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[INCREASING READING COMPREHENSION AND SUMMARY WRITING ACHIEVEMENTS BY USING RAP STRATEGY WITH 100 FAMOUS STORIES APPLICATION ]]>
<![CDATA[Mitra Afriadeni]]>;
<![CDATA[Eryansyah Eryansyah]]>;
<![CDATA[Rita Inderawati]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5367
<![CDATA[This study aimed to investigate the students’ writing achievement between before and after the students were taught by using RAP strategy with 100 Famous Stories application. It involved 68 students as pasrticipants and used quasi experimental research method. The result of this study were analyzed by using paired sample t-test and independent sample t-test with the SPPS Version 22.The result of the study for the experimental group showed that the significance level of p was <0.05. The critical value of t-table was lower than t-obtained (22.333>2.036) for reading and (9.162>2.036) for writing. In other words, there was a significance difference in reading comprehension and writing achievement before and after the treatments in experimental group. Furthermore, the result of the independent t-test showed that the critical value of t-table was lower than t-obtained (5.936>1.997) for reading and (7.852>1.997) for summary writing, that is to say there was a significance difference in reading comprehension and writing summary acheievement of the eleventh grade students of SMA Srijaya Negara who were taught by using RAP Strategy with 100 Famous Stories Application and those who were not. It concludes that RAP strategy with 100 famous stories application could improve the students’ reading comprehension and writing achievements.]]>
<![CDATA[EXPLORING EFL TEACHERS’ NEW PEDAGOGICAL CONTENT KNOWLEDGE OF GENRE-BASED APPROACH ]]>
<![CDATA[Suharyadi Suharyadi]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Yazid Basthomi]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5348
<![CDATA[This study aimed at exploring the EFL teachers’ pedagogical content knowledge of GBA and English instruction in the Indonesian context. The data were collected from 42 senior high school English teachers by making use of a set of questionnaires, interviews, and observations. The first type of data was analyzed through a response counting to calculate the scores and percentages, with which the categories of teachers’ knowledge were engineered. Meanwhile, the second type of data was analyzed by describing all indicators in the observation checklists (in the forms of spoken cycle and written cycle and four stages of teaching: building knowledge of the field, modeling of the text, joint construction of the text, and independent construction of the text). The data analysis reveals that the English teachers’ pedagogical content knowledge of GBA can be classified into two major groups: 38.1% English teachers had deep knowledge and 61.9% English teachers had shallow knowledge. In connection to the classroom teaching, teachers with these different levels of knowledge are identical in implementing the guidelines of spoken and written cycles. One of the essential implications is that both categories of EFL teachers need to understand theories of GBA and concepts of GBA used in the curriculum more in-depth as the reference and signpost to perform a better classroom teaching. ]]>
<![CDATA[SYSTEMATIC LITERATURE REVIEW OF A SCIENTIFIC JOURNAL: IMPROVING LITERACY IN ONLINE CLASSROOM LEARNING ]]>
<![CDATA[Eska Perdana Prasetya]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5362
<![CDATA[This research is a systematic literature review research that can provide a clear picture of what has been investigated and what gaps require further research, then aims to overcome this problem by identifying, critically evaluating, and integrating the findings of all studies, and aiming not to just to gather all the evidence on the research question; it is also intended to support the development of evidence-based guidelines for practitioners. This study uses ten main articles to find out how to improve literacy in online classrooms. This main article was taken because it is related to the main objective of this research, namely improving literacy in online classroom learning, which we all know that we are living in the era of the Covid 19 pandemic, which forces us to change all the order of life including in the world of education. The result of this research is that there are seven things that can improve literacy in online classroom. There are scientific literacy and literacy learning opportunities, digital tools and using technology, students' creativity and creating new applications, online environments and content knowledge, teachers and students hold positive attitudes, teaching philosophy and pedagogical knowledge, and texts and resource's positive identity work.]]>
<![CDATA[TEACHERS’ BELIEFS AND CLASSROOM PRACTICES IN TEACHING CONTENT SUBJECTS THROUGH EMI ]]>
<![CDATA[Ulfah Oktaviani]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Machdalena Vianty]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5399
