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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 12 Documents
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Search results for , issue "Vol 2, No 2 (2014)" : 12 Documents clear
PRE-SERVICE TEACHERS’ ANXIETY DURING TEACHING PRACTICUM Vina Agustiana
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: Teaching practicum is an obligatory task for students of Faculty of Teacher Training and Education to fulfill  their graduation requirement. Based on pre survey, this study aimed to find out the level of foreign language teaching anxiety (FLTA) experienced by English students and teachers throughout the teaching practicum. By using qualitative methods, 50 pre-service teachers completing their teaching practicum as part of their graduation requirement at English Department, Faculty of Teaching, participated in the study. The research tools were close-ended questionnaires filled by pre-service teachers and semistructured interviews conducted with 5 of the participant pre-service teachers. The analysis of the data revealed eight main categories as the foreign language student teacher anxiety: when the cooperative teacher and/or supervisor observe their teaching activity (3.6 mean rate), lack of teaching experience (3,4 mean rate), got stressed when they face the first day of teaching practicum (3,4 mean rate), conducting practicum assessment (3,1 mean rate), having a big class (2,9 mean rate), teaching grammar (2,8%), feeling worry if their students ask them questions (2,7 mean rate), and catching up students’ attention (2,6 mean rate). Lack of teaching experience and less of mastering the material caused the anxiety during teaching appeared. Therefore, before conduct teaching activity, it is a must to the techer to comprehend the material in order to avoid to make mistake and support our confident during teaching activity.Keywords: foreign language teaching anxiety, pre-service teachers, teaching practicum
LINGUISTIC FEATURES ANALYSIS OF THE ENGLISH ELECTRONIC COMMERCE WEBSITES Siti Nurani; Risa Mufliharsi; Larisa Yohanna
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: This research aims at identifying linguistic features used in the English electronic commerce websites used in correlation with the field, tenor and mode of discourse as parts of Systemic Functional Linguistics (SFL) approach. Findings have shown that in the field of discourse, the linguistic features are largely appeared in the experiential domain analysis which shows that all terms of registers function as technical terms, of which the two major forms of nouns and verbs were the most frequent categories among other kinds of technical terms. The goal orientation is considered to be as a long term and the social activity is exchange. In the tenor of discourse, the linguistic features are highly appeared in the social distance analysis which shows that the social distance between participants is considered minimal. The agentive role is said to be equal and the social role is considered as non-hierarchic. In the mode of discourse, the linguistic features are excessively occurred in the language role analysis which exists equally of both constitutive and ancillary. The channel is in graphic mode. The medium is in written with a visual contact as its device.Key words: systemic functional linguistics, register, discourse
TEACHING COMMUNICATIVE TRANSLATION: AN ACTIVE RECEPTION ANALYSIS BETWEEN THE TRANSLATION AND READER'S RECEPTION Venny Eka Meidasari
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: Literary theory sees reception theory from the reader response that emphasizes the reader's reception of a literary text. It is generally called audience reception in the analysis of communications models. In literary studies, reception theory originated from the work of Hans-Robert Jauss in the late 1960s. Communication only means that the original message will be clearly sent in its equivalent context to the target receptor. Similarly, the main role of translators is to send the message across without any form of distortion or emphasis. It is delivering the genuine context of the message to the language that the active receptor understands. A single mistake in a context translation can result to offensive message that can eventually lead to misunderstandings between active receptors. This paper proposes on the role of translator as the mediator between a writer of the original text and the active target language receptors of translated version in the course of communication which definitely affects the process and result of translation practice. It also reveals the emphasis on the creation text of the translation theories originated from the strategic communication theories, which hopefully leads to a dream of the most equivalence between the text and the translated version.Keywords: translator, active receptor, mediator, strategic communication, equivalence. 
A STUDY OF WRITING TASKS IN THE NMET 2014 Lin Dunlai
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: The National Matriculation English Test (NMET) is a high-stakes test compulsory for those aspiring to entering higher education institutions in China. The test is designed by the National Education Examinations Authority (NEEA) and some local examination authorities. The final section of this test is generally a writing task. In this paper, the author examines the 21 writing tasks that were used in the NMET 2014. Using content analysis, and a priori validation components of Weir’s (2005) socio-cognitive validation framework, namely test taker characteristics, cognitive validity and context validity, the paper finds out the merits and demerits of these 21 writing tasks. It is concluded that these writing tasks are generally well designed and are valid in helping select talents. But more empirical research must be done to investigate how the writing tasks function for students when taking these writing tests.Keywords: NMET, socio-cognitive validation framework, cognitive validity, context validity, China
INDONESIAN EFL TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF 2013 ENGLISH CURRICULUM Endang Darsih
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: Since 2014-2015 academic year, the Ministry of Education and Culture of Republic of Indonesia finally decided to implement the 2013 Curriculum. Restoring character education and improving students’ creative thinking are the main reasons of the new curriculum development. This study employed teachers’ understanding and perception on the implementation of 2013 English Curriculum and identified problems encountered by the teachers in implementing the 2013 English curriculum. Through qualitative design, the study was conducted at one of vocational high schools in Kuningan, West Java. This study reveals that the teacher’s understanding toward 2013 curriculum is quite close to the basic principles of the curriculum and most of  teachers claim that the new curriculum cannot be easily implemented at the moment since they find several problems in implementing 2013 English curriculum. They got difficulties in applying new learning revolution, developing assessment rubrics and the shortage of English duration at school will not ensure to improve students’ competence. It also recommended that the teachers should put more efforts on applying the 2013 curriculum in the teaching and learning process by joining any training, workshop and improve their creativity and adapt to the advance of knowledge and technology.Keywords: 2013 English Curriculum, teachers’ understanding, teachers’ perception
