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[AN ETHNOGRAPHIC STUDY OF ENGLISH LEARNING AT SMK NEGERI I GORONTALO ]]>
<![CDATA[Miolo, Sartin T.]]>;
<![CDATA[Rasyid, Yumna]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.777
<![CDATA[This study aims to find out and understand more deeply and comprehensivelyabout English learning conducted at SMK Negeri I Gorontalo. Sources of data in this study are English teachers and students of SMK Negeri I Gorontalo grade XI second semester of 2015/2016 school academic year. Data were collected through observation, interview and data recording and documentation. The approach used in this research was thequalitative approach through ethnography method. The results showed that the methods and approaches used by teachers in learning arean integrated approach of genre-based scientific using whole language method. Sufficient learning media to support the learning and the role of teachers and learners who support each other in learning is constructive so that the learning process becomes interesting and fun. The conclusion that the use of English language, achievement and competing for culture is done to help learners develop English proficiency.Keywords: Learning, English, Ethnography]]>
<![CDATA[FEMINIST AND STRUCTURAL NARRATOLOGIE AS IDENTITY (RE)-CONFIGURATIONS IN AFRICAN NARRATIVES: A META-CRITICAL EXPOSITION OF LITERARY ARTICLES ]]>
<![CDATA[Christopher Babatunde Ogunyemi]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.767
<![CDATA[Research in African literature articulated a number of literary and philosophical theories, particularly in the way that they can potentially undo conventional understandings of gender in the Nigerian context. This paper seeks to apply these insights in the form of a critical narratology. Although narratology has a structuralist or formalist orientation, having its theoretical beginning in Saussure’s modern linguistics, and like structuralism, aspires to ‘scientific’ or ‘universalist’ claims, it, also, examines the way in which narratives affect the way we perceive the world. This paper will attempt to mobilise narratology critically, with the benefit of the insights emerging from various articles, in order to help our understanding of the question of gender and social themes in Nigerian post-colonial literature. Most especially, this paper will visualise the analysis of structural narratology and finally with feminist narratology in order to correct the inadequacies of structural narratology and the suppression of women in texts.Keywords: African literature, feminist narratology, gender identity, structural narratology]]>
<![CDATA[THE USE OF AUTHENTIC MATERIAL IN TEACHING WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Gusti Panji Sundana]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.773
<![CDATA[This study was conducted to figure out the effectiveness of using authentic materials in teaching writing descriptive text. The study was carried out at one of private universities in Bandung. This study used authentic materials from magazine, newspaper and internet articles as teaching media. The reason of using authentic materials taken from magazine, newspaper and internet was that they could bring the students into a non-threatening atmosphere in the classroom and link the classroom environment with the real world (Clark, 2000). In this study, the qualitative and quantitative methods were applied to gather the data. The data of this study were collected through pretests, posttest, and questionnaires. The findings indicated that using authentic materials in teaching descriptive writing had a significant role in improving students’ writing skill with the significance of 0.05 ( 0.05). The result of t-obs was 3.218 and t-crit was 2.042. This result was supported by the questionnaire results in which the participants showed positive opinions in learning descriptive writing using authentic materials. Finally, it is expected that this study will give beneficial contribution to the teaching of writing for college students in which the technique applied is recommended to be used as an appropriate alternative to improve students’ writing competence.Keywords: descriptive writing, authentic materials]]>
<![CDATA[THE GAP BETWEEN LEARNING NEEDS AND ITS IMPLEMENTATION IN ENGLISH FOR HOSPITALITY SPECIFIC PURPOSES PROGRAM ]]>
<![CDATA[Dian Kardijan]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.779