<![CDATA[The urge of 4.0 industrial revolutions has made the growth of English as a medium of instruction (EMI) in the educational field unbearable. The beliefs of EMI more or less would give a contribution to the teaching and learning process. This study aimed to investigate teachers’ beliefs towards EMI, to find out how the beliefs reflect in their classroom practices, and the challenges that teachers encounter in teaching content subjects through EMI. The qualitative in case study design was applied and questionnaires, observation, and interviews were used to collect the data. The observations and interviews data were analyzed through thematic analysis and the questionnaire data were analyzed by using descriptive statistical analysis. The findings of this study showed that most content subject teachers at SIS Palembang had a strong belief towards EMI. In the classroom practices, it was found that all teachers put into practiced what they believed in teaching content subjects through EMI such as they used English during the class, applied some strategies to illustrate new vocabulary, used prescribed teacher guide books, provided clear and explicit instructions, engaged the students, delivered the content greatly, and rarely did the code switching, The challenges they encountered in teaching content subjects through EMI included language barriers, class discussion engagement, and lesson preparation.]]>
<![CDATA[ONLINE LEARNING PERCEPTION DURING COVID-19 PANDEMIC VIEWED FROM HIGH SCHOOL STUDENTS ]]>
<![CDATA[Junaedi Setiyono]]>;
<![CDATA[Semi Sukarni]]>;
<![CDATA[Abdul Ngafif]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5356
<![CDATA[The purpose of this study was to investigate SMA and SMK students' perceptions of online learning. Secondly, to examine whether the two schools differ greatly and to describe their perception of online learning based on their perceptions. There were 133 participants, comprising 61 SMA students and 72 SMK students. The data was collected using Likert scale questionnaires and an interview. To analyze the data, the authors carried out descriptive and inferential analyzes of the quantitative data, while a qualitative thematic analysis was used. The finding of the study shows that there was a significant difference in the perception of online learning between SMA and SMK students. The high perception was obtained from SMA students, while medium perception was showed by SMK students. Based on the thematic analysis, it showed that SMK students encountered more difficulties in attending online learning classes compared with SMA students.]]>
<![CDATA[WRITING ATTITUDE AND EMOTIONAL INTELLIGENCE AS DETERMINANTS IN BOOSTING EFL LEARNERS’ WRITING PERFORMANCE ]]>
<![CDATA[Elsya Agesty]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Eryansyah Eryansyah]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5384
<![CDATA[This study aimed to find out whether or not there was a significant correlation between students’ writing attitude, emotional intelligence and their writing performance, and the predictor variables and the criterion variable. It involved 121 students of the English Education Study Programs of Tridinanti, PGRI, and Muhammadiyah Universities in Palembang. The data were collected through the use of Writing Attitude Questionnaire, Emotional Intelligence Questionnaire and a writing test. The data were analyzed by using the Pearson Product Moment correlation coeficient and partial correlation analysis. The results showed that there were significant correlations in a row of the writing attitude and writing performance with r-obtained was 0.342. There results showed there were significant correlations of emotional intelligence and writing performance because the value of.028 with the correlation coefficient of .140. and the results of the partial correlation showed that writing attitude, emotional intelligence, and writing performance had a significant correlation with r value of .280 and p-value of <.001.]]>
<![CDATA[THE ENGLISH TEACHER’S PROFICIENCY IN SOUTH SULAWESI: ITS IMPLICATIONS TO THE TEACHER’S PERFORMANCE ]]>
<![CDATA[Ishak Ishak]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5368
<![CDATA[In this article, it referred to the implications of proficiency to the teacher’s performance in the classroom in South Sulawesi. Most of English teachers associate level of language proficiency with greater powerful teaching performance skills. This research was descriptive qualitative research in South Sulawesi, the participants consisted of several qualified teachers aged from 30 – 40, and they have been teaching more than 10 years, all of the participants interviewed felt strong desire about the implications of proficiency. The data were collected from observation, interview and documents and it was analyzed in interpretation to draw inferences and conclusions based on the description data. The result of this research provided a great interpretation of proficiency and its excessive implication for teaching English, the higher level of language proficiency is, the better performance of the teacher is. It is needed to investigate more about the role of language proficiency to determine the teachers’ performance.]]>
