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[HOW TO TEACH ENGLISH CONVERSATION? AN IMPLEMENTATION OF A MULTIMODAL DISCOURSE ANALYSIS THROUGH IMAGES ]]>
<![CDATA[Partohap Saut Raja Sihombing]]>;
<![CDATA[Herman Herman]]>;
<![CDATA[Nanda Saputra]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6244
<![CDATA[The purpose of this research is to identify how is the role of images implementation in teaching English conversation. Rapid technological developments increasingly highlight the use of multimodality theory. Multimodal in this case has a metafunction. Multimodal is now used as a new learning resource that can be used in the learning process. This multimodal aims as an evolving approach to knowledge in visual or image sources. This study used a qualitative descriptive method. In this study, an analysis of multimodal literature is carried out, namely through pictures of English conversations, these images are then used in learning about conversations in English. Three steps of representational metafunction, an interpersonal metafunction, and a compositional metafunction were used to analyze the multimodality of images used as learning media in learning English. The results obtained are that there is an increase in students' understanding when using images as learning media in conversational material in English. Based on the analysis of three multimodal components, namely the representational, interpersonal, and compositional, it is possible to conclude that the image of the English conversation employed leads to adaptation to the qualities of the kid as a learner. Children enjoy animated characters, and the use of color and animation in drawings is designed to pique pupils' interest in participating in learning by displaying images of discussions and encouraging them to practice them.]]>
<![CDATA[FORM AND MODULATION OF METAPHOR TRANSLATION TO INDONESIAN OF VINGT-MILLES LIEUES SOUS LES MERS OF JULES VERNE ]]>
<![CDATA[Yusi Asnidar]]>;
<![CDATA[M. Syarif Sumantri]]>;
<![CDATA[Ninuk Lustyantie]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6255
<![CDATA[This research aims to gain an in-depth understanding of the form and modulation of metaphor translation from French to Indonesian, its use in the communicative context of speech events. Furthermore, this study also looks at the relevance of the results of the translation of the form and modulation with mediation, plurilingual and pluricultural competences in the CEFR European standard language proficiency. The data sources used are the Novel Vingt-Milles Lieues Sous Les Mers by Jules Verne and its translated novel 20.000 Mil di bawah Laut by NH Dini. The data in this study is a metaphor in a broad sense. The most dominant form of metaphor translation used is reproduction. Next, there are substitutions and paraphrases. The combined form of reproduction+paraphrasing is found in the VLM metaphor translation. Equivalence of meaning is obtained by using explicit and implicit modulation, special and general meanings, and point of view. The context of speech events contributes to producing an equivalent and natural translation. The results of this translation indicate that translation activities are complex language activities and require precision and accuracy. Translating literary works requires cultural mastery and an advanced level of linguistic mastery. The competencies are described in the Petra Project terms of reference contained in the CEFR 2020 and CECRL 2018 terms of reference. Translating skills require guided practice acquired through a well-oriented education. The ability to understand metaphors and other cultures and be able to compare them by providing analogies in the local culture is a plurilingual and pluricultural competence.]]>
<![CDATA[NEEDS ANALYSIS OF PALEMBANG-TOURIST-DESTINATION RECOUNT TEXT READING MATERIALS IN THE 21ST CENTURY LEARNING ]]>
<![CDATA[Yeni Oktarina]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Ismail Petrus]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6239
<![CDATA[The specification of the materials taught is one of the characteristics of teaching English at vocational high school. The materials should be appropriately designed or developed for the students to enhance their comprehension and to facilitate subject matter. The aim of this research is to look into students' needs for developing English reading materials based on Palembang culture, as determined by the feedback of students and teacher. Through a questionnaire and interview, the data were obtained. The data was quantitatively and qualitatively analysed. The results of the study revealed that 1) students are still experiencing some difficulty in reading comprehension, 2) a recount text is necessary; 3) English reading materials need to be integrated with students' local culture; and 4) no English reading material has been made available to incorporate the students' local culture, particularly in the field of tourism destination of Palembang. Due to needs, reading materials must be developed through the integration of local culture that matches the level of reading and supports the content of the topics.]]>
<![CDATA[COLLABORATIVE STRATEGIC READING EFFECT ON READING COMPREHENSION BY CONSIDERING LEARNERS’ COGNITIVE STYLES ]]>
<![CDATA[Leroy Holman Siahaan]]>;
<![CDATA[Aceng Rahmat]]>;
<![CDATA[Nuruddin Nuruddin]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6330
