English Review: Journal of English Education
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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<![CDATA[CAN TECHNOLOGY-ENHANCED FLIPPED LEARNING INSTILL CHARACTER EDUCATION? INDONESIAN UNDERGRADUATE EFL STUDENTS’ PERCEPTIONS ]]>
<![CDATA[Risa Triarisanti]]>;
<![CDATA[Arif Husein Lubis]]>;
<![CDATA[Velayeti Nurfitriana Ansas]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7064
<![CDATA[The advantages of incorporating technology-enhanced flipped learning in English classrooms are nothing new. However, the impact of incorporating the learning method on the occurrence and decline of students’ characters has not much been revealed. This study aims to fill the void by exploring the students’ perceptions of whether flipped learning and the use of technology in learning English can instill character education. Eighty-four (n=84) Indonesian undergraduate EFL students participated in this study. A 22-item questionnaire with a checklist and open-ended types was filled out after the students completed a 16-week course. While percentages were obtained from the checklist responses, codes and categories were generated from the open-ended responses. The results revealed that flipped learning could instill character values of responsibility, independence, and curiosity. The in-class group discussion was considered as the most contributing activity to the instillment of character values. Character values of religiosity, patriotism, and nationalism were less occurred among the students. Furthermore, the use of ICT-based learning media such as YouTube, WhatsApp, the Internet, and mobile phone could instill character values of independence, creativity, teamwork, activeness, and criticality. However, few students perceived that such learning media could influence them to commit cheating or become less concentrated during group discussion. This study emphasizes the teacher’s roles in designing learning activities oriented to developing the students’ English language skills and character.]]>
<![CDATA[THE ESSENCE OF THE VALUE COURAGE OF THE BUGINESE-MAKASSARESE MAN IN THE NOVEL PULAU BY ASPAR PATURUSI: A GENETIC STRUCTURAL REVIEW ]]>
<![CDATA[Syarifuddin Tundreng]]>;
<![CDATA[Noermanzah Noermanzah]]>;
<![CDATA[Agus Rofi'i]]>;
<![CDATA[Musayyedah Musayyedah]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7129
<![CDATA[A novel is present as an effort to tell readers about the cultural values of a particular society. Likewise, the novel Pulau by Aspar Paturusi tells the values of the courage of the Buginese-Makassarese man. Therefore, the purpose of this study is to gain an in-depth understanding of the values of the courage of Bugis-Makassar men in Aspar Paturusi's Pulau novel wholly and entirely. This research uses a qualitative approach with a content analysis method. Data were collected through repeated and in-depth reading of the novel. Furthermore, recording, coding, identification, and classification are carried out. The data are analyzed and interpreted through a deep understanding and abstraction of the society that is told in the novel. The research findings show that in the life of the people of the 70s, the values of courage for Buginese-Makassarese man, which is one of the values in the Buginese-Makassarese philosophy of life, are highly guarded, maintained, and upheld. For Buginese-Makassarese man, courage is identity, pride, honour, and authenticity. The implications of the results of this research are expected to be continuously embedded in the current and future generations as a form of existence of a good life during life's difficulties.]]>
<![CDATA[LEXICOSTATISTICS OF MALAY AND MALAGASY LANGUAGES: COMPARATIVE HISTORICAL LINGUISTIC STUDY ]]>
<![CDATA[Wan Anayati]]>;
<![CDATA[Muhammad Kiki Wardana]]>;
<![CDATA[Mayasari Mayasari]]>;
<![CDATA[Purwarno Purwarno]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7106
<![CDATA[This study examines the kinship of the Malay language and the Malagasy language. These two languages come from the same proto language, namely Proto Austronesian (PAN). Departing from the researchers’ assumptions about the linguistic relationship both at the phoneme and morpheme levels, there is a close kinship system or relationship between these two languages. Even though they are geographically and geo-politically separated, preliminary research on these two languages shows several universal features, one of which is that both languages are agglutinative languages. Therefore, this study is an attempt to find empirical evidence about the separation time between Malay and Malagasy by using language grouping methods and lexicostatistical techniques. The first stage, the researchers collect 300 basic vocabularies compiled by Swadesh (1995). The method used in providing the data is the referential method, while the technique used is the note-taking technique. Second, the researchers determine which pairs of the two languages are cognate languages. Third, the researchers calculate the age and separation time of the two languages. Fourth, the researchers calculate the error term to determine a more precise separation time. The result of this research indicates that Malay and Malagasy were a single language at 4223-3951 thousand years ago and began to separate from their proto languages in 2201-1929 BC.]]>
