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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 3, No 1 (2014)" : 12 Documents clear
PROBLEMS FACED BY INDONESIAN EFL LEARNERS IN WRITING ARGUMENTATIVE ESSAY Wulan Rahmatunisa
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This study aims to find out problems in writing argumentative essay faced by Indonesian EFL learners. It is carried out in a qualitative research design as it attempted to describe the problems and their ways out. The data were taken from university students’ writing task and interview. The participants are the second year of university Indonesia students who enrol their study in English Department. Results of the data indicated that Indonesian EFL learners faced the problems in three categories, those are linguistics problems, cognitive problems, and psychological problems. Mostly, students faced problems in linguistics related to the grammatical structure (23.2%), formatting words (30.2%), words classes (16.3%), error in using words (9.3%), and the use of article (21%). Second, cognitive problems are related to organizing paragraph, difficulties in remaining word classes, getting lost the generic structure, making a conclusion, and putting punctuation. Last, psychological problems which included laziness, egoism, bad mood, and difficulties to start writing also faced by Indonesian EFL learners. Data analysis also indicated the problem solving which hopefully will be beneficial for EFL teachers in writing class. It is strongly recommended that the EFL class should strengthen all the language skills in general and writing in particular, motivate the students to use English with the teachers, introduce pair work, peer-correction, and use dictionaries frequently etc.Keywords: argumentative essay, linguistics problems, cognitive problems, psychological problems
STUDENTS’ ORAL SKILL IMPROVEMENT AS REVEALED IN LEARNING-BASED PERFORMANCE Didik Rinan Sumekto
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This classroom-based research investigates how interaction and individual performance by means of classroom learning participation has contributed the undergraduate students’ oral skill improvement. This study observes six speaking course meetings which involves 27 sophomore undergraduate English education. Data collected through classroom activities involving students’ performance analysis, observation and oral test technique. Data analyzed through Carr and Kemmis’ classroom action research model examination in two phases. The findings prove that during the interaction and individual-based performance investigation, some students’ oral skill performance increase in the point level. The improvement gains from .25 to .50 points as shown in the second phase. The average score gained in the first phase is 68.30 and 71.12 in the second phase, which indicate that the average achievement is 9.7%. Overall, out of 27 participants, there are 74% or 20 participants gaining an improvement in speaking course IV, whilst other 7 participants do not increase their oral skill performance.Keywords: Adult and independent learners, individual participation, oral skill achievement   
PROMOTING INCIDENTAL VOCABULARY LEARNING THROUGH VERBAL DRAMATIZATION OF WORDS Looi-Chin Ch’ng
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: Despite the fact that explicit teaching of vocabulary is often practised in English as a Second Language (ESL) classrooms, it has been proven to be rather ineffective, largely because words are not taught in context. This has prompted the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning.  By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatization of written texts. In this case, readers’ theatre (RT) is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR) and RT groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material in the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.Keywords: incidental vocabulary learning, readers’ theatre, language learning
A SELF-ASSESSMENT MODEL IN TEACHING ACADEMIC WRITING FOR INDONESIAN EFL LEARNERS Taufiqulloh Taufiqulloh
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This self-assessment model is developed to help EFL students improve their achievement in academic writing, more particularly essay writing. In English department of Pancasakti University Tegal, academic writing is the course subject which develops models and practices of essay writing in order that students are actively engaged in rhetorical problem-solving. The development of this self-assessment model was derived from the analysis of both theoretical and empirical studies of self-assessment in EFL writing. The self-assessment model developed in this study  consists of four kinds of self-assessment instruments: self-edit checklist of writing dimensions (CWD), checklist of writing strategies (CWS), survey questionnaire of writing interest and awareness (SWIA), and questionnaire of learning monitoring strategies (QLMS). This self-assessment model can be an alternative model in teaching academic writing to EFL students at university level, more particularly the students of English Department, Pancasakti University Tegal.Keywords: self-assessment model, academic writing, Indonesian EFL learners
AN ANALYSIS OF TEACHER AS MEDIATOR IN EFL CLASS Nunung Nurhasanah
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This paper concerned about how criteria of mediator applied in role of the teacher in EFL class and what the most dominant criteria of mediator done by the teacher in EFL class. It was limited to analyze the role of teacher as mediator based on Feuerstein’s Mediated Learning Experience criteria (1980) in Xiongyong et al., (2012). The method was qualitative research by using techniques structured observation and questionnaire that the process of teaching and learning was recorded by video then it was transcribed to identify the existence of criteria of mediator in the class. It also used observation worksheet to show the existence of criteria of mediator during three times observation. Based on the findings of the research, the teacher applied all criteria of mediator well which shared intention was the most dominant criteria that was done by the teacher in the class with percentage 87%. It means that the teacher made instructions clearly during the learning so that the students could understand about the lesson and present their tasks well.Keywords: role of teacher, mediator, mediated learning experience, EFL class.