<![CDATA[The use of collaborative tactics based on Moodle is quite effective in assisting students in improving their reading comprehension. Moodle is an online education platform that creates a unique learning environment for students to learn in. Students are split into two groups based on their attitudes toward information from outside sources: field-independent learners and field-dependent learners. The Independent Learner has a self-sufficient mentality and is not depending on others. The dependent learner, on the other hand, is a student who is completely reliant on the people or her immediate surroundings. The goal of this research is to see how collaborative techniques based on Moodle and Cognitive Styles affect students' reading comprehension. It divides the participants into two groups at random: an experimental group that received CSR through Moodle, and a control group that received CSR without Moodle. The GEFT (Group Embedded Figures Test) is used to see if the participants' cognitive styles are field-independent or field-dependent. Furthermore, a two-way ANOVA and descriptive test are used to analyze the data. The results of ANOVA test revealed that the learners' reading comprehension was influenced by CSR and cognitive styles. This study suggests that English teachers use Moodle for CSR with cognitive types to help students improve their reading comprehension. Finally, the descriptive test's average differences revealed that CSR with Moodle is better for learners with independent cognitive styles than for those with dependent ones. CSR without Moodle, on the other hand, is best for dependent learners.]]>
<![CDATA[THE TEACHERS’ PERCEPTION ABOUT CRITICAL THINKING SKILLS IN ENGLISH LANGUAGE TEACHING METHODOLOGIES ]]>
<![CDATA[Moh. Yamin]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Syafi’ul Anam]]>;
<![CDATA[Pratiwi Retnaningdyah]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6302
<![CDATA[In the current situation in which all teachers are required to participate in contextual teaching fulfilling the world dynamics and students’ need in learning, it is important to follow the dynamic of contemporary ELT methodologies. The teacher’s ability in reading, learning, interpreting, and implementing the current contemporary ELT is the must; critical thinking skills are needed so that they can be the ones taking part in this study. Critical thinking skills are not only viewed as the framework of thinking but also as the framework to increase teachers’ capacity in enlarging their views about contemporary ELT methodologies. This study aimed at presenting the new perspectives concerning contemporary ELT methodologies for non-English speaking countries through critical thinking. This research was conducted qualitatively in which the data collection was through distributing questionnaires to five lecturers aiming to ask for their perspectives about English Language Teaching Methodologies through Critical Thinking. The analysis was content analysis. The findings stated that teacher’s knowledge about contemporary ELT methodologies is needed as the basic knowledge; teachers’ motivation in learning the contemporary ELT methodologies through critical thinking skills are strengthened; and teachers’ ability in identifying and analyzing the contemporary ELT Methodologies is sharpened through critical thinking skills. ]]>
<![CDATA[THE IMPLEMENTATION OF LOW-COST EDUCATIONAL VIDEOS TO IMPROVE STUDENTS’ PERFORMANCE IN TOEIC PREPARATION TEST ]]>
<![CDATA[Atiqah Nurul Asri]]>;
<![CDATA[Faiz Ushbah Mubarok]]>;
<![CDATA[Aly Imron]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6250
<![CDATA[This paper was aimed to improve Information Technology students’ performance in the TOEIC International test by using low-cost videos. The test was held by the State Polytechnic of Malang together with the International Test Center (ITC) to compete in this 4.0 industrial era. Due to the pandemic condition, the research was conducted online using the Learning Management System (LMS) and the Zoom application. The subjects in the study were a class consisting of 28 final year students of the Informatics Management Study Program. In this research, we applied Class Action Research (CAR) in 2 cycles, the first cycle was six meetings and the second cycle was two meetings. This study was said to be successful if at least 70% of the students got a score above 450 points. Next, TOEIC pre-test and post-test scores were analyzed using the T-test. In addition, this study also analyzed students' perceptions of the learning model. From the results of the T-test analysis from the pre-test, post-test 1, and post-test 2, it can be concluded that this learning model could increase TOEIC scores. Based on the results of the questionnaire and observations, it showed that students responded mostly positive feedback and improved students’ performance in TOEIC scores.]]>
<![CDATA[THE EFFECT OF LEARNING STRATEGY AND COGNITIVE STYLE ON STUDENTS’ NARRATIVE WRITING ABILITY ]]>
<![CDATA[Tata Tambi]]>;
<![CDATA[Fathiaty Murtadho]]>;
<![CDATA[Aceng Rahmat]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6278
