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[DECODING SOCIO-COGNITIVE ELEMENTS IN INDONESIAN ONLINE NEWS: A SYSTEMIC FUNCTIONAL MULTIMODAL DISCOURSE ANALYSIS ]]>
<![CDATA[Lucky Rahayu Nurjamin]]>;
<![CDATA[Dadang Sudana]]>;
<![CDATA[Wawan Gunawan]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.7874
<![CDATA[This study explores the representation of socio-cognitive components in Indonesian political multimodal news text using the framework of Systemic Functional Multimodal Discourse Analysis (SF-MDA). With the increasing prominence of multimedia in contemporary news production, understanding how socio-cognitive aspects are conveyed through multiple modes becomes essential. Drawing on SF-MDA, which combines systemic functional linguistics and multimodal analysis, the study examines how Indonesian political news texts incorporate social and cognitive elements to shape meaning and influence audience perceptions. This study was undertaken qualitatively involving three online news published by Indonesia’s publishers as the data. The result reveals that the visual and verbal modes merged in the news tend to highlight the good image of the political figures. It means that the meanings of visual and verbal components of the news persuasively work together to create the good impressions among readers to the human actor in the news. As the implication, multimodal resources are strategically employed to shape public opinion and promote specific political ideologies. Ultimately, this research aims to contribute to the development of critical media literacy and foster a more nuanced understanding of the socio-political dynamics in contemporary Indonesia.]]>
<![CDATA[UTILIZING INDONESIA’S SUPERDIVERSITY AS A LEARNING SOURCE IN CREATIVE WRITING TEACHING FOR INDONESIA EFL STUDENTS ]]>
<![CDATA[Wenda Marlin Kakerissa]]>;
<![CDATA[Nenden Sri Lengkanawati]]>;
<![CDATA[Ahmad Bukhori Muslim]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.7343
<![CDATA[Research on English creative writing has been carried out by many researchers both in Indonesia and outside Indonesia by considering how important creative writing is for learning literature in general and learning English in particular. Likewise, research on Indonesia’s super-diversity. However, research on English creative writing using Indonesian superdiversity as a learning source is still very little. Therefore, this qualitative descriptive method research is conducted. This study aims to explore benefits of teaching of creative writing utilizing Indonesia’s superdiversity as a source of learning. To achieve the aim, a questionnaire and document of students' artifacts are employed as research instruments. 59 participants from Creative Writing Language Education: Poetry class are involved; they are convenient and purposive samples. The result showed that almost all participants are very interested in learning about and making creative patterned poetry utilizing Indonesia’s super-diversity because of its many benefits. Similar research can also be carried out in other subjects so that the values of tolerance and respect become a beautiful culture amid Indonesian people's lives.]]>
<![CDATA[EXPLORING THE INTEGRATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN ONLINE TEACHING AMONG EFL LECTURERS ]]>
<![CDATA[Endang Darsih]]>;
<![CDATA[Vina Agustiana]]>;
<![CDATA[Wulan Rahmatunisa]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.7570
<![CDATA[This study is conducted based on the consideration of the importance of technology literacy for lecturers in online teaching. The purpose of this study was to find out the TPACK (Technological Pedagogical Content Knowledge) overview of English lecturers in online teaching. In particular, this study analyzed the level of TPACK along with the TPACK forming components of 3 English lecturers. This research applied a mixed method by implementing a concurrent embedded design. This study was conducted at Kuningan University by involving 3 lecturers who teach General English subject in Faculty of Teacher Training and Education, Kuningan University. Since TPACK is knowledge that integrates three basic knowledge; content knowledge (CK), pedagogical knowledge (PK) and technological knowledge (TK), so in collecting data, there are 3 instruments that were used, namely self-report questionnaires, performance assessments and observations. With regard to the TPACK level of English language education lecturers, the results of the analysis show that all of the English lecturers are described as adequate and high in most of the domains concerned in this study such as CK, PCK, TCK, TPK, and TPACK. However, they describe themselves as high in two domains; Technological Knowledge (TK), and Pedagogical Knowledge (PK). This is in line with the results of lesson plans analysis and observation of lecturers’ real teaching which refers to a high level of technology integration.]]>
<![CDATA[PORTRAYING ACADEMIC WRITING APPTITUDE AND THE PLAGIARISM ISSUES AMONG EFL STUDENTS ]]>
<![CDATA[Kartin Lihawa]]>;
<![CDATA[Karmila Machmud]]>;
<![CDATA[Adimawati Helingo]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.6760
