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English Review: Journal of English Education
Published by Universitas Kuningan
ISSN : 23017554     EISSN : 25413643     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
ENGLISH REVIEW: Journal of English Education (ISSN print 2301-7554) is a peer-reviewed journal published in Indonesia by the Department of English Education, Faculty of Teacher Training and Education, the University of Kuningan (PBI FKIP UNIKU) in collaboration with the Association of Indonesian Scholars of English Education (AISEE). This journal is published twice a year: June and December. The scopes of the journal include, but not limited to, the following topic areas: the classroom action research, applied linguistics, linguistics, pragmatics, critical discourse analysis, and literature.The journal is published in both printed and online versions.
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Articles 12 Documents
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Search results for , issue "Vol 1, No 2 (2013)" : 12 Documents clear
THE PORTRAIT OF ENGLISH LANGUAGE SUBJECT IN AN INDONESIAN PRIVATE HIGHER EDUCATION OF COMPUTER SCIENCE (HECS) Deuis Sugaryamah
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: At the tertiary level in Indonesia, English language subject is mandatory as a general education course, especially for those non English programs/ departments. How this subject be positioned in an Indonesian Private Higher Education of Computer Science (HECS)’ curriculum, that later breeds the representation of the subjects on its teaching materials and its teaching and learning process by the teacher, and the students’s perceptions on such implementation of English subjects in the classroom become the concerns of this study. Qualitative research by using interviews, questionnaires and documents were used to collect the data. From the study, it was found that in this institution English is considered as an English for Specific Purposes(ESP), though regarded as a minor subject, yet itsexistence is considered as important. This perception is acceptable by all stakeholder (the institution, the lecturer and the students).Keywords: English, Higher Education of Computer Science, English for Specific Purposes
CORRECTING ERRORS: THE RELATIVE EFFICACY OF DIFFERENT FORMS OF ERROR FEEDBACK IN SECOND LANGUAGE WRITING Chitra Jayathilake
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: Error correction in ESL (English as a Second Language) classes has been a focal phenomenon in SLA (Second Language Acquisition) research due to some controversial research results and diverse feedback practices. This paper presents a study which explored the relative efficacy of three forms of error correction employed in ESL writing classes: focusing on the acquisition of one grammar element both for immediate and delayed language contexts, and collecting data from university undergraduates, this study employed an experimental research design with a pretest-treatment-posttests structure. The research revealed that the degree of success in acquiring L2 (Second Language) grammar through error correction differs according to the form of the correction and to learning contexts. While the findings are discussed in relation to the previous literature, this paper concludes creating a cline of error correction forms to be promoted in Sri Lankan L2 writing contexts, particularly in ESL contexts in Universities. Keywords: error correction, written corrective feedback (WCF), English as a second language (ESL), metalinguistic information, second language acquisition (SLA)
BRIDGING THE GAP BETWEENNEEDS ANALYSIS ANDCOURSE EVALUATION INSIGHTS Rubina Khan; Tazin Aziz Chaudhury
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: The “Advancing English Skills”, textbook was compiled and introduced about a decade ago, at the Faculty of Humanities, Dhaka University, Bangladesh, to teach the foundation English courses, to freshmen students from thirteen departments, including English.  Today the course is still being taught at some departments. The department of English scrapped the foundation course, but the textbook is still being used for another compulsory course. This paper presents the findings of a study conducted to determine the English language needs of students (60) and teachers (30) at the Humanities Faculty of Dhaka University. Additionally a two prong evaluation of the course and materials from the viewpoints of both students and teachers of the Humanities faculty was carried out, in order to shed light on the nature, effectiveness, and objectives of the course. Strengths and shortcomings of the present course, and areas of mismatch between the students’ needs and the course, were identified. Suggestions have been made, to improve the English language courses based on these findings, and implications for pedagogy have been highlighted. Keywords: needs analysis, course evaluation, perceptions, ability, mismatch
APPLYING WHOLE LANGUAGE APPROACH AND PUBLIC SPEAKING ACTIVITY IN SMART EKSELENSIA HIGH SCHOOL Lisa Rosaline; Amru Asykari
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: Whole Language Approach (WLA) is the approach to learn language that focus on the real communication, reading and writing in the fun learning environment context (Richard and Rodgers 2001). The teachers of WLA believe that the students should learn the materials in unity. This study involved 102 of 3 153rd  to 5  year grade students of Smart Ekselensia High School, Bogor, Indonesia. The public English speaking activity has been held for 6 months. The public speaking can be in form of storytelling, general speech, and religious speech. Before the students performed the public speaking, they had to prepare the material such as a story or a book summary. Instrument used to obtain the data were questionnaires and interviews aimed at gathering statistical data and open responses about what students think and feel about the public speaking activity. Based on the findings, basically students can improve their four language skills although it still cannot be seen directly. According to the result of the interview, some students suggest the whole language approach and public speaking be continued. They also suggest the frequency be added more in order to encourage them to speak English and create a good English environment.Keywords: Whole Language Approach, Public Speaking, Competence Standard Curriculum.
SUNDANESE ISOGLOSSES OF LEXICAL VARIATION IN KUNINGAN Fahmy Hygienis
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: This article discussed the distribution of lexical variation in 32 districts of Kuningan. The study was conducted to uncover dialect maps in Kuningan, their isogloss lines, and also major lexical variations.The study employed descriptive design. The data were collected from 32 respondents by using two methods, questionnaire and interview. Each respondent represents one district of Kuningan. By using judgment sampling technique, the respondents were chosen.  The data were analyzed in three ways: populating the data, mapping the data and describing the map. As the result, the study revealed 30 dialect maps in Kuningan. The maps described the distributions of 135 lexical variations and the isogloss lines. The isoglosses lines are mostly overlapped with the others. 70% of the maps indicate that there are “overlapping isoglosses”. This indicates that every district in Kuningan has more than one lexical variation in describing one signified. Based on the maps; it was also found that the isogloss lines were mostly overlapping. It means that, most of Kuningan people tend to use different lexical variations compared to their surrounding districts. Besides, it was also found that there were five major lexical variations used by the Kuningans.Keywords: dialect, lexical variation, isogloss.