WEB-BASED LANGUAGE CLUB AFFECTING EFL LEARNERS' PROFICIENCY: A CASE OF IRANIAN LEARNERS Hamid Ashraf; Maryam Salami
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: Language clubs have been reported to be effective in learning languages, increasing motivation and independence (Gao, 2009). The present study was an attempt to investigate the effect of a web-based language club on the language proficiency of Iranian EFL learners. A number of pre-intermediate learners form two universities (118) were selected among 154 through a test of proficiency (TOEFL PBL), then they were put into experimental and control groups. The participants in experimental group got on line and acted as a member of a virtual language club for a period of 6 months. They got involved with activities like emailing, chatting, and weblogging. Data were collected through TOEFL PBL. The analyzed data from the test of proficiency indicated the outperformance of those in experimental group. Consequently, it might be proposed that web-based language clubs can make language learning easier and more efficient.      Keywords: Web-based language club, English Proficiency, EFL learners
THE USE OF PAIR COMPOSITION METHOD ON STUDENTS’ DESCRIPTIVE WRITING SKILL Maya Nurmayanti
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: This research was aimed to find out roles of pair composition method on students’ behaviour in learning processes and their writing assessment, and also to find out students’ attitude toward learning process of pair composition method in writing descriptive text in the classroom. Descriptive qualitative method was used in this research. The participants were 33 students of X grade of Senior High School. The data were collected from observation, the result of analysis showed that 66% of the seriousness of students during learning process was high, 78% of enthusiasm of students in doing task was high, and 58% of students’ participation was high. The increasing of students’ assessment was 18,7 from the average score before. The data collected from interview and questionnaire indicated that pair composition method provided the opportunities for sharing ideas, developing text, corresting writing errors, motivating students being active, and 50% students strongly agreed that pair composition method on writing descriptive text was lively and enjoyable.Keywords: Active learning strategy, cooperative learning, pair composition method, descriptive writing, descriptive text.
APOLOGIZING STRATEGIES REALIZATION OF INDONESIAN: A CASE STUDY OF THE UNIVERSITY OF KUNINGAN STUDENTS Ayang Winda SW
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: This study examines the apologizing strategies used by 20 Indonesian students of the Kuningan University. A 8-item  Discourse Completion Task and interview are used to collect the data to know the apologizing strategies and the dominant strategies they used. This research applied the apologizing speech act of Indonesian in apologizing which is analyzed by using Blum-Kulka (1984). The findings show that there are various strategies used by then when apologizing. That strategies including IFID, addressed, an explanation or account of situation, acknowledgement of responsibility, offer of repair and promise forbearance, phatic and interjection. IFID was used by them as a favorite strategy. Generally, they used different ways when apology depend on power, social distance and ranking of imposition. Keywords: apology, strategy, Indonesian students
A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA Huang Jian
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: The purpose of this study is to explore Chinese secondary EFL teachers’ comprehension and use of assessment, including formative assessment (FA) and summative assessment (SA). Assessment has a great impact on students’ learning. The role of FA for improving learning has been well documented (Black Wiliam, 1998, Hattie Timperley, 2007, Shute, 2008; Wiliam et al., 2004) and teachers’ summative assessment practices also have the potential to positively influence students and teachers (Biggs, 1998; McMillan, 2003). Thanks to its value for learning and teaching, assessment has been emphasized in many national educational documents in China such as National English Curriculum Standards (MoE, 2001 2011). Yet little researches have been done so far to investigate how secondary EFL teachers in China understand and implement FA and SA. This study, via a qualitative and quantitative analysis of questionnaire questions, reveals some specific patterns in teachers’ understanding and application of assessment: their consistency and inconsistency with the discourse of mainstream assessment literature. The findings are expected to provide implication for development of professional teacher preparation program and teachers’ self-reflection.Keywords: formative assessment, summative assessment, secondary EFL teachers
APPLYING COGNITIVE CODE TOWARD INDONESIAN EFL LEARNERS’ WRITING COMPETENCE IMPROVEMENT Ita Juita
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: This classroom action research (CAR) presents a research for solving the student’s problems in writing class by using two cycles of Kemmis and McTaggart. In this CAR, there are three crucial instruments. They are students’ learning journal to know what the student’ map thinking which is related to the cognitive code and the writing material, researcher’ journal and questionnaire. The students' problems in writing subject happen in one class of English Department of the University of Kuningan, West Java – Indonesia. The learners find it difficult to process words into sentences. Applying cognitive code in this CAR is the strategy, with the purpose to know what the students need by asking them to use some tools such as student’s learning journal, thus the students are able to tell their difficulties based on their learning experiences in class. Cognitive code looks students or learners as thinking being and learn based on their learning experience. The students’ writing competence in the beginning of this research is 40, meanwhile, after applying cognitive code as the method of teaching learning process, the class average gets 64.5 in the post test. Thus, the normalized gain to measure the students’ writing development is on number 0.7, it means the students’ writing improvement is moderate. The students’ attitude toward cognitive code is taken from rating scales is 82%. Based on the data, it can be concluded that cognitive code is effective method in teaching writing.Keywords: cognitive code, writing competence, learners’ errors

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