AUDIENCE AWARENESS IN THE WRITTEN DISCOURSE OF SUDANESE EFL UNIVERSITY LEARNERS Ali Ahmed Osman Zakaria; Abdel Rahim Hamid Mugaddam
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: The study investigates the written discourse of the Sudanese EFL university learners to evaluate and assess their awareness of the audience to whom they write. The analytic descriptive approach is adopted to achieve the aims of the study. The subjects of the study consisted of 50 Sudanese EFL students drawn from Faculty of Arts at Alneelain university. Three tools were employed for data collection: a writing test, a questionnaire  and an interview with the students. Results showed that the written discourse  produced by Sudanese EFL students did not reveal an awareness of the audience with whom they communicate. The students did not succeed to make assumptions of what their audience already know and what they expect to find in the texts being written. They held fragmentary knowledge on the concept of audience awareness. Accordingly, the students were not able to prepare and edit texts which keep and stimulate their audience – they were not able to depend on lexical and structural variation to produce proper and effective writing. Furthermore, results indicated that students were not able to attach unity and coherence to the texts they produced. Their organizational skills were very poor. To help the students develop the concept they hold on audience awareness, writing instructors and syllabus designers need to put special emphasis on the importance of audience awareness as a factor which is essential for effective writing. Keywords: audience awareness, communicative setting, language proficiency, discourse competence
A VISUAL AND VERBAL ANALYSIS OF CHILDREN REPRESENTATION IN TELEVISION ADVERTISEMENT Budi Hermawan; Elka Zenereshynta Nuvra Ardhernas
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: The study investigates the representation of children in television advertisement of 3 Indie+ cellular phone operator. The study is descriptive qualitative and has employed Kress Leuween’s Reading Images (2006) to analyze the visual data, and Halliday’ Transitivity System (1994, 2004) which is simplified by Gerot and Wignell (1995) for the analyzing the verbal data. The aim of the study is to examine the representation of children visually and verbally in the 3 Indie+ cellular phone operator advertisement. Based on the data analysis, the study finds that visually children are represented as a naive person who is “pretending to know” adult life when in fact they are still a child through the use of setting, layout composition, and perspective (shot, gaze). Children are verbally represented through the use of mental and material processes as somebody who tells about their hope, obsession, and aspirations in the future, and their naive imaginations of how an adult life is In relation to the product advertised the representation signifies that unlike other providers, using 3 Indie+ is very easy; it is not as hard as to live as adults.Keywords: advertisement, cellular phone, representation, semiotic, text, and visual grammar.
APPLYING SCIENTIFIC APPROACH TO ENHANCE INDONESIAN EFL LEARNERS’ DESCRIPTIVE WRITING PERFORMANCE Fahrus Zaman Fadhly; Nurendah .
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This study investigated the use of scientific approach to enhance students’ descriptive writing skill of seventh grade students in one of junior high schools in Kuningan, Indonesia. The use of scientific approach was examined based on Cuff and Payne (1979), Educational staff development center of ministry of education and culture (2013), and Syahmadi (2014) while students’ attitude was examined using a theory of Wenden (1991), and Gardner (1985). The writer used mix method study. Two instruments were used to get the data needed: test of descriptive text and questionnaire. The result showed that the Ha was accepted and the Ho was rejected as the t observed was higher than t table. Students’ descriptive writing skill in the experimental class enhanced since they were treated throughout scientific approach. It could be seen from the result of post-test (7.89) which increased significantly from pre-test result (3.697). This study also revealed that students’ attitude toward the approach was positive during the treatment. Moreover, this study proved that scientific approach enhanced students’ descriptive writing skill in one of junior high schools in Kuningan, Indonesia  and gave positive impact to the students.Keywords: scientific approach, descriptive text, attitude
THE EFFECT OF IRANIAN FEMALE EFL LEARNERS’ POLITENESS STRATEGIES AWARENESS ON THEIR LETTER WRITING ABILITY Faezeh Yousefian Dastmalchi
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This research examines the effect of teaching politeness strategies based on the models proposed by Brown and Levinson (1987) and Leech (1983) to intermediate English learners on their ability in writing more polite letters. The instrumentation includes an IELTS test, used as a placement test, an inventory, used to measure learners’ awareness of politeness strategies, and a letter-writing test, used as a measurement of learners’ ability in using politeness strategies. Among all the participants, twenty of them were put in the control group, and twenty-four of them in the experimental group, who went under the treatment. They were taught how to write politely based on the politeness strategy models proposed by Brown and Levinson (1987) and Leech (1983). After the treatment, learners wrote letters to the same people with the same situations. Comparing the twenty learners in the control group with the twenty-four learners in experimental group, the researchers concluded that the treatment had a significant effect on the learners’ ability in writing more polite letters. They selected to use more formal strategies with those who they saw further distance with, and more informal strategies with more intimate people. Furthermore, the answers the learners provided to the questions of the inventory offered more awareness of politeness strategies. This implies that they were more aware of various choices of polite language that were available for them to use in the given situations.Keywords: politeness strategy, face, face threatening act
TEACHERS’ PERCEPTIONS ON THE USE OF ICT IN INDONESIAN EFL LEARNING CONTEXT Sophia Fithri Al-Munawwarah
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This study aims to investigate teachers’ perceptions towards the implementation of ICT in EFL teaching and learning process. The present study applied descriptive qualitative method, and the data were collected through open-ended questionnaire and interview to gain relevant data. The results of the present study were in line with the previous findings from the studies conducted by Park Son (2009); Barnawi (2009); and others. The research findings of the present study discovered that there were three benefits of using ICT in English teaching and learning process; namely, helping the teachers to conduct interesting and enjoyable learning activities, promoting learner autonomy, and motivating the students to learn. The present study also reveals some challenges encountered by the teachers in using ICT in EFL classes and strategies to overcome the challenges. Overall, the teachers’ perceptions towards the utilization of ICT in English teaching were positive. Thus, it is recommended to use ICT in English teaching and learning process.Keywords: English language teaching, ICT, teachers’ perceptions.

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