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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 4, No 1 (2015)" : 12 Documents clear
Motivational Strategies in Teaching English as Foreign Language: A Case Study in Junior High School 7 Kuningan Muhammad Aprianto Budie Nugroho; Nining Mayda
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.311

Abstract

This research aims to analyze motivational strategies in teaching English as foreign language at 7th grade of Junior High School 7 Kuningan and to analyze students‟ attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%), teacher 2 (79.02%), and teacher 3 (85.71%). Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students‟ attitudes towards motivational strategies applied by teachers in teaching EFL.Keywords: motivational strategies, phases of motivational strategies, students attitudes, teaching EFL
A Systemic Functional Study on the Conversational Structure of an Indonesian Spontaneous Dialogue Susanto Susanto
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Spontaneous dialogue is an example of spoken text in which its potential can be observed through its conversational structure. As an attempt to interpret the language in spoken text, the paper investigates a spontaneous dialogue in Bahasa Indonesia (Indonesian). The discussion focuses on its conversational structure within systemic functional framework. The structure is built up in the semantic stratum by looking at its exchange and commodity for its speech function. The exchanges are realized by Initiate/Respond moves and the commodity could be either Knowledge or Action oriented. Since a spontaneous dialogue is a contextual phenomenon in experiencing language use, the finding of conversational structure can bring further discussion on connections among individuals bearing cultural identities realized by their experiences through languages.Keywords: conversational structure, exchange, commodity, systemic functional linguistics.
Phonological, Morphological and Syntactical Influences of Mother Tongue on Arab Learners Taj Mohammad
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.307

Abstract

Arab learners' mother tongue influence on target language (English) is a very usual and well-known phenomenon in schools and universities. The present study attempts to find and analyze phonological, morphological and syntactical influences of mother tongue on Arab learners. The study aims to critically analyze students’ writing samples and focus on the problems like capitalization, punctuation, language use and spelling. It critically diagnoses teachers’ perception on the above-mentioned writing problems through a personal interview and offers some recommendations based on the findings through writing samples and interview responses. To achieve these objectives, researcher analyzes forty writing samples of students from first and second midterm examinations at PYP (Preparatory Year Program), Najran University. To the surprise of researcher, writing samples had ridiculous errors. Four writing samples are attached to expose errors of students. Twenty teachers, especially teaching writing at PYP, Najran University, were interviewed in order to investigate the real causes of extremely poor performance of students. Teachers, in the interview, denoted various causes for the present condition of students. They admitted that use of mother in the classroom was one of the major causes of the present condition of students. The study offered some recommendations (based on the findings) like elimination of GT method and implementation of CLT approach in the classroom.Key words: GT method, mother tongue influences, target language
Second Language Acquisition And Linguistic Freedom Through Drama Peter E. R. Jordan
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.312

Abstract

The important part played by drama in second language acquisition has long been appreciated. An active and inter-active teaching environment facilitates learning in a number of ways, by motivating and sustaining attention, as well as offering a secure environment for experimentation. Drama offers students a pro-active approach to learning, promoting a collective feeling of being in a shared enterprise. This paper discusses how drama can make a significant contribution to second language acquisition. In particular, I focus on the techniques of the Italian Commedia dell’Arte, the first truly professional theatre form to emerge in Europe in the mid-sixteenth century. Its core elements of improvisation and mask are highly effective tools in language learning, empowering students and allowing them to take ownership of the unfamiliar. Improvisation provides a dramatically engaging forum for experimentation that can help to overcome cognitive blocks and prioritise communication as the ultimate imperative. Masks which leave the mouth free for speech can help students overcome the natural inhibitions that often come with attempts to express oneself in an unfamiliar linguistic code.Keywords: language acquisition, drama, improvisation, mask
Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning Fauzi Miftakh
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.308

Abstract

This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.Keywords: interculural language learning, intercultural competence, English as a foreign language.
Interpersonal Meaning in Netanyahu’s Speech Arif Firmansah
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.314