<![CDATA[This article is the research result of teaching-learning Academic Writing to English Students Department, UNG in the fourth semester of 2020. This research objective is to enrich applying theories accessed from online books and international Journals by avoiding plagiarism in students’ writing essay as theoretical bases of their research. Besides, they would be able to communicate in the target language of writing skill as a maximum standard. There are three categories of the rubric to analyze essay in this qualitative method; a) choosing ideas in introductory sentences before taking quotations, b) accuracy diction selection, and c) linkage ideas in well sentences formulation after choosing the quotation/paraphrase. The result, from 25 students’ writing, there are 15 students who got value of A category (60%), 5 students with A- category (20%), 3 students got B+ category (12%), and 2 students got C (8%).]]>
<![CDATA[DEVELOPING CROSS-CULTURAL UNDERSTANDING (CCU) MATERIALS IN TOURISM GUIDING FOR VOCATIONAL STUDENTS ]]>
<![CDATA[Anis Nurul Hidayah Nafa]]>;
<![CDATA[Miftha Yuliana]]>;
<![CDATA[Mohammad Kholilurrahman Jailani]]>;
<![CDATA[Nana Parama Sari]]>;
<![CDATA[Wuri Anggraini]]>;
<![CDATA[Fardini Sabilah]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.6653
<![CDATA[Learning English for Specific Purpose (ESP) for vocational students, is very important so that certain ways are needed to encourage students' needs. Students must receive sufficient material in certain ways based on their interests and majors. This study aims to analyze learning needs of tourism guide materials. The method used in this study is qualitative and quantitative research design where the data is collected with numerical form then described in the form of a description. The research instruments used in this study are questionnaires and open-ended interviews. This study conducts a needs analysis to measure student needs and to develop ESP materials. The participants of this research are 3rd and 4th semester students majoring in D3 Vocational Department UNMER Malang. The results of the study indicate the needs of students to improve their English-speaking skills and develop Cross Cultural Understanding (CCU) as tourism guiding materials. Furthermore, students' English skills also show low results which lead to low self-confidence because the learning methods used by lecturers have not developed due to the application of teacher-centered classes which lead to a lack of practice from students. Therefore, learning methods that are able to stimulate students’ speaking proficiency and CCU material development are needed.]]>
<![CDATA[UNVEILING COHERENCE: ANALYZING GRAMMATICAL DEVICES IN RECOUNT TEXT ]]>
<![CDATA[Dewi Nurpitriyani]]>;
<![CDATA[Didin Nuruddin Hidayat]]>;
<![CDATA[Nida Husna]]>;
<![CDATA[Alek Alek]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.5703
<![CDATA[The purpose of this study is to examine the grammatical cohesive devices used in the recount text writing of bilingual students. The cohesive device is crucial because it consists of grammatical and lexical devices that contribute to the writing’s strength and accuracy, as well as its contextual understanding. Twenty bilingual ninth-grade students of a junior high school participated in this study. The students’ recount text writings were used as the main data in this research. The qualitative descriptive method employed in this study to thoroughly assess and describe students’ writing and its’ cohesive device used. The result shows that the bilingual ninth-grade students were able to use grammatical cohesion in their recount text writing. The result revealed the reference is most dominated in 68.42% and the second device is in conjunction with 29.97%. Meanwhile, substitution showed the low rank with 1.61% and the last was ellipsis with 0%. Furthermore, in the reference device category, personal reference becomes the most highly used at 85%, meanwhile in the conjunction category, additive category becomes the most frequent one at 46% as well as nominal substitution at 50% in the substitution device. It was also found that the ninth-grade students of bilingual class can write well using numbers of grammatical cohesive devices even though there was still some monotonous repetition in their writing. he findings of this study have pedagogical implicature as the need to enhance students’ knowledge of grammatical cohesion device because understanding of cohesiveness is necessary for pertaining to the text’s cohesion and coherence particularly in writing ability.]]>
<![CDATA[WILLINGNESS TO SPEAK: WHAT FACTORS INFLUENCE EFL LEARNERS? ]]>
<![CDATA[Nyimas Triyana]]>;
<![CDATA[Habizar Habizar]]>;
<![CDATA[Melda Nifia Putri]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.7572
<![CDATA[The online learning mode has dramatically altered the manner of the way how communication is conducted in learning at higher education or schools for the past two years. It has led to a considerable change in how learning is carried out, transferring it from an offline to an online setting that permits long distance connection and communication. However, this has an effect on students’ engagement in class as many of them exhibit passive or unresponsive behavior in participating the online learning sessions. This qualitative study aims to explore the influencing factors affect students' willingness to participate in zoom sessions during online classes at English Department, Universitas Jambi. The data was gathered through the online classroom observations and interviews with the six EFL learners, and the data was then analyzed based on the theoretical built-themes of Willingness to Communicate (WTC). The finding reveals that 1) The demotivating factors influence EFL learners’ willingness to speak in zoom class were derived by the situational factor such as difficult task types and models, the unfamiliar topic of class discussion, the lecturers’ personal characteristics, the inconvenienced time or schedule of the class meeting and a trouble Internet connection. While 2) The depressing factors influenced by the psychological component, were comprised by the lack of self-confidence, low level of English language proficiency, L2 learning anxiety and students’ individual personality.]]>
