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[SYMBOLIC AND PROPHETIC SYNTAGMAS IN CHINUA ACHEBE’S ANTHILLS OF THE SAVANNAH ]]>
<![CDATA[Omowumi Bode Steve Ekundayo]]>;
<![CDATA[Abiola Olubunmi Akinbobola]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.333
<![CDATA[This essay discusses Achebe’s delineation of characters, events and use of language in Anthills of the Savannah (AS) as symbolic and prophetic syntagmas which later manifested in some real life personalities and socio-political phenomena in Africa and Nigeria, the setting of the novel. The primary source of data is Anthills of the Savannah. Secondary source and the internet were also consulted for the theoretical background and literature review. Grammatical structures and literary features were extracted and analyzed to show their associative and symbolic links with real life events which occurred after 1987, the year AS was published. The symbolic and prophetic syntagmas identified and their manifestations are presented with annotations in tables. The essay established that Achebe uses syntagmas of utterances, events, settings and characters to symbolize and foreshadow imminent events in the novel and socio-political occurrences in Nigeria and Africa, a feat which stands him out as a novelist with great prophetic insight and clairvoyance.Keywords: Achebe, AS, syntagma, prophetic, symbolic. character]]>
<![CDATA[THE EMPOWERMENT OF CHILDREN IN EDITH NESBIT’S THE RAILWAY CHILDREN ]]>
<![CDATA[Adam Anshori]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.338
<![CDATA[This research is aimed at describing the empowerment of children in Edith Nesbit’s The Railway Children. The problems formulated in the research will be answered in the descriptions consisting of thoughts, actions, and feelings of the main characters in the novel and presenting other characters’ comments dedicated to the main characters. The main source of the research data was Edith Nesbit’s The Railway Children. It is considered as a children’s literature. The focus of the research was events in the novel which showing the empowerment of the main characters. The data consist of thoughts, actions, and feelings of the main characters and presenting other characters’ admirable comments dedicated to the main characters. The data were analyzed inductively by using qualitative content analysis. The instrument of the research was the researcher himself. To get trustworthiness of the data, the researcher used four criteria, namely: credibility, transferability, dependability, and confirmability. The findings of the research showed that the novel contains of children’s empowerment, which can be divided into three categories. They are Thought Empowerment, Action Empowerment and Feeling Empowerment. As empowerment of children is considered as an important aspect in children’s story and it has great influence to enrich children’s intelligence and emotion in their growing period, The Railway Children can be categorized as a good novel.  Keywords: children’s literature, children’s empowerment]]>
<![CDATA[COMBINING PRODUCT AND PROCESS-BASED APPROACHES TO TEACHING WRITING DISCUSSION TEXTS ]]>
<![CDATA[Vina Agustiana]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.334
<![CDATA[This study examines the activities of teaching-learning writing discussion texts when product and process-based approach combination is implemented in EFL writing classroom, the effects of applying the writing approach on EFL students’ writing skill, and the students’ attitude toward the implementation of writing approach in the classroom. It uses a mixed-methods through applying an embedded design by involving 24 second-grade students of a private university in West Java, Indonesia. There were four instruments used, namely field notes, videotapes, students’ tests (pre-test and post-test), and questionnaires. The findings show that the students were actively involved in class when the teacher applied the writing approach in writing classroom. There was also the improvement in the students’ writing skill based on the result taken from the students’ tests since the level of significance (two-tailed) in paired t-test is less than the alpha (0.0000.05). Qualitatively, the improvements were also found in generic features, textual language, and syntactical language aspects. In addition, the students showed highly positive attitude (4.35 average score) toward the implementation of the approach in the classroom.Keywords: writing, writing skill, discussion texts, product and process-based approach combination]]>
<![CDATA[REQUESTIVE STRATEGIES PERFORMED BY PAPUAN STUDENTS IN SUNDANESE CULTURAL CONTEXT ]]>
<![CDATA[Iis Sopiah]]>;
<![CDATA[Fahrus Zaman Fadhly]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.339