Abstract

This study investigates how the interpersonal meaning is realized in the speech of Israeli Prime Minister Benjamin Netanyahu. This study aimed to uncover (1) the mood structure which realized in Netanyahu‘s speech of Iran and Palestine and (2) To what extent the difference in field determine the interpersonal metafunction of the speaker. This study is largely qualitative but in order to answer those research questions, this study will be assisted by some descriptive quantification to observe the trend in the interpersonal meaning of the speaker. It applies Hallidayan theory of Systemic Functional Grammar (SFG) in analyzing the research data. The data were taken from the websites which are readily accessible to the public. Two different transcribed speeches are discovered to extract the data which are needed to investigate the interpersonal meaning. Subject, Finite and Modality are the main tools to realize the interpersonal meaning of Netanyahu in his speech. It can be realized by discovering the use of those parts in his speech in different issue and occasion. It is found that Netanyahu‘s interpersonal meaning is realized through the placement of Subject and the utilization of Finite, Modality and Mood Adjuncts. It is also found that the differences of the field influence the interpersonal meaning of the speaker through the comparison of subject and finite. The findings in this present study are expected to be useful for some purposes in the future.Keywords: Interpersonal meaning, mood, modality.
Error Analysis of Writing Verbs in Discussion Text Dadang Solihat; Diah Novianti
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.309

Abstract

The objective of this study is to find out the error types of writing verbs in students‟ discussion texts and to identify the factors causing verb errors at the fourth semester students of English major in University of Kuningan. The subject of this study is 20 students. The limitation of the problem is to classify the students‟ errors based on Linville„s error types in writing verbs, there are subject-verb agreement errors, verb tense errors, and verb form errors. This research is using qualitative method by collecting data from documents, questionnaires, and interviews. The result showed that the highest error which most students made is subject-verb agreement. Its frequency is 105 errors or 78.95 %. The second common error is verb form with 15 errors or 11.28 %. The third common error is verb-tense with 13 errors or 9.77 %. The factors causing verb errors are interlingual factor and intralingual or developmental factor. It is influenced by the students‟ lack of knowledge and understanding of the use of verbs.Key words: subject-verb agreement error, verb tense error, verb form error, interlingual factor, intralingual or developmental factor
The Use of Hedges in Tertiary EFL Students' Presentation Ihsan Nur Iman Faris
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

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Abstract

The main objective of language education is to enable students to communicate effectively. In order to achieve that objective, students need to master pragmatic competence. One of the pragmatic competences which needs to be mastered by students is the ability to use hedging devices. This ability is even more essential for students in tertiary level of education due to the some conventions which need to be followed. Failures in using hedges properly can threat the face of students and other stakeholders in academic contexts. This research aims at investigating how hedges are used by the tertiary students when addressing questions in a discussion session of a presentation. This research is a qualitative research employing interaction analysis method. The participants in this research were nine students of Language in Use course of master of English education program in a state university in Bandung. The findings demonstrate that hedges were found in all questions addressed to the presenters and the lecturer. Introductory phrases were the most frequently-used forms used to hedge and hedges function mostly to attenuate epistemic commitment in addressing questions. Although hedges were used when addressing questions in a discussion session of a presentation, some findings indicate that the hedges were not entirely in line with academic conventions. Based on the findings, the recommendations given are 1) that further research on the use of hedges in academic contexts be conducted, 2) teachers and lecturers raise students’ awareness of the importance of pragmatic competence, and 3) teachers and lecturers give more concerns to provide students with pragmatic competence.Keywords: pragmatic competence, hedges, questions, academic contexts.
Critical Pedagogy Principles in Teaching EFL Reading Slamet Wahyudi Yulianto
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.305

Abstract

This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL) reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1) offering problematic topics and reading materials that are linked to the students‟ lives, (2) encouraging students to read between the lines, (3) distributing classroom power, and (4) creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1) language development and (2) new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1) the lack of classroom-friendly authentic controversial reading materials, (2) the passive culture, and (3) the unpredictable classroom.Keywords: critical pedagogy principles, critical thinking skills, EFL reading class
Using Cooperative Learning In Teaching Critical Thinking In Reading Anit Pranita Devi; Bachrudin Musthafa; Gin Gin Gustine Gustine
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.310

Abstract

This study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured.Keywords: cooperative learning, critical thinking

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