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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 11 Documents
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Search results for , issue "Vol 2, No 1 (2013)" : 11 Documents clear
THE CHARACTER ANALYSIS OF GLEN HANSARD IN ONCE FILM Nani Rosnani Thamrin; Baran Wargika
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: This paper analyzed the characterization of talented actor named Glen Hansard in Once film. This study employed a descriptive qualitative research design based on theories of Rahardjo (1985), Robert (1965), and Card (1988). Primary data sources were whole Once scenes film directed by John Carney which had low-budgeting production with two stars, Glen Hansard and Irglova, while secondary data sources were collected from the articles related to this study. This research mainly investigated two aspects involved two character analyses of the main actor, Hansard. The first one was the construction of Hansard’s characters and the second one was the effect between his character and another actors’ character. The study showed that Hansard’s characters were constructed by five factors: from what the character did and said, what the other characters said about him, how the appearance and its milieu were, influencing one and  another.The study also found that he had struggle, visionary, ambitious, introvert, sensitive, straightforward and curious characters, but more characters that showed strong characters of his were struggle, visionary and ambitious, because the scenes reflected them more.Keywords: literary works, film, character, characterizing. 
AN ANALYSIS OF ENGLISH THESIS WRITING: A Case Study of English Department of UIN Sunan Gunung Djati Bandung Andang Saehu
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: This is a report of a study designed to examine the process of thesis—a final (research-based) paper for undergrads prior to academic completion—writing of English Department students who graduated in Academic Year 2007/2008.  Using a descriptive method, this case study aimed to describe the stages, to identify the problems, and to explore the techniques of solving problems used by respondents in the thesis writing by involving six students who had engaged in writing and research project course. The data concerning writing stages, problems, and coping with strategies were collected by using questionnaires, interviews, and documentation (thesis). The results showed that all participants went through the thesis writing stages determined by Faculty of Adab of UIN Sunan Gunung Djati, Bandung, namely: 1) Starting process; 2) Researching; 3) Reporting; and 4) Doing consultation.  These also showed that all respondents encountered: 1) Procedural problems, which were likely to be the major problems shared by all respondents; 2) Academic problems; and 3) Non-academic problems. However, whatever problems they dealt with, each of them had his/her own strategies to cope with.  The procedural and academic problems were coped with by reading, doing consultation, and peer-collaboration.  Meanwhile, non-academic problems were solved by having a rest and managing time.Keywords: analysis, thesis, stages, problems, and solutions
TEACHING GENDER AWARENESS THROUGH FAIRY TALES IN THE EFL CLASSROOM Arisa Kochiyama
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: The purpose of this study is to explore how gender has been portrayed historically and in current times in fairy tales and then to introduce the effectiveness of using fairy tales in language instruction. While some instructors may still believe that teaching EFL encompasses focusing on linguistic elements only, recent trend in EFL teaching indicates the necessity of integrating literature in the curricula because of its rich potential to provide an authentic model of language use as well as its universal themes within human history. Traditional fairy tales and modern ones can allow students to think critically about how men and women are portrayed and to compare these portrayals with their own communities. It is hoped that discussion of the topic of gender issues can help students foster critical thinking and literacy and empower them with a further understanding of gender notions in their lives.Keywords: intercultural communication, English as a second language, EFL classroom
NOTICING: A FACTOR TO IMPROVE IRANIAN PRE-INTERMEDIATE EFL LEARNERS’ STRUCTURAL ACCURACY Faezeh Nemati; Hamid Ashraf
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: The present study was conducted to investigate the effect of noticing, explicit focus on form on linguistic accuracy. To fulfill the purpose of the study, 44 Iranian pre-intermediate EFL learners of one of the language institutes were chosen by means of administering the KET homogeneity test. These learners were pretested through a structured interview to check their current accuracy level regarding the oral production of five structures. Based on the results of the pretest, two matched groups, one as the control group and the other as experimental group, were formed. Then, two groups were provided with tasks through listening about the target structures in the study. Of course, the experimental group underwent focus on form explicitly through noticing, while the control group was not provided with it. After twenty sessions of treatment, each ninety minutes, the two groups were post tested through another structured interview. The data obtained from instruments used in the present study indicated that the instructional treatment, noticing, had a significant effect on the acquisition of the target forms. The scores of the participants demonstrated that in experimental group outperformed the control group in terms of the average accuracy gains. Finally, it was concluded that explicit focus on form, noticing, can lead to higher accuracy in oral production in comparison to control groupKeywords: explicit focus on form, noticing, accuracy
INCORPORATING A COGNITIVE LINGUISTICS APPROACH TO THE TEACHING OF A SELECTION OF FIGURATIVE IDIOMS IN EFL CONTEXT Dzung Trung Dang
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: Prodromou (2003: 43) states that “the way for a student of English to become more fluent in the language is not only to have a good command of grammar and vocabulary but also a good command of the ‘idiom principle’ and there is “the need for idiomatic competence is precisely what linguists propose for the non-native speaker”. In addition, research shows that idioms are among the biggest challenge for EFL/ESL learners. The aim of this paper is to shed some light on ways to deal with a selection of figurative idioms by employing a CL perspective and to suggest some pedagogical implications. The paper attempts to examine a small number of Vietnamese EFL learners in the use of a non CL and a CL activity to evaluate its effectiveness and learning gains. The results could be used to further explore the use of CL to the teaching of idioms.Key words: cognitive linguistics, figurative idioms, corpora 
IRANIAN EFL TEACHERS AND STUDENTS' DEVELOPMENT THROUGH OBSERVATION Khalil Motallebzadeh; Elham Asa'di
