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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
COLLABORATIVE STRATEGIC READING IMPLEMENTATION TO IMPROVE STUDENTS’ READING COMPREHENSION Desy Olivia Riani
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract

Abstract: This collaborative action research is aimed to find out whether or not the implementation of Collaborative Strategic Reading (CSR) improves students' reading comprehension and also to identify students' attitude towards the implementation of CSR. CSR is reading strategy that employs four strategies namely Preview, Click and Clunk, Get the Gist and Wrap Up during students’ cooperative learning. A class of eleventh grade students of a public senior high school in Majalengka, West Java, Indonesia is participated as the participant of the study. The required data were collected through the use of questionnaire, observation checklist, and reading test. The data from the questionnaire indicated that 82% students had positive attitude toward the implementation of CSR. They feel that CSR improves their motivation in learning English and CSR brings more fun to the process of learning. Moreover, it was found from observation data that the students were actively participated during CSR implementation and they were motivated when comprehending a text by means CSR strategy. Finally, the study proved that CSR improved students’ reading comprehension. Students’ mean score of reading test in the beginning of the study was 67, meanwhile, after applying CSR as reading strategy, their mean scores improved to 88.Keywords: CSR, Reading Comprehension, Action Research.
A STUDY OF ENGLISH INTONATION IN INDONESIAN EFL LEARNERS Roni Nursyamsu; Lukluk Argita Munif
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract

Abstract: This study examined the patterns of intonation and kinds of information structure that occur in EFL learners. The objectives of this study were: (1) to know the patterns of intonation that occur in EFL learners; (2) to know kinds of information structure that occur in EFL learners. The method used in this study is descriptive qualitative and the subjects of this study is a debater and also a student in English Department at one of private university in Kuningan, West Java. Techniques of collecting data used in this research were library research, observation and interview. Halliday’s theory and PRAAT Software Analysis use in this research to analyze the data. Based on the data analysis, it can be known that: (1) There were 5 kinds of intonation pattern used by the speaker: fall, rise (final), rise (non-final), fall-rise (final), fall-rise (non-final); (2) There were 158 clauses with 25 independent clauses and 133 dependent clauses from the respondent’s performance; (3) There were three systems from information structure: tonality, tonicity, and tone; (4) In tonality system, H-TS-T with the percentage 18% was the most pattern used by the respondent; (5) Given-New-Given (G-N-G) with the precentage 36% was mostly used in her performance based on tonicity system; (6) Incomplete information (rise non-final) was the most dominant intonation pattern used by the respondent with the precentage 33%.Keywords: intonation, information structure, EFL learners

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