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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 5, No 2 (2017)" : 12 Documents clear
TEACHERS’ QUESTIONING STRATEGIES TO ELICIT STUDENTS’ VERBAL RESPONSES IN EFL CLASSES AT A SECONDARY SCHOOL Sri Wuli Fitriati; Gabby Allen Vica Isfara; Novia Trisanti
English Review: Journal of English Education Vol 5, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i2.537

Abstract

This article reports on a study aimed at exploring and examining English language teachers’ skills in questioning to enhance students’ verbal repsonses in EFL (English as a Foreign language) classes. This  was a qualitative case study, employing discourse analysis, conducted in one junior high school in a town in Central Java Province, Indonesia. The research participants were two Indonesian teachers of English language. They taught Year Eight students in the academic year of 2015/2016. The data were collected from audio-video recordings, transcripts of the lessons, classroom observations notes, and teachers’ interviews. The transcriptions were analysed by using Wu’s taxonomy of questioning strategies (1993) as it gave a detailed categorization of teachers’ questions to stimulate students’ verbal responses. The findings showed that the teachers used mostly four questioning strategies. The first teacher often applied decomposition strategy where the initial question was elaborated into some questions, while the second teacher tended to use repetition strategy. This study has shown that teachers’ questioning skills is crucial to successfully make students engaged in the classroom interaction, enhance students’ verbal responses, and lead to the comprehension of the lesson. Therefore, it is suggested that teachers should be more aware of their questioning skills to assist students achieve better proficiency in the English language. Keywords: Teachers’ questioning strategies, students’ verbal responses, EFL classes, classroom discourse analysis
THE EFFECT OF USING SHORT SILENT ANIMATIONS ON EFL LEARNERS’ WRITING Hamid Marashi; Hedieh Adiban
English Review: Journal of English Education Vol 5, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i2.536

Abstract

This study investigated the effect of short silent animations on pre-intermediate EFL learners’ writing. A homogenized group of 60 participants was non-randomly chosen and assigned as the control and experimental groups. Those in the control group watched five short animations with dialogue, while those in the experimental group had five short animations which were silent. The procedure lasted 10 sessions. In both groups, the participants were asked to write five writings regarding the subjects of the animations during the term and each of the writings should have contained a minimum of 90 and maximum of 140 words. The participants were provided both oral and written feedback. At the end of the instruction, a sample PET writing posttest was administered to both groups, an independent samples t-test was run on the mean scores of the two groups, and the results (t = -2.02, p = 0.0370.05) revealed that the experimental group outperformed the control group. Keywords: ELT, silent animations, writing

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