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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 32 Documents
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Search results for , issue "Vol 11 No 1 (2023)" : 32 Documents clear
THE CHANGE OF GREETING WORDS IN BESEMAH LANGUAGE AND ITS IMPLICATION FOR LEARNING REGIONAL LANGUAGES Resky Utami; Nurhayati Nurhayati; Sri Indrawati
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7597

Abstract

This research described the addressing terms and analyzed the addressing term shifts of Besemah community in Pagar Alam regency. This research also described the implementation of Besemah vernacular language on vernacular langauge lesson. The applied method was descriptive qualitative method and objective appraoch with four research techniques. The data source was the community of Besemah, consisting of five districts in Pagar Alam regency. The results found five hundred and fifty-two addressing terms. These words include addressing terms within family context and community context. Then, the researchers also found the shifting addressing terms. Four of the words were not found at the present days. The result implications have some implications on vernacular language lesson and could be the teaching materials for primary school levels.  
THE IMPACT OF COLLABORATIVE STRATEGIC READING (CSR) STRATEGY ON READING SKILL AMONG SECONDARY STUDENTS Riswanto Riswanto
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7549

Abstract

The study's overarching objective is to determine whether or not CSR improves students' reading comprehension. Twenty-five students from one public secondary school in Bengkulu Tengah served as the study's sample. The study used a pre- and post-test to gather data in a quasi-experimental equivalent time-series design. Since there is only one group in the research, a control group is unnecessary. The normality of the data was a prerequisite for using the one sample t-test formula to assess the hypothesis. In this study, the researchers employed the Kolmogorov-Smirnov test to examine whether or not the data were normally distributed. The results of this research showed that the experimental group's class post-test mean score of 83.54 exceeded the class pre-test mean score of 51.94. Based on the findings, it is clear that the Collaborative Strategic Reading (CSR) approach significantly improved students' ability to understand what they read.
EXPLORING EFL LEARNERS’ AGENCY IN ONLINE ENGLISH LANGUAGE TEACHING DURING THE COVID 19 PANDEMIC Tedi Rohadi; Listiana Ikawati; Muhsiyana Nurul Aisyiyah
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.6801

Abstract

This qualitative descriptive study intends to investigate how student agency skills were affected by online EFL instruction during the COVID-19 epidemic, as well as how it would have affected future learning and teaching. The study focuses on pre-service student teachers in Indonesia, aiming to equip them with the necessary skills for academic success and the modern job market. The results show that learners' agency was essential to their adjustment to the online learning environment, especially when taking into account elements like choice, fairness, participation, interest, motivation, self-efficacy, teacher support, and peer support. Moreover, the study highlights the importance of fostering student agency in EFL teaching and learning activities, which not only provide content-based learning but also create collaborative language learning environments that empower learners to utilize a variety of online resources and tools. Overall, this study provides insights into the effective implementation of online language education during unprecedented times while emphasizing the importance of student agency for successful EFL learning and teaching.
FLASHCARD MEDIA EFFECTIVENESS IN ENRICHING STUDENTS’ ENGLISH VOCABULARY AT VOCATIONAL SCHOOL Bambang Nur Alamsyah Lubis; Rakhmat Wahyudin Sagala; Khairun Niswa
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.6852

Abstract

This study aimed to describe the effectiveness of flashcard media in enriching student’s English vocabulary. The objective of the study referred to identify the effectiveness of flashcard media, and to evaluate flashcard media in enriching student English vocabulary. Descriptive qualitative was used as a research method. The data of this study was a result of questionnaire and interview, and the source of the data was taken from students at SMK Swasta Yapim Biru-Biru. The result of this study was that flashcard media were successfully effective in enriching students' vocabulary, and flashcard media must have more variety. For instance, the flashcard did not only show animal, school tool, and home furniture pictures; it could also show road signs, motorcycle and car spare parts, machine material, and computer material pictures, all of which were suitable for student vocational needs.Flashcard media must be appropriated to students’ needs. Its purpose, to make sure flashcard media was accepted and right on target.
SEMANTIC REVIEW ON THE REFORMULATION AS THE FORM OF CLARIFICATION IN APPOSITIONAL CONSTRUCTIONS Hero Gunawan; Puspita Sari
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7675

Abstract

This research-based article discusses appositives containing reformulation which is very important in the context of meaning particularly in the form of clarification to the anchor as the antecedent. This reformulation is viewed from the two aspects, i.e., semantic equivalence and coreference. Therefore, this research serves two aims: 1) to elucidate the forms of clarification provided by reformulation as semantic equivalence that makes anchors more comprehensible, and 2) to elaborate whether reformulation and its anchor are coreferential in the appositional constructions. The data sources are taken from English printed media within three levels of distributional coverage, i.e., national, regional and international coverage. The data are analysed through employing the method of qualitative research, that is, the method presenting descriptive data, both written and oral data. To analyse such descriptive data, the distributional method of analysis with the two techniques is used, namely, extracting techniques, and inserting techniques. The results of this research uncover that 1) the forms of clarification provided by the reformulation cover: a) metaphorical expression, b) factual knowledge, c) expression of revision, d) simplified expression, e) short forms (acronyms), f) emphasis through negative reformulation, and g) equivalence in other language; and 1) not all reformulations have coreferences. All of the reformulation forms are given to make the anchor more comprehensible.
REPRESENTATION OF STUDENTS’ CRITICAL THINKING IN WRITING: A CRITICAL LITERACY PERSPECTIVE Nasori Efendi; Aceng Rahmat; Ninuk Lustyantie
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.5896

