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[HIGHER ORDER THINKING SKILLS AMONG ENGLISH TEACHERS ACROSS GENERATION IN EFL CLASSROOM ]]>
<![CDATA[Mursyid Mursyid]]>;
<![CDATA[Nia Kurniawati]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1775
<![CDATA[Higher order thinking skills are the next cognitive ability to evaluate, analyze and create. It is a must for English teachers across generation (Baby Boomers, Generation X, and Generation Y) to grasp and implement the idea of HOTS in their classrooms. Teaching English in EFL setting certainly forces the teachers to have expertise in planning the learning activities that would foster students’ thinking skills, especially their HOTS. This study aims at investigating the perceptions, the practice, and the constraints in endorsing higher order thinking skills in teaching foreign language. This case study involved seven senior high school English teachers from three generations (Baby Boomers, generation X, and generation Y). Data were collected through open-ended questionnaire, classroom observation, and document analysis for triangulation purpose. Data were then categorized and classified to form themes for the study. The results showed that teachers from all generation are aware of HOTS and they are applying it in their teaching in a different way. However, some obstacles are still found in incorporating HOTS in their classroom.]]>
<![CDATA[DIGITAL COMIC: AN INNOVATION OF USING TOONDOO AS MEDIA TECHNOLOGY FOR TEACHING ENGLISH SHORT STORY ]]>
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Santiana Santiana]]>;
<![CDATA[Yuyus Saputra]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1526
<![CDATA[This study investigates the use of ToonDoo as media technology for teaching English short story. ToonDoo as the newest technology for creating comic or picture story is very beneficial helping teacher to creatively provide innovative strategy providing better classroom environment for the English learners, especially for those studying English short story. As the invented prose narrative shorter than a novel dealing with a few characters, short story can give an important content raising cultural awareness, linguistic awareness, motivation, and is claimed to improve all four skills. Therefore, this study aims at knowing how the implementation of ToonDoo in teaching English short story and finding out the benefits of this tool for teaching performance. To gain the data, reflective journal created by a pre-service teacher who becomes the participant of the study and interview were used to reflect the process of creating Toondoo and the process of teaching English short story using this tool. The findings showed that this tool can be used to promote students’ speaking skill. Toondoo is very helpful to facilitate students’ imagination promoting their speaking ability, producing better learning experience, and creating a good classroom atmosphere.]]>
<![CDATA[THE IMPLEMENTATION OF TEACHING GENRE IN L2 LISTENING CLASSROOM: IRANIAN PRE-INTERMEDIATE EFL LEARNERS IN FOCUS ]]>
<![CDATA[Ehsan Namaziandost]]>;
<![CDATA[Sajad Shafiee]]>;
<![CDATA[Behrouz Ahmadi]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.2618
<![CDATA[This study tries to implement genre-based instruction in Iranian pre-intermediate EFL learners’ L2 listening skill. Moreover, it aims to investigate if genre-based instruction impacts the listening skills of EFL learners at different skill levels equally. To achieve this goal, 60 EFL learners have been selected. These were split into groups A and B. Groups A and B, respectively, consisted of 30 and 30 members. Group A was split into experimental and control groups and administered the pre and posttest of listening skills. Findings from one-way ANCOVA showed that because of using genre-based instruction, the experimental group outperformed the control group. Group B was also classified into proficient and less-proficient classes as demonstrated by the proficiency test; each administered two pre-and posttest of listening. Nonetheless, the findings of one-way ANCOVA revealed that both classes were improved from pretest to posttest; the professional group performed remarkably better than the less skilled group. Generally speaking, the results of this study showed that GBT is a key and crucial factor in developing listening comprehension.]]>
<![CDATA[LEECH’S POLITENESS PRINCIPLE IN LENONG BETAWI HUMOROUS DIALOGUE ENTITLED “ANAK DURHAKA” ]]>
<![CDATA[Ninuk Lustyantie]]>;
<![CDATA[Figiati Indra Dewi]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1731