<![CDATA[TEACHER ASSESSMENT LITERACY: INDONESIAN EFL SECONDARY TEACHERS' SELF-PERCEIVED ON CLASSROOM-BASED ASSESSMENT PRACTICE ]]>
<![CDATA[Dewi Aria]]>;
<![CDATA[Didi Sukyadi]]>;
<![CDATA[Eri Kurniawan]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5349
<![CDATA[Assessing students' performance is an essential part of a teacher's job. Hence, they are believed to be familiar with various kinds of assessments, especially classroom-based assessments (henceforth CBA). Language teaching and assessment are two interrelated that affect each other to a great extent. Undoubtedly, language assessment becomes a more complicated activity in the field of language teaching. The major objective of this study was to describe how EFL secondary teachers’ self-perceived on the basic principles of assessment and their own practice in CBA. This study was conducted in the form of a descriptive survey research. Shim's (2009) survey instrument was adapted to collect data and gathered using an online survey. 48 respondents willingly fulfilled the online survey containing 80 statements concerning classroom assessment procedures. The data obtained were analyzed using descriptive statistics. The findings of the current study revealed that teachers seemed to practice assessment for learning (henceforth AfL), in which most teachers conducted assessments to support students’ learning and used the results as feedback to improve and revise their teaching. The teachers in this study appeared to be literate and excellent in understanding the concept and using it in practice. However, a question remains as to whether their classroom practice was excellent. Since most studies have largely reported results on teacher's assessment literacy (henceforth TAL), future programs and research should be directed toward classroom-based research on how the CBAL can improve students' learning and improve the quality of teacher instructions. The implications of the result are expected to provide a clear understanding and theoretical foundations of CBAL. ]]>
<![CDATA[THE IMPLEMENTATION OF GOOGLE SITE AS E-LEARNING PLATFORM FOR TEACHING EFL DURING COVID-19 PANDEMIC ]]>
<![CDATA[Jusriati Jusriati]]>;
<![CDATA[Nasriandi Nasriandi]]>;
<![CDATA[Wisnu Kurniadi]]>;
<![CDATA[Ratna Ratna]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5363
<![CDATA[The aims of this study are to find out whether the implementation of Google Site is effective or not for Teaching EFL and to know the student’s perception toward the implementation of google site in teaching EFL. The subject of the study will be English Students Education at Universitas Muhammadiyah Palopo. The samples of this study will be chosen randomly. The data will be from the EFL Test and interview and all documents use by the lecturer in their teaching and learning process. The EFL test used to measure the students’ improvement after implementing the google sites and the interview used to investigate while the interview done to dig more information on how the students’ perception toward the implementation of google site in teaching EFL. However, through the implementation of the media, it can be said to be effective and attract the attention of students in EFL learning.]]>
<![CDATA[THE EFFECT OF USING QUIZIZZ TO EFL STUDENTS’ ENGAGEMENT AND LEARNING OUTCOME ]]>
<![CDATA[Ahmad Munawir]]>;
<![CDATA[Nurul Pratiwi Hasbi]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i1.5412
<![CDATA[The objectives of the research are to find out the extent of students' engagement in EFL learning before using Quizizz application, to find out students' score results from the test using Quizizz application, to find out the extent of students' behavior during the EFL learning and to find out the effect after using Quizizz to students' engagement and learning outcomes in EFL learning. This research applies a one-shot case study on explanatory quantitative research design to describe a phenomenon on the effectiveness of student engagement and learning outcomes after using Quizizz application in the EFL classroom of the 5th semester at the English Education Department in Universitas Sulawesi Barat. There are four classes and the researcher took one class purposively. The data are collected by employing preliminary and final surveys, treatments, direct observation, and tests. Structural equation modeling analyses show that using Quizizz application gave constructively contribution to some of the dependent variables. The effect of using Quizizz has the highest contribution or influence on the students' psychomotor outcomes. Next is to the effect of using Quizizz to the students' cognitive and affective outcomes. Moreover, student engagement is little or not significantly affected by the use of Quizizz. The conclusion highlights the importance, although currently ignored, ways that students contribute depends on the flow of the instruction they received. Moreover, the learning environment encourages students to think. As a concern to the teacher that students need motivational elements than a scoring system to increase their motivation. ]]>
