer Relationship strategy. QARs could improve students reading comprehension and it could be applied in teaching reading comprehension at first semester students of English Study Program University of Pasir Pengaraian \u0000 ","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86949911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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