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[ONLINE ESP TEACHING DURING THE COVID 19 PANDEMIC: STUDENTS’ VOICES ]]>
<![CDATA[Latifa Ika Sari]]>;
<![CDATA[Ria Hermina Sari]]>
<![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.v10i2.6307
<![CDATA[This study was aimed to evaluate the online ESP teaching in a Maritime Polytechnic in Indonesia, focusing on the teaching media used by the Maritime English lecturers: the Learning Management System, Zoom, and YouTube. 195 students of the Nautical Studies Department were involved in completing a questionnaire. 12 of them were involved in a Focus Group Interview to obtain more detailed and comprehensive information. Thematic analysis was used to analyze data and a thematic map was presented to illustrate the relationship between the themes. The findings of this study indicate that most students perceived the teaching media used by the lecturers in the online Maritime English classroom were beneficial. However, each teaching medium was reported to have its advantages and disadvantages. If combined appropriately, they can facilitate students’ language learning. It is suggested that the lecturers explore various teaching media and arrange appropriate pacing in their teaching practices. The lecturers also need to prepare their lessons well before teaching to ensure that students can receive the best online learning experience.]]>
<![CDATA[INTEGRATING ONLINE READING ACTIVITY IN A CRITICAL READING COURSE: A COURSE EVALUATION ]]>
<![CDATA[Sri Kusuma Ningsih]]>
<![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.v10i2.6285
<![CDATA[Advancement of information and communication technology (ICT) has promoted changes on students’ reading behavior; from conventional reading and online reading. In the current study, online reading activity was integrated in a critical reading course in an English department of a private university. In the course, fifty-eight EFL students were exposed with paper-based reading and online reading. After eight week, an evaluation was performed to the course. All participating students were surveyed and twelve of whom were interviewed. The quantitative data from the survey were analysed using Rasch Model while thematic analysis was performed to the qualitative data. Findings showed students’ preference to online reading activity than paper-based reading, particularly for those who were already familiar with electronic reading devices. Online reading was perceived to provide students with flexibility while reading and helped them navigate the reading sections at their ease. Small screen size and lights from the screen appeared to issue students’ eye irritation. Recommendation thus was offered particularly regarding further curriculum development that integrate online reading activity in a reading course.]]>
<![CDATA[TEACHING READING BY COLLABORATIVE STRATEGIC READING: AN ACTION RESEARCH ]]>
<![CDATA[Yon A E]]>;
<![CDATA[Zainal Rafli]]>;
<![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.v10i2.6247
<![CDATA[English language learners experienced difficulties in understanding readings in English. This research aims to improve students’ reading comprehension by implementing Collaborative Strategic Reading (CSR) at second semester students of English Department, STKIP Panca Sakti Bekasi. This research used a Classroom Action Research (CAR) was conducted in two cycles. There are qualitative and quantitative data collected in this research. The former data were gained by analyzing field note, observation sheet and interview while the latter ones were obtained from pre-test, post-test and portfolio of pre-cycle, cycle I and cycle II. The result shows that the mean score of students’ reading performance increases in four dimensions not only on literal, interpretative, applicative but also on critical understanding. The finding indicates that the students’ mean score at pre-cycle (68) increases to 77 and to 87 in the first and second cycles respectively. For interpretative understanding, the average score at pre-cycle was 61, increasing to 69 in the first cycle and to 80 in the second cycle. For applicative understanding, the average score at pre-cycle was 62, increasing to 64 in the first cycle and to 84 in the second cycle. Finally, the critical understanding also increases, from 59 at pre-cycle to 65 in the first cycle and to 85 in the second cycle. Therefore, the implementation of CAR effectively improves the students’ reading performance.]]>
<![CDATA[STUDENTS’ BELIEFS ABOUT SOCIAL MEDIA IN EFL CLASSROOM: A REVIEW OF LITERATURE ]]>
<![CDATA[Anita Dewi Ekawati]]>
<![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.v10i2.6261
<![CDATA[This article reviews research on student beliefs about the use of social media in English as a Foreign Language (EFL) classrooms. This study involves a discussion of how social media impacts students' language learning from previous studies. This study uses a systematic literature review (SLR) in reviewing articles. In determining the article, it is carried out in three stages, namely peer-reviewed articles, re-examined articles, and analyzing the selected articles. The literature review summarizes research on student beliefs from 2017 to 2021. A total of seven articles are referenced in this study. The conclusion drawn from the seven literatures is that students' beliefs about the use of social media in EFL classrooms are positively affected. Social media helps students to improve their English skills. The use of social media can be a reference for teach media that EFL teachers can present in learning activities to attract students' attention and achieve goals in language learning.]]>