<![CDATA[Lenong Betawi is one of community theatrical performance that still exists. It has a significant role in criticizing current social life. This paper aims to find Leech’s politeness principle in the Lenong Betawi humorous dialogue entitled “Anak Durhaka.” A story staged by Sanggar Surya Kencana group and held by Betawi Culture Institute. The method used was a content analysis by using politeness principle of Leech. The percentage results of fulfillment politeness maxims obtained 12.28% for agreement maxim, 10.52% for tact maxim, 8.11% for sympathy maxim, 2.41% for generosity maxim, 1.97% for approbation maxim, and 0.87% for modesty maxim. It means that agreement maxim as the highest and modesty maxim as the lowest fulfillment politeness maxims in Lenong Betawi humorous dialogue. Meanwhile, the percentage results of violation politeness maxims obtained 9.21% for agreement maxim, 2.63% for tact maxim, 13.81% for sympathy maxim, 4.16% for generosity maxim, 20.83% for approbation maxim, and 13.15% for modesty maxim. It means approbation maxim as the highest and tact maxim as the lowest violation politeness maxims in Lenong Betawi humorous dialogue. Finally, it can be concluded that the violation politeness maxims is more found than fulfillment politeness maxims in Lenong Betawi humorous dialogue entitled “Anak Durhaka.”]]>
<![CDATA[TEACHERS’ CREATIVITY IN DESIGNING LEARNING ACTIVITIES: SUSTAINING STUDENTS’ MOTIVATION ]]>
<![CDATA[Lailatul Khikmah]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1639
<![CDATA[Sustaining students’ motivation during teaching and learning process, unquestionably, is considered as the most challenging task. Therefore, the teachers have to be mindful and creative in designing an activity as it is the core of the lesson. However, in practice, some teachers are sometimes found to aimlessly use an activity as they run out of idea. Thus, this study is conducted to serve as a reference for the teachers in designing a specific activity that helps the students stay motivated. A descriptive qualitative was employed as the research design to gain deeper analysis on types of activity that encourage the students to learn English. The data were collected through interview which involved 5 professional English teachers as participants. The result revealed that the design of the activity should be appealing and correspond to the students’ interest, age, level of proficiency, school policy, materials and media availability. Thus, it is suggested that the teachers should be brave to try out new activity and attend some teachers’ training, such as CELTA or DELTA, to improve their teaching skills.]]>
<![CDATA[IMPLEMENTING ADVERTISEMENT FOR IMPROVING STUDENTS’ UNDERSTANDING OF POLITENESS AND GENDER ]]>
<![CDATA[Vina Fathira]]>;
<![CDATA[Silvia Utami]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1460
<![CDATA[This research was based on students’ difficulties in understanding the concept of politeness and gender. Advertisement can be one of the alternative techniques to improve students’ understanding on the concept of politeness and gender. This study aims at improving students’ understanding of politeness and gender and finding the factors influencing the improvement. This Classroom Action Research involved ten third-year-students at STIBA Persada Bunda Pekanbaru. The data collection techniques used were tests, fieldnotes, observation, and interview. The results showed that students’ understanding of politeness and gender significantly improved after applying advertisements in the teaching and learning process in which the students’ understanding which were at the low level category increases to the good level category. Some factors affecting the students’ improvement were students’ active participation in obtaining information and students’ enthusiasm during the learning process. In conclusion, the implementation of advertisements can improve students’ understanding of politeness and gender concepts.]]>
<![CDATA[METHODS FOR TEACHING SPEAKING SKILL AT THAMAR SCHOOLS AND THEIR IMPACTS ON LEARNERS’ ORAL COMPETENCY ]]>
<![CDATA[Jameel Ahmed Alghaberi]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1732
<![CDATA[In the Republic of Yemen, English is taught as a foreign language (FL) in schools and universities. It is a compulsory subject in the curriculum of Yemeni schools and universities and it is the only foreign language that is taught in all Yemeni Public Schools. However, teachers and educators complain about students’ lack of oral competency. Hence, this paper attempts to evaluate the current teaching methods, approaches, techniques and activities used for teaching English speaking skill at Thamar Secondary Public Schools. Besides, it also investigates the utilization of instructional aides as well as technological resources and facilities available at schools in Thamar city. Three different data collection techniques were used, namely observation, questionnaire, and interview. The results revealed that English teachers in Thamar still follow the traditional teaching methods. Above all, speaking skill is almost neglected. The lack of proper teaching methods and activities coupled with the absence of instructional aides stand behind students’ deficiency in English speaking. Thus, it is recommended that several training sessions for in-service teachers to be held in order to familiarize them with the methods, techniques, and activities used for teaching English speaking skill.]]>
