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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
AUGMENTING EFL STUDENTS’ SPEAKING SKILLS THROUGH THE MYSTERY BOX GAME Nira Erdiana; Masrizal Mahmud; Syarifah Nisa Khaira; Yunisrina Qismullah Yusuf
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.v11i1.7960

Abstract

This study examined how employing the Mystery Box game affected tenth-grade students' speaking skills at a senior high school in Lhokseumawe, Aceh, Indonesia. It employed pre-experimental quantitative research. A number of 25 students from class X-3 were purposively chosen as the sample of this study. In collecting the data, the researchers used tests (pre-test and post-test) as the instrument, and the results were analyzed by using statistics. The results showed that the mean scores of the pre-test and post-test were 37.2 and 73.2, respectively. The mean score of the post-test was higher than the mean score of the pre-test, with the T-test value of 4,556, and the critical value in the t-table (0.05) of 1.711. This implies that the t-score is higher than the t-table (t- score = 4.534> t-table = 1.711), and thus the alternative hypothesis (Ha) of this research was accepted and the null hypothesis (Ho) was rejected. In conclusion, teaching English by using the Mystery Box game to improve these EFL students’ speaking skills succeeded. Consequently, the use of this game is among the alternative media to be used by English teachers in augmenting their students’ skills in speaking English. When students achieve the accuracy and mastery of speaking skills, at a later stage, it can help them move to the improvement of other language skills
INVESTIGATING STUDENTS’ EXPECTATIONS OF THE LECTURERS’ STYLES IN TEACHING ENGLISH Diana Achmad; Asnawi Muslem; Tia Rahmanita; Humaira Irfan Khan
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.v11i1.7972

Abstract

The teaching style is the way the lecturer delivers material and controls students’ activities in the classroom. Teachers have their own teaching style depending on personal and students’ needs. Meanwhile, the students have their own expectations regarding the teachers’ styles of teaching English as well. This research investigated the university students’ expectations of the lecturers’ styles in teaching English. It used descriptive quantitative and qualitative methods as the research design. The data were collected by distributing a questionnaire to 45 students and interviewing 9 of them who were randomly chosen from the students majoring in English at one of the universities in Banda Aceh, Indonesia. The quantitative data were analyzed statistically, while the qualitative data were analyzed through data condensation, data display, and conclusion. The results of the research revealed that the dominant lecturer’s style expected by the students in teaching English is the combination of facilitator, personal model, and expert styles. The students favored the lecturers who facilitate students’ learning activities, give personal examples, and provide detailed information that students need. If the lecturers used only one teaching style, the students said they would get bored and learning would not reach maximum results. The combination of the three styles is a form of the student-centered model in which students play an active role in the learning activity in the classroom.  

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