<![CDATA[THE EFL STUDENTS’ PERCEPTIONS OF THE QUALITY OF THE ENGLISH LANGUAGE TEXTBOOK ]]>
<![CDATA[Arsen Nahum Pasaribu]]>
<![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.v10i2.6242
<![CDATA[The purpose of this study is to elicit students' perceptions about the quality of English textbook used by Indonesian EFL students. Although numerous teaching researchers have undertaken research on textbooks, it is still uncommon to conduct textbook research to ascertain students' perceptions on the quality of textbooks. This study employed a mixed-methods approach and gathered data from 300 senior high school students in grade eleven. They were chosen at random among 674 students. These students come from SMA 12 Medan and SMK 3 Parulian Medan. Each school was represented by 150 students in the eleventh grade. Google forms were utilized to collect data. Simple statistics are used to calculate the number and percentage in research data analysis, while interactive data analysis is used to examine qualitative data. The results of this study show that the textbook "Bahasa Inggris" meets the criteria for a textbook of appropriate quality in terms of external appearance, content quality, language or vocabulary used, scoring system, and positive impact. However, the quality of the textbook's look and content may be enhanced. The findings of this study provide a unique viewpoint on the difficulties studied in comparison to earlier textbook research. ]]>
<![CDATA[MOBILE LEARNING VOCAPP: (VOCABULARY APPLICATION) FOR ENGLISH VOCABULARY LEARNING ]]>
<![CDATA[Badroeni Badroeni]]>;
<![CDATA[Sofhian Fazrin Nasrulloh]]>;
<![CDATA[Oman Suryaman]]>
<![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.v10i2.6253
<![CDATA[ The background of this research is to investigate the urgency of vocabulary as the most important aspect in language. In this research, vocabulary learning will be assisted by using an android application, namely VocApp; (Vocabulary Application). The purpose of this research and development is to (1) identify the needs of vocabulary learning media according to teachers and students, (2) know the principles of developing learning media based on theoretical studies, identify needs and analyze existing learning media, (3) design VocApp learning media based on the results of the analysis of the existing media, (4) test the VocApp learning media (5) Revise the features of the application according to the evaluation of the trial, (6) Disseminate and implement applications for vocabulary learning in the classroom. The method used is research and development. The steps in the research are Needs analysis, Prototyping, Revision Prototype, Developing, Testing, and Deployment. The result indicated there is a significant improvement of students’ skill in vocabulary building by means of VocApp application. This case can be seen from the results of calculations using statistical tools, it is known that t-count is 0.03 which means <0.05. From the results of t-count, it can be concluded that there is a significant difference.]]>
<![CDATA[WHY DO THEMES MATTER? THE TEACHERS’ VOICES ABOUT THEMATIC UNITS FOR TEACHING ENGLISH TO YOUNG LEARNERS ]]>
<![CDATA[Ivana Nabilah Qoriroh Mujahidah]]>;
<![CDATA[Fardini Sabilah]]>;
<![CDATA[Rina Wahyu Setyaningrum]]>
<![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.v10i2.6237
<![CDATA[Teaching English to Young Learners (TEYL) in Indonesia has been an intriguing field that there never been ending studies about it. As a locally-tailored school subject that can be local content or elective subject without curriculum guideline, English for Young Learners (EYL) program is carried out in various ways by the primary schools in Indonesia. This present study aims to discover the essential role of implementing thematic model in TEYL. This paper discusses a phenomenological investigation of five EYL teachers who employ thematic units for teaching the pupils in different cities of Indonesia. Graduated from English education department, all participants have been teaching young learners English more than five years and planning their teaching based on their students’ needs by utilizing themes. Using semi-structured interview questions, the teachers were guided to explain their experience in valuing the themes for teaching English thematically, how to incorporating themes into TEYL, and challenges in implementing EYL thematic units. The data were analyzed thematically to get the emerging themes which correspond to this research topic. The results revealed that teaching English thematically is critical for young learners as their English learning scaffolding to achieve language skills and ability to communicate in particular discourse. All participants agreed that their students enjoyed the EYL thematic activities for gaining new knowledge using English despites challenges faced by the teachers in preparing the lessons.]]>
<![CDATA[FOSTERING QUALITATIVE CONTENT ANALYSIS SKILLS THROUGH CASE METHOD ]]>
<![CDATA[Noermanzah Noermanzah]]>;
