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.
Articles
10 Documents
Search results for
, issue
"Vol 8 No 1 (2019)"
:
10 Documents
clear
<![CDATA[INCORPORATING CULTURAL FACTORS IN EFL CONTEXT ]]>
<![CDATA[Aam Alamsyah]]>;
<![CDATA[Mutaat Mutaat]]>;
<![CDATA[Radik Darmawan]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.2620
<![CDATA[This study highlighted the issue of the incorporation of English cultures, cultural preference and diversity in relation to the students’ English program. The need to analyze the students’ perception is imperative since the students are considered as one of the most important factors in determining the success or failure of their own learning process. The respondents recruited for the present study were 80 part-time college students of different departments (i.e., Literature, Informatics, and Accounting). The use of mixed method aimed to elicit more elaborate data on the students’ perceptions toward the above issues. The instruments used in the present study were questionnaires and semi-structured interview. During the data collection, the questionnaire, and interview were administered within the same day. The results indicated that the students’ perception toward the incorporation of English culture was ambivalent. Of the 80 participants, there were only 48 students who voiced to agree and to strongly agree with the exposure; while the rest of the participants did not seem to agree. It was also found that most of the students preferred to learn Asian cultures instead of western ones. The most noticeable determinants affecting their preference were mainly the popularity of Asian cultures exposed on various media as well as their jobs which mostly involved Asian employers (Japanese, Korean, etc.). They were also found to appreciate the exposure conducted by the teacher as one of the relevant activity when learning foreign language. English grammar and vocabulary are skills to prioritize when speaking with Asians, and they did not find pronunciation important to support communication among them.]]>
<![CDATA[TASK-BASED LEARNING IN THE TEXTBOOK OF ENGLISH FOR PALESTINE ]]>
<![CDATA[Rasha Sameer Karaki]]>;
<![CDATA[Mohammed Abdul Hakim Farrah]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.2352
<![CDATA[The aim of the study is to examine the ninth grade teachers' perceptions towards task-based learning (TBL) method and analyze the tasks and activities in the textbook of English for Palestine Ninth Grade. In addition, this study aims at evaluating the appropriateness and the effectiveness of TBL in the classroom. The researcher used four methods to collect data, namely questionnaire, classroom observation, interview, and content-analysis checklist. The sample of the study consisted of 185 teachers (males & females) from the government and UNRWA schools in Hebron District. The overall findings of the study revealed that the teachers perceptions towards TBL were positive and highly acceptable; they supported the effectiveness of communicative language teaching (CLT) and TBL in EFL classrooms. Then, the results of observational data showed that some teachers use new communicative methods for teaching language skills while others use the traditional ones. Meanwhile, the results of interviews indicated that the challenges of task-based learning were big-sized classes, length of material, lack of time, and lack of technological tools. The study ended with recommendations for syllabus designers, teachers, and students. It is recommended that the teaching and learning of English language skills at the Palestinian schools should be enhanced by the use of new flexible methods, such as TBL and communicative language teaching.]]>
<![CDATA[ENGLISH TEACHER PROFESSIONAL DEVELOPMENT IN INDONESIA: THE CHALLENGES AND OPPORTUNITIES ]]>
<![CDATA[Anchieta Ave Avillanova]]>;
<![CDATA[Paulus Kuswandono]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.1972
<![CDATA[This study investigates the challenges and opportunities of junior high school English teacher professional development in Indonesia. The objectives of the study are to examine the English teachers’ challenges and needs to develop their TPD. This qualitative study employed questionnaire and in-depth interview as the main instruments for data collection. The findings revealed that the challenges of TPD related to, firstly, program timing as the program was carried out during working hours; and, secondly, lack of information about workshop schedule from the government (Education Office) because, geographically, some schools are located in remote areas. The study also explored the teachers’ needs for TPD concerning student assessment, classroom management, knowledge and understanding of English, content of performance standards, giving instruction, ICT skills for teaching, teaching students with special learning needs, and school management and administration. Suggestion for further study concerns with the bottom-up approach of carrying TPD based on the teachers’ real needs as opposed to given programs.]]>
<![CDATA[THE PRACTICE AND CHALLENGES OF IMPLEMENTING CRITICAL THINKING SKILLS IN EFL TEACHERS QUESTIONING BEHAVIOR ]]>