<![CDATA[EXPLORING LANGUAGE ASSESSMENT LITERACY OF EFL TEACHERS IN THE CONTEXT OF INDONESIAN HIGHER EDUCATION ]]>
<![CDATA[Andri Suherman]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7086
<![CDATA[The present study aims at examining EFL teachers’ perceptions of Language Assessment Literacy (hereafter LAL) in the context of Indonesian higher education. To this aim, purposive sampling technique was employed to select sixteen EFL university teachers to participate in an online questionnaire and semi-structured interviews. The finding showed that the participants had applied six types of LAL in their teaching practices with formative assessment methods and test validity and reliability being the two most applied (more than 80%) by the participants. Following this, between 75% and 80% participants had applied two other types of LAL, linguistics competence and test results. The last two types of LAL, digital literacy and grading criteria, were applied by less than 70% participants. Another finding from qualitative data revealed that the majority of participants (over 70%) ranked their level of LAL knowledge and skills as low. Despite some limitations, the present study provides some implications including the necessity for the EFL teachers to be equipped with relevant knowledge and skills to make the way for quality assessment. It is therefore university authorities should organize professional development programs with the purpose to help teachers improve their assessment literacy. In addition, all educational parties should collaborate to consistently conduct literacy assessment projects throughout teachers’ professional career. Some suggestions for future research in the field of language assessment are also presented.]]>
<![CDATA[UTILIZING “WORDWALLS’ AS AN ASSESSMENT TOOL FOR INDONESIAN JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Lina Anisah]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7060
<![CDATA[The purpose of this research was to analyze students' perceptions of the use of interactive media Wordwall as an assessment tool at SMP Negeri 1 Kolaka. The design of this study used a study case design. The subjects in this study were students of class VIII G SMP Negeri 1 Kolaka, totaling 26 students in 2022. The collection technique used questionnaires and interviews. Questionnaires were given to determine students' perceptions and interviews were conducted to find out more in-depth answers so that researchers could describe and study optimally students' perceptions of the Wordwall application as an assessment tool. The results of this research indicate that 87,5% of students are interested in using the Wordwall application as an assessment tool. Easy use, attractive appearance, and varied questions make students want to use the Wordwall application as an assessment tool in the future.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF IMPLEMENTING PROBLEM-BASED LEARNING WITH BLENDED LEARNING IN EFL ACADEMIC READING ]]>
<![CDATA[Hijril Ismail]]>;
<![CDATA[Edi Edi]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7149
<![CDATA[The study aimed at exploring students’ perception of implementing problem-based learning with blended learning in EFL academic reading. Quantitative and qualitative data were gained by applying a questionnaire and semi-structured interviews. The study occurred at the English Education Program at Muhammadiyah University of Mataram. The respondents involved in this research were thirty-four English foreign language (EFL) students who are joining an academic reading course. The result showed that students have positive perceptions of the use of problem-based learning with blended learning in teaching EFL academic reading. At the same time, the respondents found barriers preventing them from utilizing problem-based learning in teaching EFL academic reading such as requiring sufficient time to complete a topic or find out the solution to a problem, needing additional fees to buy internet quota, and needing prior knowledge in applying problem-based learning. Finally, the finding gained from two types of instruments recommended that PBL with blended learning can be applied in EFL academic reading.]]>
<![CDATA[INTERACTIVE METADISCOURSE MARKERS IN INDONESIAN EFL STUDENTS’ ACADEMIC WRITING ]]>
<![CDATA[Arsen Nahum Pasaribu]]>;
<![CDATA[Tiara K. Pasaribu]]>;
<![CDATA[Erika Sinambela]]>;
<![CDATA[Vitri Rosalina Manullang]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7107
<![CDATA[The research on metadiscourse markers investigation in academic texts has grown very rapidly in the last decade. However, research on interactive metadiscourse markers on EFL students' academic writing is still relatively underexplored. Therefore, this study aims to reveal how the competence of EFL students in the use of interactive metadiscourse in academic writing by comparing two groups of students with different grades, third-semester students and fifth-semester students. The research design is a combination of quantitative and qualitative methods. A total of 40 students were participating in this research and divided into two groups. Each group consists of 20 students. They were assigned to write a minimum-250-word essay about the importance of English mastery in the disrupted era of 4.0. Around 818 interactive markers were identified in the student’s essay texts. The results reveal that the use of interactive discourse markers in the students' writing was considered still low in quantity. The transition markers were the most dominant found in the text, followed by frame markers, code gloss, endophoric markers, and evidential respectively. Moreover, the students in the fifth semester perform slightly better than their third-semester counterparts at using the interactive metadiscourse markers. However, most of the students in both groups still encountered difficulties to employ the interactive markers in their writing. The lack of practice and the student's native language practice might have contributed to the low quality of the student's writing.]]>