<![CDATA[Dian Eka Chandra Wardhana]]>;
<![CDATA[Awalludin Awalludin]]>
<![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.v10i2.6312
<![CDATA[This study is aimed at demonstrating how students in the University of Bengkulu's master's program in Indonesian language education have improved their capacity to employ qualitative content analysis techniques. This study uses a classroom action research method with the Kemmis and MC model. Data collection techniques using observation, interviews, tests, and documentation. Data analysis techniques are: 1) analyzing qualitative data, namely observation data, interviews, and document analysis; 2) analyzing quantitative data, namely performance test data, and 3) interpreting and setting indicators of success of actions. Test the validity of the data using the technique of inter rater, member check, and triangulation of data sources. The results showed that the application of case method carried out online through Zoom Cloud Meetings and LMS University of Bengkulu was able to improve the ability to use qualitative content analysis methods for students. Improvement both in terms of the learning process that activates the learning experience through solving discourse analysis cases at the level of knowledge and activities trying to analyze class discourse, as well as increasing learning outcomes in the first cycle by 16% which reached a value of 80, increasing in cycle 2 by 91.66% which reaches a value of 80.]]>
<![CDATA[INDEPENDENT LEARNING IN ENGLISH ONLINE CLASS DURING COVID-19 PANDEMIC: STUDENTS PERCEPTIONS AND ITS CHALLENGES ]]>
<![CDATA[Andi Mukarramah Nagauleng]]>;
<![CDATA[Ahmad Mustamir Waris]]>
<![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.v10i2.6421
<![CDATA[ The spread of Covid-19 in Indonesia forces teachers and students to conduct the online learning-teaching process independently. Online learning is carried out to protect teachers-students and reduce the number of people affected by the virus. Thus, this present study aims to discuss how independent learning in online English class put into practice at school, discover students’ perceptions of independent learning in online English classes and its challenges during the Covid-19 pandemic. This present study relays on mixed methods research design. Qualitative and Quantitative data were collected through a survey using a google form. Qualitative data were analyzed by coding, classifying, explaining, and concluding. Meanwhile, quantitative data were analyzed using the Likert scale method through SPSS ver. 23. The results show that in the learning-teaching process during the covid-19 pandemic, students learn independently using learning-teaching materials provided by English teachers. Besides, students use media such as YouTube to help them understand the material given by teachers. Students claim that independent online English learning is ineffective since students find difficulties in understanding materials. Although students use technology to support the learning-teaching process, it does not work well since the internet connection is unstable and internet quotas are limited. Therefore, teachers should manage independent online learning properly to enable students to achieve the goal of the learning-teaching process. Teachers should organize and control the learning-teaching process according to current needs; planning, implementation, and assessment.]]>
<![CDATA[DEVELOPING INSTRUCTIONAL READING MATERIALS WITH LOCAL CULTURE-BASED NARRATIVE TEXTS FOR THE TENTH GRADE STUDENTS ]]>
<![CDATA[Rita Inderawati]]>;
<![CDATA[Sri Susanti]]>;
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Margaretha Dinar Sitinjak]]>
<![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.v10i2.6431
<![CDATA[The purposes of this study was to find out the validity, practicality, and potential effect of the developed instructional reading materials using Siti Zubaidah narrative lyrics as a local culture-based narrative texts from South Sumatra. The method of the research used development study. The subjects of the study were tenth grade students whose instructional reading level was level four. The procedure of the study consisted of three stages: analysis, design, evaluation and revision. In the first stage, instructional, students’ reading level, and their reading needs were analyzed. The data collected by using questionnaire and test. The result of the analyses became the basis of product development. Texts with comprehension questions were written. Formative evaluation was conducted to see the validity, practicality, and potential effects of the product. The validity about the content and construct of the product was evaluated in expert review phase. The product was stated to be very highly valid (4.45). The practicality was evaluated in one-to-one and small group phases. The results showed that the product was very highly practical since the average score in both phases were 4.64 and 4.79 respectively. Field test phase aimed to evaluate the potential effect of the product. After being tried-out in the field test as 93.3% of the students achieved the minimum mastery criterion which was 68. It meant that this product had a very high potential effect. In conclusion, the developed product was potentially effective to be applied for the tenth grade students.]]>