LEARN TO TEACH WRITING THROUGH WRITING Svetlana Suchkova; Gulnara Dudnikova
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: This paper discusses some major issues concerning teaching writing to future teachers. There are a lot of EFL/ESL textbooks focused on teaching writing. However, those that are intended for trainee teachers are rare on the market. The goal of this paper is to share the result of several years of work on the writing syllabus and materials that is effective in the process of teaching future teachers. It contains sample of tasks based on certain principles that may promote teachers to become effective writers for themselves and, at the same time, to acquire initial professional skills necessary in their future career. A course book can not address any audience in general. It must focus on a particular learner, the objectives, and content of the process of learning. In the situation when no textbook meets these requirements, the problem of providing students with an appropriate textbook must be solved by creating new textbooks. Keywords: writing skills, strategies, professional needs, syllabus, teaching/learning materials. 
PATTERNS OF RESPONSES TO COMPLIMENTS ON PHYSICAL APPEARANCE IN SUNDANESE WOMEN Refdi Akmal
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract:  Complimenting as a speech event has been one of the major areas on which linguists have focused their attention and drawn insights into the phenomenon of linguistic politeness in the last two decades (Zanrong 2004).  Some previous research – among others are by Davis (2008); Heidari (2009); Matsuoka (2009) – revealed that gender give rise variations of strategies on compliment responses (CR). This paper examines Sundanese women responses to compliments on appearance addressed by the same and different gender.  The research applied Naturalized Role Play method in collecting the data by observing the way of 68 women giving response to the compliment addressed on their physical appearance. The respondents were native Sundanese women living around Bandung.  The study found that most women respond differently to compliments addressed to them by women and by men.  This study also reveals that most of them considered the compliments – particularly when addressed by men – as a way of either maintaining social hospitalities or joking, and thus, the speech acts of compliments appear more to be a way of consolidating solidarity among them. Keywords: politeness, compliments, patterns of response
THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNER Fatemeh Khonamri; Zahra Hamzenia
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: This study investigated Laufer and Hustijn’s (2001) Involvement Load Hypothesis in vocabulary learning. It comprised two experiments. Experiment 1 examined whether two tasks with equal involvement load but different distribution of components would yield the same result in initial learning and retention of target words. Experiment 2 investigated whether two tasks, one input and another output, with equal involvement load and the same distribution of components would result in equivalent initial learning and retention of target words. 126 advanced English learners completed one of three vocabulary learning tasks that equated in the amount of involvement they induced: sentence writing, fill-in, and translation (L2-L1). The result of t-test for Experiment 1 showed that when two tasks had equal involvement load but different distribution of components they resulted in similar amounts of initial learning and retention of new words. The findings of Experiment 2 indicated when two tasks, one input and another output, had equal involvement load and the same distribution of components., they led to superiority of fill-in task over translation task in initial vocabulary learning, however, not in retention of new  words. Key Words: involvement load hypothesis; incidental vocabulary learning; depth of processing theory
ENHANCING STUDENTS’ INTERACTION SKILLS AND CRITICAL AND CREATIVE THINKING THROUGH MOVIES Agelyia Murugan; Wan Noorli bt Razali
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: In the context of higher education in Malaysia, the aims are to produce competent  and confident language users in the students who learn English as their second language. By incorporating movies in English language teaching, it will enable the students to learn English more actively, meaningfully and interactively. This study seeks to explore the potential use of movies as a teaching and learning tool in encouraging active participation and critical thinking in the English language classroom. The existence of technology in movies has made ways for the educators to do segmentations of the important parts in the movies for the limited classroom time. Critical thinking plays a vital role in education simply because of the personal and language enrichment. It also allows the students into self-directed thinking in making decisions more carefully, clearly and logically. It is important to incorporate the Universal Intellectual Standards of Critical Thinking Theory into the crucial foundation in encouraging active participation of students. It is believed that critical thinking will enable the students to engage themselves in their own pace of learning and provide greater freedom for expressing and arguments. Keywords: movies, active participation, critical thinking, universal intellectual standard
THE EFFECT OF USING EMAIL ON ENHANCING IRANIAN EFL LEARNERS’ GRAMMAR DEVELOPMENT Seyed Jalal Abdolmanafi-Rokni Golestan Un
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: There has been much debate over the use of computers and the internet in foreign language teaching for more than two decades. Education, especiallyforeign language teaching, has to adapt and renew itself to be compatible with the globalized world. The purpose of this study was to examine the effect of using email on improving EFL learners' grammar development and to highlight the benefits of using email in an EFL grammar class.The participantsof the study were 52 female students, aged 1318 who were randomly assigned to an experimental and control group. Each group consisted of 26 participants. The course lasted for three weeks and was held in one of the institutes in Gorgan, Iran. Theexperimental group sent their assignments through emails in addition to the traditional class activities but the control groupreceiving a placebo had the traditional class and assignments were handed in hard copies.For measuring the grammar proficiency, a pretest and posttest was administered to both groups. The pretests and posttests were tests based on the materials covered in the class.The resultsOf the study show that the experimental group outperformed the control group in the posttest.Keywords: electronic mail, EFL, grammar development, e-learning

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