Eternal English Teaching Learning Research Journal最新文献_第10页

READING DIGITAL TEXT AS A NEW LITERACY IN ELT: TEACHERS' PERCEPTION & PRACTICES 数字文本阅读作为一种新的英语素养:教师的认知与实践

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-31 DOI: 10.24252/ETERNAL.V62.2020.A9

Anita Fatimatul Laeli, S. Setiawan, S. Anam

{"title":"READING DIGITAL TEXT AS A NEW LITERACY IN ELT: TEACHERS' PERCEPTION & PRACTICES","authors":"Anita Fatimatul Laeli, S. Setiawan, S. Anam","doi":"10.24252/ETERNAL.V62.2020.A9","DOIUrl":"https://doi.org/10.24252/ETERNAL.V62.2020.A9","url":null,"abstract":"Technological developments in the 21st-century impacted teaching and learning English. one of the impacts of this technological development is reading activities and competencies, reading experienced a phase of change from printed text to digital text. The change from Printed text to digital text requires new literacies, such as locating information and synthesizing online information. This study aims to investigate teachers' perceptions of reading digital texts in ELT. About twenty-three ELT teachers, both in junior and senior high schools around East Java, were involved in this study. An online open questionnaire was distributed to portray ELT teachers' attitudes, knowledge, and practices in reading digital text. The study reveals that all teachers have a positive attitude toward the practice of reading digital text. However, most teachers have misconceptions about knowledge and practice in implementing reading digital text activities. Surprisingly, all teachers in this study claimed that they never received a particular workshop to read digital text activities for English class. Hopefully, this study's result could contribute to the ELT curriculum in responding to the need to facilitate the new literacy in (online) reading and teacher professional development to develop teachers' reading digital text competencies. However, teachers as facilitators in classroom learning activities must recognize new literacy in online reading (especially reading digital text) to help students achieve reading competence in today's digital-based information era. ","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82125120","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}

引用次数: 5

INVESTIGATING THE STUDENT-TEACHER TECHNOLOGY COMPETENCY FOR ENGLISH LANGUAGE TEACHING: DOES IT MATTER? 考察英语教学中师生技术能力:重要吗?

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-31 DOI: 10.24252/ETERNAL.V62.2020.A8

I. Anas, Akhmad Akhmad

引用次数: 0

THE STUDENTS’ EYESIGHT: THE EFFECTIVENESS OF LEARNING-BASED APPLICATIONS ON ELT IN PANDEMIC ERA 学生的视力:大流行时代英语学习应用的有效性

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-31 DOI: 10.24252/ETERNAL.V62.2020.A14

Andi Bulkis Maghfirah Mannong

{"title":"THE STUDENTS’ EYESIGHT: THE EFFECTIVENESS OF LEARNING-BASED APPLICATIONS ON ELT IN PANDEMIC ERA","authors":"Andi Bulkis Maghfirah Mannong","doi":"10.24252/ETERNAL.V62.2020.A14","DOIUrl":"https://doi.org/10.24252/ETERNAL.V62.2020.A14","url":null,"abstract":"The emergence of the Covid-19 has given a significant effect that inflicted policy changes in various sectors, including in the education field. The most basic policy is changing the students’ way to learn from what is usually done in the classroom (face to face) to online learning. As this condition, the implementation of learning-based applications has a necessary role in supporting online learning, includes English Language Teaching (ELT). This study aimed to analyze the students’ experience in utilizing learning-based applications in learning English and the barriers faced by them. As for some of the applications most commonly used are Zoom, Google Meet, Google Classroom, and WhatsApp. Besides, this study was also conducted to determine which application is the most effective used in ELT during online learning. This research used descriptive quantitative, where the sample was the seventh-semester students in the English department at one of the private universities in Makassar. The data was collected used questionnaire and the data analysis technique used descriptive statistics. The result of this study showed that the use of those four applications helped the students to adapt to the pandemic condition. Besides helping students to learn English virtually, it also improves the students’ digital literacy. Although, there were some obstacles in utilizing some applications faced by them, such as limited quota, unstable network, complicated in use, and not focus during the learning process. Among the four applications above, the most effective application based on the students’ response was Whatsapp. This application helps the students to develop their language proficiency through natural interaction. Moreover, it makes the students easier in learning English as the delivery of material is systematic and structured. Students also have more time to understand the material by rereading the material that has been delivered.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76399579","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}

引用次数: 7

MULTILINGUAL INTERACTION IN CLASSROOM CONTEXT 课堂环境中的多语言互动

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-31 DOI: 10.24252/ETERNAL.V62.2020.A13

Andi Muhammad Syafri Idris, Adliah Adliah, Syatria Alfina

{"title":"MULTILINGUAL INTERACTION IN CLASSROOM CONTEXT","authors":"Andi Muhammad Syafri Idris, Adliah Adliah, Syatria Alfina","doi":"10.24252/ETERNAL.V62.2020.A13","DOIUrl":"https://doi.org/10.24252/ETERNAL.V62.2020.A13","url":null,"abstract":"This research aimed at exploring teacher and student ways of interacting in multilingual EFL classrooms. This research was a qualitative study using case study design. This research participants consisted of 1 EFL and 4 SMKN 5 Jeneponto students at Sulawesi Selatan. The data was obtained by observation and interview. The data was analyzed on the basis of data analysis procedure consisting of data collection, data display, data condensation, and conclusion: drawing / verification. The finding showed that there were three ways through multilingual interaction in the teaching and learning process, beginning the class, during learning process and closing the class. The findings led to the conclusion that the multilingual interaction within the classroom had already made the teacher-students and student-students more interactive. Furthermore, the students were even good in communicating and influencing their attitude so they participated actively in classroom activities and felt comfort interacting with the class using multilingual interaction. The researcher also suggests that future researchers should conduct the relevant research by adding some new aspects to it. The aspects can be extended in terms of the method used, the number of research variables, research participants, etc.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84774251","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}