<![CDATA[In the class, most of the teacher use a single teaching strategy to students who have different cognitive styles when teaching narrative essays in the class. Therefore, it is necessary to improve teaching strategies in the teaching and learning process. The teaching strategies that fit with the cognitive style of students in order that the learning objective is improved. This paper investigates the effect of learning strategy and cognitive style on student’s narrative writing ability. This study was conducted on the VII grade students at Madrasah Tsanawiyah Ibnu Taimiyah Bogor, West Java. Treatment by level design and two-factorial ANOVA analysis with α = 0.05 were applied in this experimental study. The sample was 40 students grouped into experiment classes and 40 students was grouped into control classes. There was a different ability in narrative writing in Bahasa Indonesia between students having field independent cognitive style (A1) and students having field dependent cognitive style (A2). Results of two-way interrow analysis of variance showed that Fcalculated (4.123) was higher than Ftable (3.97) at a significant level of α = 0.05. The findings showed the ability to write a narrative writing in Bahasa Indonesia of students having a field independent cognitive style was higher than that of students having a field dependent cognitive style.]]>
<![CDATA[UTILIZING CLUSTERING TECHNIQUE TO ENHANCE STUDENTS’ ENGLISH WRITING PERFORMANCE ]]>
<![CDATA[Erina Ayu Lestari]]>;
<![CDATA[Budiarti Budiarti]]>;
<![CDATA[Juhansar Juhansar]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6245
<![CDATA[This present study aims at exploring the utilization of the clustering technique to enrich students’ performance in writing a descriptive text in English, discovering students’ participation in learning-teaching descriptive text writing using the clustering technique, and finding out the improvement of students’ English writing performance using the clustering technique. This research implies a Mixed-Method Action Research design where researchers act as teachers. The respondents consisted of 30 Vocational High School students. This research uses qualitative and quantitative data. The qualitative data were obtained by observing the learning-teaching process of writing descriptive text using the clustering technique and interviewing students. Quantitative data were acquired through the pre-test, post-test I, and post-test II. The results show that implementing the clustering technique in the learning-teaching process enriches students’ performance and attracts students’ participation, attention, activeness, motivation, and seriousness in learning English writing. Pre-test and post-tests prove that the clustering technique enhances students’ English writing performance. The technique helps students to express ideas in English text writing. Students gain 67.49 in the pre-test, up to 75 in the post-test I, and up to 79.87 in the post-test II. The mean improvement percentage shows about 16.6% enhancement from the pre-test, 36.6% from the post-test I, and 86.6% from the post-test II.]]>
<![CDATA[THE EFFECT OF PROBLEM-BASED LEARNING MODEL TOWARDS STUDENTS’ COMPREHENSION OF THE ENGLISH READING TEXT ]]>
<![CDATA[Iskandar Rosyidin]]>;
<![CDATA[Nurrudin Nurrudin]]>;
<![CDATA[Ratna Dewanti]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6259
<![CDATA[This research entitles The Effect of Problem-Based Learning Model (PBL) on the Students’ comprehension of the English Reading Text. It is aimed at finding out the differences in students’ comprehension of English reading text using the PBL and the TBL models. The methodology used was an experimental method in which there were two groups available. The first group was an experimental group that was treated using the PBL model and the second group was a control group that was treated using the TBL model. The learning models were applied to find out the one which had the greatest effect on the students’ achievement in English reading comprehension. Since the subject delivered was Reading IV, the sampling technique used was purposive sampling, the sample chosen was students of semester IV, English Department of State Polytechnics of Sriwijaya. Based on the result of two-way analysis of variance or ANOVA AB on the level of significance of α = 0,05, it is found that Fhitung = 4,555 dan Ftabel (0,05;1:40) = 4,08. Based on the value of Significance on the table of Tests of Between-Subjects Effects on line A that if it is less than 0.05, the result of the test is significant. In the table of 4.12, the Sig value for line A was 0.039, less than 0.05. Then it is concluded that students treated using the PBL model were far higher in English reading text comprehension compared to those who were treated using the TBL model.]]>
<![CDATA[EFL STUDENT’S DIFFICULTIES IN EXTENSIVE LISTENING ACTIVITIES: A THEMATIC CONTENT ANALYSIS ]]>
<![CDATA[Indra Cipta Putra Mandiri]]>;
<![CDATA[Muhammad Handi Gunawan]]>;
<![CDATA[Suharno Suharno]]>
<![CDATA[ English Review: Journal of English Education Vol 10 No 2 (2022) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v10i2.6240
<![CDATA[The study of extensive listening (EL) is a comparatively new field in comparison to its peer, extensive reading (ER). Extensive listening itself can be defined as an engaging and enjoyable listening activity that is beneficial in increasing one’s listening comprehension. Although there have been extensive studies in regards to the field of listening in general, the field of extensive listening receives relatively little attention. This study aims to uncover the difficulties encountered by EFL students in their extensive listening activities, and to contribute itself to the present gap of studies concerning extensive listening, specifically difficulties encountered in it. This study involves twenty-three EFL students under the class of listening for General Communication 1, and conducts a thematic analysis on the participants’ questionnaire and interview responses. The findings showed that the difficulties encountered by the participants in their extensive listening activities can be divided into three major categories, namely comprehension difficulties, technical difficulties, and motivational difficulties.]]>