<![CDATA[This study investigated requestive strategies performed by Papuan students and the effect of interlocutor’s cultural background on the way of Papuan students in making request. There were 16 Papuan students studying in senior high school and vocational high school in Kuningan participated in this study. The data were collected by using Discourse Completion Test (DCT) and interview. The theory of requestive strategies proposed by Blum-Kulka, House and Kasper (1989) and the theory of request modification proposed by Blum-Kulka Olshtain (1984) were used to analyze the data. The finding revealed that Papuan students used different strategy in making request to different interlocutor. Strategies mostly used by them while making request to Papuan was mood derivable. While making request to Sundanese, they tended to use query preparatory strategy. This finding also revealed that Papuan students tended to use more request modification when making request to Sundanese people. Those modifications involved (1) internal modifications, such as the use of interrogative, negation embedded if clause and negation, and (b) external modifications, such as the use of additional statements prior or after the head acts.Keywords: Requestive strategies, request modification, Papuan students, Sundanese.]]>
<![CDATA[CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): AN EXPERIMENTAL STUDY ON CLIL COMPATIBILITY WITH THE MODERN GREEK EDUCATIONAL SYSTEM ]]>
<![CDATA[Catherine Georgopoulou Theodosiou]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.330
<![CDATA[This paper focuses on the Content and Language Integrated Learning (CLIL) method for (foreign) language teaching. The CLIL approach is rapidly gaining momentum across Europe and all over the world. It is the result of recent European Union efforts to develop and apply innovative educational practices of interdisciplinary character in order to bridge the gap between foreign language education and optimum learning outcomes. In order to investigate the compatibility of CLIL with the contemporary Greek educational reality, a small-scale experimental research study was set up, including the development of original e-learning material, a pilot class instruction based on this material and the evaluation of the results. The class instruction was based on Project-Based Learning whereas Collaborative Learning was supported by the Edmodo e-learning platform. Information on the progress of the pilot class instruction and the learning outcomes achieved was disseminated through a wiki set up for this task.Keywords: CLIL, interdisciplinarity, plurilingualism, multiculturalism, assessment, Information and Communication Technology (ICT)]]>
<![CDATA[THE COMPARISONS AND CONTRASTS BETWEEN ENGLISH AND MALAY LANGUAGES ]]>
<![CDATA[Mohd Nazri Latiff Azmi]]>;
<![CDATA[Lidwina Teo Pik Ching]]>;
<![CDATA[Norbahyah Binti Jamaludin]]>;
<![CDATA[Muhammad Nur Haziq Bin Ramli]]>;
<![CDATA[Muhammad Habibbullah Bin Razali]]>;
<![CDATA[Muhammad Ammar Yasser Bin Amram]]>;
<![CDATA[Kauselya A/P Jayakumar]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.335
<![CDATA[English and Malay languages are categorized as popular languages in the world. However, both languages underwent different history and composition. This study investigates the languages in terms of history, phonology, loanwords, grammar, morphology and semantics. The purposes of studying the comparisons and contrasts of both languages are not only to analyze the uniqueness of the languages but also to identify the process of understanding the languages especially the view of second language learners. It is found that two languages come from different background; somehow they share similar characteristics such as the vowels sounds, loanwords and semantics. However, the learners face difficulty in learning both languages especially in pronunciations and spelling.Keywords: English language, Malay language, history of language]]>
<![CDATA[EXTROVERT PERSONALITY AND ITS IMPACT ON STUDENTS’ ARGUMENTATIVE ESSAY WRITING SKILL ]]>
<![CDATA[Wida Sopia Marwa]]>;
<![CDATA[Nani Ronsani Thamrin]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.340