引用次数: 10

SCRUTINIZING ENGLISH DISCOURSE MARKERS IN EFL STUDENTS’ WRITING PRODUCTION 考察英语学生写作中的语篇标记

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-14 DOI: 10.26877/eternal.v11i2.7563

Listyaning Sumardiyani, D. A. Susanto

{"title":"SCRUTINIZING ENGLISH DISCOURSE MARKERS IN EFL STUDENTS’ WRITING PRODUCTION","authors":"Listyaning Sumardiyani, D. A. Susanto","doi":"10.26877/eternal.v11i2.7563","DOIUrl":"https://doi.org/10.26877/eternal.v11i2.7563","url":null,"abstract":"Fraser (1988; 1996; 1999) which are classified EDMs functions as ‘contrastive, ‘elaborative, and ‘inferential. This study designated the use of English discourse markers by University EFL students in writing production. To answer the research question on how do they disclose EDMs in producing writing, the writers employed a qualitative research approach. The object was the documentation of students’ writing result mediated on the writing class. The participants were 38 students of semester III in the academic year 2018/2019. The findings are the contrastive markers are; but 63/instead of 2/whereas 2/however 16/although 2/in the other hand /side 6. The elaborative markers are; and 597/also 105/or 69/for example 27/besides 7/moreover 3/in addition, 24/then 6/likewise 1. The inferential markers are; because 97/so 51/as a result 9/therefore 11/in conclusion 3/then 1. The most functions of discourse markers use by students are; the marker ‘but’ has a meaning ‘on the contrary. The marker ‘and’ has a meaning as ‘in addition’. Students used the marker ‘because’ to indicate ‘for the reason’. The implication of this study is that students need to understand in employing properly English discourse markers to make their writing being cohesive and coherent in texts.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90698427","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}

引用次数: 0

The Use of Whole Brain Teaching Method in Improving Students’ Speaking Ability 全脑教学法在提高学生口语能力中的应用

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-14 DOI: 10.26877/eternal.v11i2.7564

Trisilia Devana

引用次数: 1

PROMOTING LEARNER AUTONOMY THROUGH SELF-ASSESSMENT IN WRITING CLASS 通过写作课的自我评价促进学习者的自主性

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-14 DOI: 10.26877/eternal.v11i2.7561

Muhammad Islakhul Huda, Siti Musarokah, A. P. Adi

引用次数: 3

ENHANCING ENGLISH VOCABULARY USING CLT METHOD TOWARD SLB D STUDENTS VIA ZOOM APPLICATION AS INTERACTIVE LEARNING MEDIA 利用zoom应用程序作为互动学习媒介，运用CLT方法提高外语学生的英语词汇量

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-14 DOI: 10.26877/eternal.v11i2.7559

Dini Anggraheni, A. Anandha, Hernofika Laksmi T S

引用次数: 7

WRITING AN ANALYTICAL EXPOSITION TEXT THROUGH COOPERATIVE SCRIPT STRATEGY 通过合作剧本策略写一篇分析性的说明文

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-14 DOI: 10.26877/eternal.v11i2.7562

Nyoman Yuningsih, Novarita Novarita

{"title":"WRITING AN ANALYTICAL EXPOSITION TEXT THROUGH COOPERATIVE SCRIPT STRATEGY","authors":"Nyoman Yuningsih, Novarita Novarita","doi":"10.26877/eternal.v11i2.7562","DOIUrl":"https://doi.org/10.26877/eternal.v11i2.7562","url":null,"abstract":"The purposes of this study was to find out and analyze empirically the effects of cooperative script strategy in enhancing the students’ ability in writing analytical exposition text to the eleventh grade students of SMK N 3 OKU who were taught by using cooperative strategy. The study used experimental design with one group pre-test and post-test. The population of the study were 368 students, there were 12 classes with the 35 sample students, the sample took by using cluster random sampling technique. The data collection method used written test in pre-test and post-test. To analyze the test the researcher used t-test in SPSS 21. First, the writers gave pre-test to the students. The second, the writers taught writing by using cooperative script strategy and the third, they gave post-test to the students to know effectiveness of the strategy which was used. The mean of the pre-test was good (65,20). Meanwhile, the mean of post-test was very good (85,31). It could be seen from the result analysis using paired sample t test that output was 0.000 lower than 0,05. From the score, it can be concluded that null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Based on the result finding from this study, the cooperative script strategy was significantly effective to teach writing an analytical exposition text and the writers recommends the teacher use cooperative script strategy in teaching process and also for the students to apply cooperative script strategy to help the students to conveying their idea and improving their writing ability.","PeriodicalId":32677,"journal":{"name":"Eternal English Teaching Learning Research Journal","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78963240","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}

引用次数: 0

TEACHER OBSERVATION ASSESSMENT FOR PRIMARY EDUCATION 小学教育教师观察评价

Eternal English Teaching Learning Research Journal Pub Date : 2020-12-14 DOI: 10.26877/eternal.v11i2.7565

Reny Rika Puspita, S. Suyatno

引用次数: 0