<![CDATA[EFL TEACHERS’ REFLECTION IN THE IMPLEMENTATION OF ONLINE FLIPPED CLASSROOM: CHALLENGES AND STRATEGIES ]]>
<![CDATA[Farida Noor Rohmah]]>;
<![CDATA[David Sulistiawan Aditya]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.7711
<![CDATA[The implementation of online flipped classroom was one of the impacts occurred due to Covid-19 pandemic in educational sector. This sudden shift caused challenges for EFL teachers. However, only a few studies researched the teachers’ challenges in implementing fully-online flipped classroom and the ways they solved them. Therefore, this study aims to explore the teachers’ challenges in implementing fully-online flipped classroom and their strategies to deal with them. This study employed a narrative inquiry method and the data were gathered with a semi-structured interview from three EFL teachers from a private university in Yogyakarta. The results showed that the teachers faced challenges including students’ motivation and engagement, students’ mixed ability, assessment, resistance to change and teachers’ workload. Teachers’ strategies were: maximizing synchronous meeting, providing meaningful and personalized feedback, assigning groupwork, utilizing formative assessment and collaborating with colleagues. This study can help the teachers to identify their challenges in implementing flipped classroom in an online environment and find the solutions.]]>
<![CDATA[VIRTUAL DRAMA PERFORMANCE: IS IT A NEED DUE TO PANDEMIC OR TECHNOLOGICAL ERA? ]]>
<![CDATA[Rita Inderawati]]>;
<![CDATA[Eryansyah Eryansyah]]>;
<![CDATA[Dwi Maharrani]]>;
<![CDATA[Didi Suhendi]]>;
<![CDATA[Sardianto Siahaan]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.8414
<![CDATA[ This study aims to address the needs of students in drama and drama performances in the Literature in ELT course. Since the occurrence of a national disaster, namely the spread of the covid-19 virus, the output of the Literature in ELT courses in the form of drama performances cannot be carried out due to the spread of the Covid-19 pandemic. The solution offered through this research is to perform virtual drama performances. The data were obtained through the use of a questionnaire. The data were analyzed both quantitatively and qualitatively. The result of the need analysis showed that: 1) Literature in ELT course was important for the students, 2) students’ English proficiency was at the intermediate level, 3) students still had some difficulties in drama performance, 4) the topic was English legend, 5) there was a need of integrating drama with an online application, 6) students still sometimes learn Literature in ELT with technology. Due to the needs, it was necessary to develop virtual drama performance through online application because 55.5% of students thought that it would increase their knowledge and understanding of the topic in learning Literature in ELT course in university. When offering Literature in ELT course online, it can be noted that the necessary adjustments were made to the theater activities and the drama education program, and the Zoom digital platform was mostly utilized in the online classes. ]]>
<![CDATA[AN EXPLORATORY STUDY ON STUDENTS’ ANXIETY IN THE PROCESS OF COMPOSING AN ENGLISH ESSAY ]]>
<![CDATA[Diana Achmad]]>;
<![CDATA[Muhammad Aulia]]>;
<![CDATA[Roni Ageng Hidayatullah]]>;
<![CDATA[Yunisrina Qismullah Yusuf]]>
<![CDATA[ English Review: Journal of English Education Vol 11 No 2 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i2.8559
<![CDATA[Writing proficiency is a crucial language skill for students to acquire, necessitating the production of compositions such as essays. This research aims to identify the manifestations of anxiety experienced by students during the composition of English essays and to ascertain the underlying factors precipitating such apprehension. Participants consisted of 34 fifth-semester students from the Department of English Education at Universitas Syiah Kuala. Employing qualitative methodology, the study utilized questionnaires and interviews as research instruments to collect data. Questionnaires were used to capture data concerning diverse forms of student anxiety, while interviews were conducted to elucidate the determinants of anxiety specifically related to composing English essays. Outcomes revealed that cognitive anxiety was predominant, afflicting 43.5% of fifth-semester students, showcasing its prevalence in this cohort. Additionally, language complexities, self-confidence deficits, fear of critical evaluation, and the pursuit of perfection emerged as pivotal sources of essay-writing apprehension. These findings underline the multifaceted nature of student anxiety during English essay composition, thereby serving as a valuable resource for educational stakeholders seeking insights to enhance students' writing competencies.]]>