<![CDATA[Ahmad Zainudin]]>;
<![CDATA[Machdalena Vianty]]>;
<![CDATA[Rita Inderawati]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.2112
<![CDATA[The development of critical thinking is closely related to the questions asked by teachers as the teachers higher-order questions are cognitively demanding to promote students critical thinking. The purposes of this study are to investigate how critical thinking was implemented in EFL teachers questions in the classroom and the challenges faced by EFL teachers in integrating critical thinking questions. In addition, this study also investigated students reasons for non-response to particular questions asked by teachers. Applying mixed-method research design, the data were collected from classroom observation, interview, questionnaire and documentations. The research participants were two English teachers and 229 number of students of year 8. The results showed that the most dominant questions asked by the two English teachers were in Lower-order questions (78,8%), while the Higher-order questions were only (21,2%) questions. Second, the challenges faced by teachers were students intelligence has yet to reach the level of higher-order thinking, unconducive-classroom environment, teachers creativity itself, parental involvement and students lack of vocabulary. Third, dealing with the reason for students non-response in particular questions asked by teachers, there were some reasons, such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. In conclusion, the teachers faced various challenges in implementing critical thinking questions in the classroom.]]>
<![CDATA[REAL TEACHING: ANXIETY AND SOLUTION ]]>
<![CDATA[Vina Agustiana]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.2068
<![CDATA[Anxiety in dealing with real teaching is experienced by preservice teachers. This anxiety can certainly disrupt the process of implementing real teaching. If anxiety can be detected early, various efforts can be made to reduce the anxiety. Thus, this study seeks to explore the anxiety faced by preservice teacher in dealing with real teaching and their efforts to reduce such anxiety. In order to achieve the research objectives, the researcher applied qualitative research through a case study strategy using structured interviews of 238 preservice teachers at one of Indonesia’s private universities. Based on the results of the study, it can be seen that there are 14 anxiety faced by preservice teachers in carrying out real teaching which is divided into 5 factors causing anxiety, namely schools, teachers, students, lecturers, and the preservice teachers themselves, as well as 9 attempts by preservice teachers in order to deal with this anxiety. Broadly speaking, good communication between preservice teachers and stakeholders of real teaching activities that includes schools, teachers, students, and lecturers is an effort that can be done so that the teaching anxiety can be reduced.]]>
<![CDATA[TEACHING ENGLISH THROUGH YOUTUBE: GRAMMAR VIDEO ANALYSIS OF THREE BRAZILIAN YOUTUBE CHANNELS DEDICATED TO EFL TEACHING ]]>
<![CDATA[Aline de Azevedo Fay]]>;
<![CDATA[Juliana Matias]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.2351
<![CDATA[The objective of this research is to analyze grammar lessons of three Brazilian YouTube Channels of English as a Foreign Language. It compares the approaches applied by each teacher in their videos and investigates if the lessons approach the explanation of meaning, use, and form of the grammar. It also aims to find out if the lessons are hackneyed regarding the online learning environment. The analysis consisted of watching two videos of the YouTube channels English in Brazil, Inglês Compartilhado and Mairo Vergara. The results showed that out of the six videos, five contained a grammar explanation that addressed meaning, use, and form of the language. They also adopted the deductive approach to grammar teaching. Only one video did not explain the grammar (quantifiers), but a trick to memorize the use of quantifiers. As for technology, the main tool teachers used was captions to illustrate example sentences of the grammar. Other tools consisted of the use of the software ‘Notepad’ and animation. Thus, there was not an innovation on the videos regarding technology. Future research is needed to understand if there is the necessity to apply cutting-edge tools to teach on YouTube and if it is mandatory to review and to adapt the pedagogical practices for language learning YouTube videos.]]>
<![CDATA[THE USE OF ICT IN AUTHENTIC ASSESSMENT OF THE STUDENTS’ PRODUCTIVE SKILLS ]]>
<![CDATA[Wardah Zahra]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Ismail Petrus]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.2110