<![CDATA[This study is to reveal the gap between the English language communicative competence required by students of the hospitality department and English learning program provided at state of Vocational High School 1 Tasikmalaya, Indonesia, drawing through qualitative evaluation approach, including semi-structured interviews and observations. It explores how learning needs is implemented in teaching-learning process and the respondents description, what they saw and what they felt. Findings show inconsistency between learning needs in enrichment students English communicative competence and teaching-learning process. This prompts a re-instructional design of English learning for hospitality specific purposes program at this department currently. It provides to support of graduating required at hospitality industry workplace. Lead of recommendations, in terms of both the instructional design including materials development, teaching method usage and the professional development of ESP teachers, to address an understanding of the gap identified, so that students will enable to communicate more effectively with the English, in such contexts graduates can hire at the hospitality industry workplace.Keywords: learning needs, pre-vocational English field, authentic materials and teaching methods]]>
<![CDATA[FOUR SQUARE WRITING METHOD APPLIED IN PRODUCT AND PROCESS BASED APPROACHES COMBINATION TO TEACHING WRITING DISCUSSION TEXT ]]>
<![CDATA[Vina Agustiana]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.774
<![CDATA[Four Square Writing Method is a writing method which helps students in organizing concept to write by using a graphic organizer. This study aims to examine the influence of applying FSWM in combination of product and process based approaches to teaching writing discussion texts toward students’ writing skill, the teaching-learning writing process and the students’ attitude toward the implementation of the writing method. This study applies a mixed-method through applying an embedded design. 26 EFL university students of a private university in West Java, Indonesia, are involved in the study. There are 3 kinds of instrument used, namely tests (pre and post-test), field notes, and questionnaires. Data taken from students’ writing test are analyzed statistically to identify the influence of applying the writing method toward students’ writing skill; data taken from field notes are analyzed qualitatively to examine the learning writing activities at the time the writing method is implemented; and data taken from questionnaires are analyzed descriptive statistic to explore students’ attitude toward the implementation of the writing method. Regarding the result of paired t-test, the writing method is effective in improving students’ writing skill since level of significant (two-tailed) is less than alpha (0.0000.05). Furthermore, the result taken from field notes shows that each steps applied and graphic organizer used in the writing method lead students to compose discussion texts which meet a demand of genre. In addition, regard with the result taken from questionnaire, the students show highly positive attitude toward the treatment since the mean score is 4.32.Keywords: FSWM; combination of product and process based approach, discussion text]]>
<![CDATA[FRAMING OF JOURNALISM DISCOURSE TO IMPROVE DISCOURSE COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Dadang S. Anshori]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.780
<![CDATA[This study aims to describe the analysis model of framing on journalism discourse in Indonesian textbooks in Senior High School to be used in language learning. This research used qualitative method with framing theory from Pan and Kosicki as an tool of analysis. The research data is journalism discourse in textbook amounted to 30 pieces of discourse taken from 10 text books of class X, XI, and XII in Senior High School. The results show the following: (1) The discourse of journalism has received acceptance in the world of education, especially in textbooks. The use of journalism discourse in 10 textbooks is very high and very diverse in terms of number, topic, source, and usage. (2) The journalism discourse in the textbook meets the criteria of reporting value, even if not all reporting value is fulfilled. (3) The frame construction of the journalism discourse in Indonesian textbooks is packaged in different angles according to news topics and facts. (4) The analysis model of journalism discourse framing is developed by focusing on the structural analysis of category, syntax, script, thematic, diction/phrase, and rhetoric.Keywords: construction, discourse, framing, journalism ]]>
<![CDATA[INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS ]]>
<![CDATA[Hanna Sundari]]>;
<![CDATA[Zainal Rafli]]>;
<![CDATA[Sakura Ridwan]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.775
<![CDATA[Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school]]>
<![CDATA[NEED ANALYSIS: THE WRITING SKILL INSTRUCTIONAL MATERIAL CONTEXT FOR ACADEMIC PURPOSES ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Emzir Emzir]]>;
<![CDATA[Zainal Rafli]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.771