<![CDATA[THE IMPLEMENTATION OF MIND MAPPING TECHNIQUE BY USING WEBLOG IN IMPROVING STUDENTS’ ISLAMIC WRITING: ACHIEVEMENT AND INSIGHT ]]>
<![CDATA[Eka Apriani]]>;
<![CDATA[Roni Labiran]]>;
<![CDATA[Farida Esmianti]]>;
<![CDATA[Syafryadin Syafryadin]]>;
<![CDATA[Dadan Supardan]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7175
<![CDATA[The goals of this study were to learn about students' perspectives on literature and blogs for teaching Islamic values to the millennial generation. This research was mixed-methods research. The subject of this study was the millennial generation at the Islamic State Institute Curup, especially students of the English Tadris Study Program. The instruments were questionnaires and interviews. This study included 30 students as participants. The findings of the poll reveal that most students have a favourable view of the use of the mind-mapping approach by utilising weblogs to improve Islamic writing. The implementation of the mind-mapping technique by using a weblog to improve Islamic writing makes students more active and interested in learning Islamic topics. Students also understand more about some Islamic topics that they read or upload to their web blogs. Students are interested in learning more about Islam by using this media. They read more topics about Islam and give their opinions about those in their Islamic literature web blog. It may be stated that a blog can be used as a form of social media and is effective and positive for teaching Islamic values to students.]]>
<![CDATA[PRACTICE ASSESSMENT OF ENGLISH TEACHERS IN STATE MADRASAH SCHOOL IN MATARAM CITY ]]>
<![CDATA[Pauzan Pauzan]]>;
<![CDATA[Ribahan Ribahan]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7177
<![CDATA[This study aims to describe the assessment practices carried out by English teachers of state madrasah schools in Mataram City at the stages of planning, implementation, supervision, and recording. In this descriptive study, the researcher used qualitative and quantitative descriptive approaches. A total of 18 teachers from both state MTS and MA in the city of Mataram participated in the study. The data collection technique used a questionnaire in the form of a google form containing a number of statements related to the assessment practice at the four stages of the assessment with the answer format using a Likert scale with a range of answers strongly disagree, disagree, not sure, agree, and strongly agree. The data were the results of the average calculation of each item was analyzed descriptively. The results of the study showed that (1) teachers were not sure to ask for parental approval before the assessment was carried out, (2) teachers agreed that the assessment was carried out within a certain time, according to the situation and conditions and accompanied by feedback, (3) teachers felt hesitant to share the findings of the assessment with fellow teachers and the involvement of parents in the assessment process, and (4) the teacher felt aware and responsible for recording or documenting the results of the assessment that were carried out. Thus, assessment is an important part that cannot be separated from learning activities and teachers are expected to keep conducting assessments.]]>
<![CDATA[THE RECORD OF USING PICTURE SERIES TO DEVELOP STUDENTS’ WRITING SKILLS ]]>
<![CDATA[Suparwoto Sapto Wahono]]>;
<![CDATA[Kholidatul Afifah]]>
<![CDATA[ English Review: Journal of English Education Vol 10, No 3 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i3.7193
<![CDATA[Based on the observations results, the learners had difficulty in exploring their ideas. They took more time and could only write some sentences. Another barrying that students faced was that they could not write well-organized paragraphs. The students also often had difficulty in learning grammar, especially English tenses. Lack of vocabulary mastery was also the cause of writing difficulties. They stated that writing in English was difficult and complicated. That’s why the researchers used classroom action research to apply picture serias as media. It was conducted by two cycles.The subjects were seventeen students of tenth grade science student at Banyuwangi. To get the data, the researchers used observation, interview, and test. The research result could be stated that using the picture series improved the learners’ writing narrative text competence. They could improve their writing gradually from the first cycle to the second one. The picture series that implemented significantly improved their skill in English writing.]]>