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: This paper describes the processes used to examine on one hand the effect of less experienced teachers' participation in experienced teachers' classes on their own skills and teaching methodologies. It also describes the role of teachers' training through observation in their students' achievements. This quasi-experimental design study was conducted In KISH Language School in Bojnurd, Iran. Twenty one EFL teachers were selected as experienced and less experienced ones and involved 169 male and female students (aged 15 - 45 years) as participants. In order to compare students' English proficiency before and after the treatment, a Key English Test (KET) and a Preliminary English Test (PET) were employed. Also, a Peer Observation of Teaching Questionnaire, a sample of TOEFL test and an interview were used to find out the results of teachers' development. This study also revealed that less-experienced teachers' participation in experienced teachers' classes had a significant effect on EFL teachers' skills and strategies used in their classroom and almost all teachers were satisfied with their participation in experienced teachers' classes.Keywords: observation, professional development, less experienced teachers, learners' achievement
IMPROVING STUDENTS’ COMPETENCE IN WRITING DESCRIPTIVE TEXTS THROUGH “FRESH” TECHNIQUE Faisal Aulia; Yasinta Wulandari
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: This research was aimed to know whether “FRESH” technique can improve students’ competence in writing descriptive texts. This research was conducted in one of the junior high schools in Banyumas in academic year 2012/2013. The method of this research is Classroom Action Research (CAR). The research participants were the students of VIII E class consisting of 28 students. The treatment was carried out in two cycles of four actions, from November 9th, 2012 to December 1st, 2012. The quantitative data (tests) were evaluated by using Burhan Nurgiyantoro’s Writing Evaluation Criteria which consisted of evaluation in content, organization, vocabulary, language, and mechanics. Based on the data analysis, it could be described that the students’ competence in writing descriptive texts improved. It could be seen from the improvement of students’ score in pre-test and post test. The improvement of students’ score was 23.607%. This meant that “FRESH” technique improved the students’ competence in writing descriptive text in the eighth grade students of in academic year 2012/2013.Keywords: descriptive text, FRESH Technique, Classroom Action Research, writing competence
TEACHERS’ PERCEPTION ON ICT-BASED ENGLISH TEACHING Yayan Suryana
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: This article was related to the teachers’ perception on the application of ICT-based English teaching in Senior High School and the readiness of the teachers and schools in applying the 2013 Curriculum. This qualitative data was described from the interview and the survey during the socialization of the 2013 Curriculum. 8 participants of different ages from different Senior High School in Kuningan Regency were interviewed by phone, direct interview, and Facebook-chatting. The findings showed that most of the senior teachers (80%) of more than 50 years of age were not motivated in using the ICT, 20% of them were familiar with ICT; 60% of the teachers between their 30s and 40s generally understood how to use ICT but seldom implemented the ICT based English teaching because of lack of ICT facilities. Almost 95 % of new English teachers were familiar with ICT and they applied the ICT-based English teaching when the ICT facility was available. Their reasons of not using ICT were lack of ICT literacy, taking too long to learn, and the fact that it was expensive and not always available. The conclusion of this research was that the application of the ICT-based English teaching could not be applied 100% because some teachers were still illiterate with ICT and the ICT facilities were still limited. Keywords :ICT,Teachers’ Perception, the 2013 Curriculum, ICT literacy, ICT-based English Teaching
INVESTIGATING THE PROBLEMS OF TEACHING AND LEARNING ENGLISH IN MIDDLE SCHOOLS IN IRAN Saloumeh Khodabakhshi; Ali Rahimi
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: The present research aimed to investigate the problems of teaching and learning English in middle schools in Esfahan, Iran. These problems are associated with the learner, teacher, textbook, syllabus, and language policy. The instrument used was a self-constructed likert scale questionnaire. All the variables had a hand in the problems among which textbook, syllabus and language policy had the most effect. Twenty five problems were distinguished among which some are as follows: students do not consider pair work important; most of the time, most teachers  do not speak in English in the classroom; the textbook does not include CDs or cassettes, does not consists of all the English Skills; the syllabus does not include one or two projects for students apart from the midterm or final test, Language Policy being not completely familiar with the steps of EFL teaching, does not selecting the most qualified and proficient teachers in EFL teaching. It can be concluded that the language policy should take a practical step in reducing the problems by changing the textbooks and providing more teaching aids for the teachers.Keywords: teaching and learning English, problems of teaching and learning English, middle school, Iran
SELF-PACED READING AND THE ACHIEVEMENT OF PERSIAN EFL LEARNERS Amir Toghyani Khorasgani
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: This study aimed at investigating the effects of reading goals on L2 reading comprehension in a computer-mediated environment when reading is self-paced by the learners and students are responsible for their own comprehension. Sixty participants (30 males 30 females) in three groups of 20 were involved. A computer program, written in C#.NET program, presented the text on the screen four lines at a time, and measured the amount of time students would spend on each page initially, how many times students re-read pages, and how much time students would spend re-reading pages. L2 learners’ comprehension and learning strategies were measured in three ways: recall of materials, time spent reading each page of the text and time spent re-reading pages, and the number of times pages were re-read. Finally, after one month from the first test a posttest was administered to determine which group could remember materials better. The results revealed that recall of materials was significantly greater for the teaching-goal group than the other two groups in both first and second tests. Time spent re-reading was significantly greater for the teaching-goal group as well. These findings suggest that reading goals do have an effect on comprehension and recalling in a computer-mediated environment and students with a different reading goal performed differently while reading passages. Keywords: reading goals, computer-mediated reading environment, learning, immediate and delayed recall.

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