<![CDATA[INVESTIGATING THE EFFECT OF CANVA ON STUDENTS’ WRITING SKILLS ]]>
<![CDATA[Audi Yundayani]]>;
<![CDATA[Susilawati Susilawati]]>;
<![CDATA[Chairunnisa Chairunnisa]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1800
<![CDATA[A growing number of language teaching studies have started to consider the role of technology in teaching writing. Moreover, recent work in English as a Foreign Language (EFL) class has highlighted the importance of introducing visual media in an effort to help students improve their writing skills. The present study aims at investigating the effect of Canva on students’ writing skills. To this end, forty-four Indonesian EFL students were selected and assigned randomly to two writing classes, namely control and experimental groups. Before the treatment, both groups had a pre-test. During the sessions of instruction, both classes were taught by adopting Communicative Language Teaching (CLT) approach. However, in the experimental group, in order to help students to explore their writing ideas, they were asked to use Canva as media of writing. After the treatment, both groups had a post-test. Then, the number of writing errors made by students from both groups were compared using ANCOVA. The results showed that students in the experimental group had a significantly lower number of writing errors compared to the control group, which confirmed the positive effect of Canva in improving students’ writing skills.]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING SKILL BY USING MULTIMEDIA PRESENTATION STRATEGY ]]>
<![CDATA[Muhammad Lukman Syafii]]>;
<![CDATA[Alip Sugianto]]>;
<![CDATA[Nanang Cendriono]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1690
<![CDATA[Multimedia presentation strategy is one of strategies that can be used for developing students’ speaking skills. Therefore, this research is intended to describe how multimedia presentation strategy can improve the eighth graders’ speaking skills. A collaborative classroom action research design was employed in this research. This action research was conducted in four main steps, namely planning, implementing, observing, and reflecting. To collect the data, some instruments, i.e. students’ oral performance test, the observation checklist, field notes, and questionnaire, were used. The result showed that the students’ speaking performance improved from 64.29% in Cycle 1 to 100% in Cycle 2. Meanwhile, the students’ involvement has achieved the criteria of success (100% of students) in Cycle 1. Here, they could fulfill at least 2 out of 4 indicators in Cycle 1 and Cycle 2. In addition, the students’ perception towards the implementation of Multimedia Presentation strategy was 94.29% and only 5.71% of students who were not interested in the implementation of Multimedia Presentation strategy in teaching speaking skills. Hence, it can be concluded that Multimedia Presentation strategy can improve students’ speaking skill.]]>
<![CDATA[PROMOTING FOREIGN LANGUAGE LEARNERS’ WRITING: COMPARING THE IMPACT OF ORAL CONFERENCING AND COLLABORATIVE WRITING ]]>
<![CDATA[Mania Nosratinia]]>;
<![CDATA[Niousha Nikpanjeh]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1772
<![CDATA[This study is an attempt to compare the effect of oral conferencing alongside collaborative writing on writing skills of English as a Foreign Language (EFL) learners. For this purpose, a piloted sample of the Preliminary English Test (PET) was administered to 90 intermediate female EFL learners, between 20 and 32 years old (Mage = 26). The results of this test enabled the researchers to select 60 homogenous individuals who were then randomly assigned into two experimental groups of 30 named “oral conferencing group” and “collaborative writing group”. To ensure the homogeneity among the participants in terms of their writing ability before the treatment, their scores on the writing section of the PET test were analyzed in isolation and it was considered as the pretest of the study. Oral conferencing included the discussions and negotiations among the participants and the teacher before and after writing activities followed by live teacher-student as well as student-student feedbacks. In the collaborative writing group, the participants wrote compositions in groups based on the same topics introduced in the oral conferencing group. At the end, both groups were given another piloted writing section of the PET test as the posttest. The analysis of the test scores using an independent sample t-test and analysis of covariance (ANCOVA) revealed that there is a significant difference between the effect of oral conferencing and collaborative writing on EFL learners’ writing skills. Finally, it can be concluded that EFL learners’ writing skill was more affected by applying oral conferencing rather than collaborative writing.]]>