<![CDATA[Making use of ICT and applying authentic assessment in the teaching and learning activities represent an obligatory from Indonesian Ministry of Education and Culture. This study aimed at finding out types of ICT used in the authentic assessment of the productive skills, describing the implementation of ICT in the authentic assessment of the productive skills, explaining the possible problems faced by the English teachers in the implementation, and explaining the solution used by the teachers to solve the problems. This study was a descriptive study with qualitative approach. The data were collected through interview, observation, and documentation to three English teachers, a curriculum coordinator, a facility and infrastructure administrator, and three students, were validated through methodological triangulations and were analyzed using Miles and Huberman’s analysis model (1994), namely data reduction, data display and conclusion, and verification. The results discovered that there were three types of ICT in the authentic assessment of the productive skills, the teachers had different methods in implementing the three types of ICT tools based on the types of authentic assessment concerning aspects of productive skills, they encountered three main problems in the implementation, and they were educated and motivated to have their solutions to overcome the difficulties.]]>
<![CDATA[INTEGRATING PROCESS-GENRE APPROACH WITH PROJECT IBUNKA TO IMPROVE STUDENTS’ ENGLISH WRITING ]]>
<![CDATA[Elis Homsini Maolida]]>;
<![CDATA[Vina Aini Salsabila]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.2057
<![CDATA[This study goes into how an integration of process-genre approach and project ibunka improves students’ English writing. Through Process-Genre approach, students put in writing essays by combining Process and Genre based writing. Meanwhile, Project Ibunka as an online collaborative writing project is deployed as a means of publishing the students’ writing to be read and commented by other students from various cultures and countries. In the context of this study, Ibunka also provides sources used to explore the topic and as a writing model. This study is a classroom action research that involved 46 university students in two classes who learned to compose English essays in three learning cycles within twelve meetings. The integration of Process-Genre and Project Ibunka is implemented in four stages: introducing and exploring theme and topics of writing, modeling and determining genre, joint writing and independent writing. In joint and independent writing, the students go through several stages of writing process such as planning, drafting, writing, revising and editing. The result of essays scoring shows average score improvement in both classes from cycle 1 to cycle 2 and cycle 3. This students’ writing improvement is also confirmed by students’ positive responses revealed from observation, questionnaire and students interview.]]>
<![CDATA[PREPONDERANT MODALITY IN STUDENTS’ ENGAGING ARGUMENTATIVE ESSAYS ]]>
<![CDATA[Marwito Wihadi]]>;
<![CDATA[Eva Tuckyta Sari Sujatna]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.1930
<![CDATA[Expressing modality in Appraisal is cordially expected to be prevalent in argumentative writings in that writers in the Engagement System set up negotiation or alternative points of views. Three conveniently selected student-writers’ hortatory argumentative essays in English in which they were course-instructed in an accredited language institution were linguistically analyzed as to pinpoint their aptness to employ particular modality, furthermore to discuss the feasible resource factors on their employment. It was found out that they were prone to be lack of commitment as they delivered their stances, therefore attempting the readers to be engaged in an argumentative discourse to construe the meanings. Subsequently, they had difficulty in manipulating epistemic and deontic modality, owning mundane syntactic constructions and imparting limited device ranges. Therefore, applicably explicit genre-based instructions are in the need, bearing in mind the factual functions of modality in arguability of the utterances as well the resourceful linguistic features of modality.]]>
<![CDATA[TEACHERS’ ATTITUDE TOWARDS PEER OBSERVATION AT NAJRAN UNIVERSITY: A CASE STUDY ]]>
<![CDATA[Soada Idris Khan]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i1.2350
<![CDATA[The present research paper aims to analyze teachers’ attitude towards peer-observation and suggest remedies to improve practice of peer-observation. As part of the methodology, the researcher selected twenty questionnaires as a sample of this study. Twenty teachers involved in peer-observation (as observer and participants) were also interviewed and their suggestions and opinions were taken into consideration to improve practice of peer-observation at PYP, Najran University. The analysis of data showed that teachers do not whole-heartedly support peer-observation. The study also found that most of the teachers are not well familiar with the concept and application of peer-observation. They often consider evaluation as an excuse to termination. The study accomplishes that a teachers’ performance/ability cannot be judged in 20-30 minutes. Therefore, the study recommends that there must be many peer-observations for the same class and the best one must be assessed. The study also suggests organizing seminars and workshops to orient teachers to the process and advantages of peer-observation.]]>