<![CDATA[The required instructional material should be designed based on students needs. This study is intended toidentify 1) material design and organization, 2) language content, and 3) method and techniqueof the writing skill instructional material context for academic purposes which appropriate with studentscharacteristics and their situationrelated to the need of writing skills for academic purposes at non-English education study programs of STKIP Kusuma Negara Jakarta. The descriptive survey was used in identifying its material context through questionnaire, semi-structured interview and non-participant observation. The respondents were non-English education study programs students duringthe fifth semester in academicyear of 2016-2017.The result showed that 1) It is required to have clear and easily understandable writing instructional material for academic purposes; 2) The required language content is related to a)rhetorical-functional (descriptive, narrative, classifying and identifying); b) academic genres, in the forms of essay and report; c)writing process; d) summarizing; e) paraphrasing; 3) The method and techniques which are applied to instructional material must empower thestudents to practice a lot through communicative and applicative activities. Based on the findings, it can be concluded that need analysis should be the starting point in designing the instructional material, due to it is a process to determine students needs according to their wants, lacks, and necessities.Keywords: need analysis, writing for academic purposes, instructional material context]]>
<![CDATA[THE EFFECTS OF HOMOGENEOUS AND HETEROGENEOUS PUSHED OUTPUT INSTRUCTIONS ON SPEAKING COMPLEXITY ]]>
<![CDATA[Parviz Ghasedi]]>;
<![CDATA[Habibollah Mashhady]]>;
<![CDATA[Farideh Okati]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.766
<![CDATA[This study was set out to investigate the efficacy of homogeneous and heterogeneous pushed output based instruction on upper-intermediate EFL learner’ speaking complexity. To do so, 41 (17 males and 24 females) EFL learners were selected from University of Zabol based on the results of OPT. Then, they were put in control and experimental groups based on the predetermined criteria. Retelling and decision making tasks were used in the treatments of experimental groups while control group received placebo during 15 sessions, twice a week. Public versions of IELTS speaking test were used as pre/post-test. The results of Independent sample t-test indicated that experimental groups outperformed control group. On the other hand, statistical analyses showed no significant differences between male and female speech complexity. To sum up, the findings demonstrated the fruitful effects of collaborative pushed output activities on speaking sub-skills. Likewise, the results suggested the implementation of similar strategies in the development of male and female speaking dimensions. Based on the findings, it can be claimed that teacher preparation programs should put teaching speaking on their list of priorities and provide courses on effective strategies for the development of speaking dimensions through implementing the main tenants of pushed output hypothesis.Keywords: homogeneous, heterogeneous, complexity, speaking, pushed output]]>
<![CDATA[ACOUSTIC MEASUREMENT ON VOWEL PRODUCTION OF ENGLISH AS A SECOND LANGUAGE BY INDONESIAN EFL LEARNERS ]]>
<![CDATA[Rudha Widagsa]]>;
<![CDATA[Ahmad Agung Yuwono Putro]]>
<![CDATA[ English Review: Journal of English Education Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v6i1.772
<![CDATA[Indonesian is the most widely spoken language in Indonesia. More than 200 million people speak the language as a first language. However, acoustic study on Indonesian learners of English (ILE) production remains untouched. The purpose of this measurement is to examine the influence of first language (L1) on English vowels production as a second language (L2). Based on perceptual magnet hypothesis (PMH), ILE were predicted to produce close sounds to L1 English where the vowels are similar to Indonesian vowels. Acoustic analysis was conducted to measure the formant frequencies. This study involved five males of Indonesian speakers aged between 20-25 years old. The data of British English native speakers were taken from previous study by Hawkins Midgley (2005). The result illustrates that the first formant frequencies (F1) which correlates to the vowel hight of Indonesian Learners of English were significantly different from the corresponding frequencies of British English vowels. Surprisingly, the significant differences in second formant (F2) of ILE were only in the production of /, , / in which //=p 0.002, // =p 0,001, // =p 0,03. The vowel space area of ILE was slightly less spacious than the native speakers. This study is expected to shed light in English language teaching particularly as a foreign language.Keywords: VSA, EFL, Indonesian learners, formant frequencies, acoustic]]>