Abstract

The goal of this study is to investigate university students’ representation on their critical thinking in academic writing from a critical literacy perspective, in which text is bias and it possesses ideological perspective of writer in expressing social critics, inequality, and power relations. Researchers analyzed 91 argumentative texts writing from Indonesian undergraduate English education students, which were qualitatively assessed using Facione’s HCTSR and LaGuardia’ s CLR rubrics, as well as NVivo 12 Plus software and an integrated theme meaning approach to qualitative content analysis. Researchers discovered that students’ critical thinking skills varied in demonstrating their logical arguments, systematic thinking in reasoning, analysis and evaluation, decision-making, and problem-solving strategies in their academic writing in higher education.
A QUALITATIVE EVIDENCE SYNTHESIS OF ARTICLE ABSTRACT WRITING IN ELT AND LITERATURE JOURNALS Sri Budiyono; Fahrus Zaman Fadhly
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7753

Abstract

Abstracts are essential components of academic research articles, providing a concise summary of the study's purpose, methods, results, and conclusions. This qualitative evidence synthesis examines the quality, structure, and content of abstracts in the fields of English Language Teaching (ELT) and Literature. A systematic search of relevant databases identified 15 peer-reviewed articles published in English with a focus on abstract writing. Thematic analysis was used to analyze the studies for their research findings, methodologies, and recommendations related to abstract writing. The findings reveal that abstracts tend to be descriptive, with a focus on presenting the research problem, methodology, and main findings. However, there is a lack of consistency in structure and content across journals, and the quality of abstracts varies widely. Based on the analysis, several key recommendations for improving abstract writing in ELT and Literature journals are proposed, including greater consistency and standardization across journals, and improved training for authors and reviewers. This qualitative evidence synthesis offers a thorough overview of the body of knowledge on the subject of writing effective abstracts for ELT and literature journals and makes suggestions for further study and practice in this field. The study highlights the need for greater attention to abstract writing quality, structure, and content, and provides practical recommendations for improving the quality of abstracts in ELT and Literature research articles using thematic analysis as a data analysis technique.
LITERARY CRITICISM IN THE DIGITAL AGE: ADDRESSING THE PROBLEMS AND OPPORTUNITIES OF DIGITAL LITERATURE IN EFL PEDAGOGY Ali Mustofa; Lies Amin Lestari
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7137

Abstract

The literary genre known as "digital literature" includes works of fiction and nonfiction written only for digital media such as computers, tablets, and smartphones. Because of its convenient qualities, this genre may be read and enjoyed anywhere, especially when it has already been posted to a digital site. Such literary works might not offer universal traits like those of works on paper. This is just unusual in that it is solely made with digital tools. Digital literature may provide particular techniques to reading and analyzing it, since the academic world likewise moves toward paperless resources. The current study examines the difficulties, limitations, and potential solutions for seeing digital literary works as online resources, using some novel methods from literary and cultural studies and multimodality that may be used to evaluate digital literary texts. The article presents and examines a few ideas that will significantly improve the actions and reactions of EFL students’ active participation in literary criticism and analysis
NEW NORMAL CAMPAIGN OF COVID-19 ADVERTISEMENTS BY WHO: A MULTIMODAL STUDY Asmah Boru Munthe; T Thyrhaya Zein; T Silvana Sinar
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7784

Abstract

After Covid-19 outbreak spread around the world, many advertisements campaign the new normal life. WHO made some rules how the way to life in new normal. This research aims to describe verbal and visual elements in the new normal campaign of Covid-19 advertisements by WHO. The research used qualitative descriptive research with an interactive model. The technique of collecting data was documentation. The researcher used Ideational Function to analyze verbal elements and Grammar Visual Design Theory to analyze visual elements. Based on the finding, there were three dominant elements in verbal elements. First, the dominant participant was the goal (19). Second, the dominant process was material (20). Third, the dominant circumstance was manner (4). Meanwhile, there were also three dominant elements in visual elements. First, the dominant representational was narrative (17). Second, the dominant elements in interactive were offer (19), medium long shot (6), oblique (16), and eye level (17). Third, the dominant element in compositional was salience (54). The conclusion was the visual elements were more dominant than the verbal elements. The visual element showed many images that made the readers understand by looking at them and the verbal elements were just additional information to the readers to not get misunderstood the images. Thus, the verbal elements correlated with the visual elements to convey the meaning from advertisements to the viewers
EXPLORING CLASSROOM INTERACTION PATTERNS IN EFL VIRTUAL LEARNING Magdahalena Tjalla; Marlina Syamsir; Zulfah Zulfah; Abdul Haris Sunubi; Arqam Arqam
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7878

Abstract

Abstract: This study analyzed classroom interaction patterns in four EFL virtual learning classes at IAIN Parepare: speaking, listening, writing, and reading. The purpose of this study was to give an overview of classroom interaction involving lecturers and students during the learning process. The researchers used a video recorder and field notes to capture the spoken and written interaction during the learning process. Data were transcribed and codified based on the intuitive taxonomy of the discourse act framework of Tsui. Data showed that both in spoken and written interaction, patterns of Initiation-Response (IR), Initiation-Response-Follow up (IRF), and Initiation-Response-Follow Up-Follow Up 2 (IRFF) occurred. In detail, the complete interaction patterns were in listening class, both in spoken and written form. In reading and writing classes, the Initiation-Response (IR) and the Initiation-Response-Feedback (IRF) occurred. However, in speaking, only Initiation-Response (IR) was produced. In written interaction, except in the listening class, only Initiation-Response (IR) occurred. Data also showed that utterance categories occurred less in written interaction than in spoken. Most of the interactions were done when the lecturer provided information on learning material and instructions on how to do assignments. Thus, there was no feedback given by the lecturer in this interaction. The study also found that the interaction was lecturer-centered, and both the lecturers and the students employed the L1 in the classroom interaction.  

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