<![CDATA[This research aims at finding the positive correlation between extroversion personality and students’ argumentative essay writing skill. The objective of this research is to know the correlation between extroversion personality and students’ argumentative essay of sophomore English Department students in University of Kuningan. The population in this research was all sophomore English Department students with total 60 students. A convenience purposive sampling was applied to get the sample students. The samples of this research were 12 extrovert students. From the results of statistical tests to test the correlation between two variables, this research used Pearson product moment. As the result of the calculation, it was found that robserved (0,778) ttables (0, 532). Then, based on the hypothesis test with two tail test, the result of hypothesis test obtained tobserved (3, 917) ttables (1, 782). Thus, it can be concluded that Ha was accepted and there was a correlation between extroversion personality and students’ argumentative essay writing skill.Keywords: extroversion personality, argumentative essay, writing, Eysenk personality inventory]]>
<![CDATA[UTILIZING PEER AND TEACHER FEEDBACK IN ACADEMIC WRITING CLASS ]]>
<![CDATA[Taufiqulloh Yuvita Imam Yuliarto]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.331
<![CDATA[A process approach is usually employed in the classroom instruction of academic writing, particulary essay writing, in the Indonesian colleges or universities. This study investigates the role of teacher and peer feedback inserted in the steps of writing process on students’ writing achievement. It is an experimental research conducted at the English Education Department of Pancasakti University Tegal Central Java Indonesia, in the seven semester of the academic year 2015/2016. The participants of this study are 40 students who attended essay writing class. The instrument is essay writing test which was administered before and after treatment to both experimental and control group. By using paired-sample t-test and f-test, it was found that the use of teacher and peer feedback were effective to teach essay writing. Such a technique contributed a significant improvemental to the students writing achievement in the experimental group. The result also showed that the writing achievement of the students in the experimental group was better than that of those in the control group. To conclude, utilizing teacher and peer feedback is considered to be one of the effective ways for the students in learning essay writing. However, some drawbacks were found that need to be taken into account in the next related researches.Keywords: Teacher feedback, peer feedback, essay writing]]>
<![CDATA[LITERARY TEACHING AND ITS CONSTRAINTS: PARADIGMS AND PROBLEMS ]]>
<![CDATA[Ali Mustofa]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.336
<![CDATA[The paper will explore the nature of the literary teaching and its constraints. In language teaching, literary teaching has been promoted influential and approved effective to encourage the students’ character building in terms of some issues: historical, philosophical, cultural, social, and psychological contexts. Historically, literary teaching will provide students and learners of the ancients’ way of life and learn from the best in the past for their life experience. Some constraints may arise in language teaching due to the cultural and the philosophical boundaries. The constraints may be put into some categories; philosophical, cultural, social, and psychological. To generalize the idea, literary teaching needs efforts to boost the students’ skills to creatively launch themselves to a higher level of thinking order to achieve the goals of literary teaching and the demand of curriculum.Keywords: literary teaching, humanity issues, constraints, critical thinking, competency]]>
<![CDATA[INVESTIGATING AGE–BASED COMPLIMENTS IN PERSIAN ]]>
<![CDATA[Vahid Shahidi Pour]]>;
<![CDATA[Gholam Reza Zarei]]>
<![CDATA[ English Review: Journal of English Education Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v4i2.341
<![CDATA[The present study was an attempt to investigate differences in the use of compliments in Persian across age as a social variable. Data was gathered through a Discourse Completion Task (DCT) with imaginary situations in which 200 native Persian speakers were asked to put themselves in those situations and give compliments. The results indicated that the most frequently used compliment strategies by Persian native speakers were explicit unbound semantic formula and non-compliment strategies. However, the participants used 'other' strategies, future reference, contrast, and request strategies the least. The results also suggested the effect of age on the distribution of compliments. While the younger participants preferred non-compliment strategies the most, the older participants preferred explicit unbound semantic formula strategies the most. However, despite minor differences, all age-groups rarely tended to use future reference, contrast, request, and 'other' strategies. The results cashed light on the cultural and socio-cultural factors affecting the way people offer compliments.Keywords: Pragmatic competence, Speech acts, Compliments, Discourse Completion Task (DCT), Social variables]]>
