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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 19 Documents
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Search results for , issue "Vol 9 No 1 (2020)" : 19 Documents clear
Innovation development strategy for hybrid learning based English teaching and learning Entis Sutisna; Lungguh Halira Vonti
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3783

Abstract

This research is motivated by the importance of the modernization of the implementation of learning in the education system within the university. The existence of various limitations of human resources, study space, and time to face-to-face causes the learning process to experience various obstacles to achieve optimal results. Learning in the form of Hybrid learning is one of several alternative efforts to improve the quality and quantity of the lecture process. Through learning by using Hybrid learning, students and lecturers can interact in learning across distances, time and space. The objective of this research was to obtain an overview of the Hybrid learning model to improve digital literacy of students in the learning process. The data obtained from this study were the results of document analysis, observation, interviews, and questionnaires. The sources of this study were students of the English Language Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University who were registered as active students for the 2018/2019 school year. The stages of research were observation, instrument calibration, research, evaluation, data analysis, revision of research results, dissemination of results, and reporting. The result of the research showed that the students' digital literacy was improved through the process of hybrid learning.
Technological knowledge application on academic writing English education study program students Irfan Irfan; Sofendi Sofendi; Machdalena Vianty
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3788

Abstract

Technological knowledge plays a role in academic writing such as assisting in finding suitable references, checking plagiarism, and publishing the article. However, technological knowledge does not always provide benefits in academic writing. Technological knowledge may affect the writers’ mentality to take shortcut in finishing and checking their writing. The objectives of this study were: (1) to find out the technological knowledge level of English education study program students, (2) to find out how English education study program students applied their technological knowledge in academic writing, and (3) to find out the problems English education study program students encountered in applying their technological knowledge in academic writing. The study’s participant was 13 students from class B 2016 Palembang of English Education Undergraduate Program along with the latest lecturer that teaches them writing. This research used descriptive qualitative design. The data were collected by questionnaire, observation, interview, and document gathering. Percentage calculation, transcribing, and triangulation were used to analyze data. The findings showed that (1) The technological knowledge level of the participants is level two Technical Maxim, (2) the participants applied technological knowledge on academic particularly in finding references and structuring idea, and (3) the participants have several problems in applying technological knowledge in academic writing, such as in citing references correctly, avoiding tendency to copy-and-paste, structural error due to using automatic correction, and paper formatting.
Pre-service teachers’ emotion in teaching practicum Yayu Heryatun; Tri Ilma Septiana
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3779

Abstract

This present study involved two novice pre-service teachers who had teaching practicum. It focused on their emotion during two-months teaching practicum. Their emotion dealt with personal geography as well as professional geography. The results revealed that pre-service teacher had emotional experience positively and negatively. The emotional experience that pre-service teachers had in personal geographies starting from nervous, anxious, scared, guilty, shame, self-doubt and being oppressed to being calm, being enthusiasm to teach, having self-confidence and having good rapport with school citizens. Meanwhile, in term of professional geographies, pre-service teachers’ emotions were various, ranging from how to adopt theory to practice, confused how to interpret mentor teachers’ feedback to being disciple, learning how to both design lesson plan and manage classroom, learning to dress well and keeping good relation to students, mentor teacher, supervisors, and school staffs. In addition, this study found the culture influence on pre-service teachers personally and professionally. The Indonesia culture to respect senior emerge during teaching practicum such different social status between student and teacher, tendency to underestimate the value of quality and achievement.
Yemeni EFL students’ perceptions and implementation of computer-assisted language learning. Sabri Thabit Saleh Ahmed; Bushra Thabit Ahmed Salem; Sunil V. Pawar
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3822

Abstract

: This study investigated how Yemeni EFL students perceive computer-assisted language learning, the extent to which CALL is implemented in their learning of English in and outside their faculties and the difficulties they encounter when implementing CALL. Data were collected through a questionnaire that targeted 74 Yemeni EFL students and then analyzed by using SPSS 21st version. Results revealed that the students who participated in this study perceive CALL positively (overall mean = 4.1144 out of 5) and believe in its effectiveness in developing their language skills and making their EFL learning enjoyable and interesting. Moreover, Female students showed a higher overall positive attitude towards CALL as compared to their male counterparts and that was reflected in their implementation of CALL too. A significant correlation was also found between students’ perceptions of CALL and their computer competence in the favor of those students with higher computer competence while no significant correlation was found in relation to age. The results have also revealed that CALL’s implementation by many of the participants is still low. Unavailability of internet and lack of CALL tools at their faculty; in addition to students’ lack of computer competence are viewed as the major barriers to CALL implementation by the Yemeni EFL students understudy. As per the results, the study recommends Yemeni Universities to provide CALL tools and internet for their EFL classrooms and libraries and to train students to use technology for English learning purposes. It also recommends Yemeni EFL students to invest technology at hand for their EFL learning. 
Five language style analysis of the host in the tonight show talk show: A sociolinguistics analysis Muziatun Muziatun; Syarifuddin Achmad; Puspita Wulandari Samidu
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3784

Abstract

This thesis presents the language style used by Jimmy Fallon in The Tonight Show talk show. The objective of this study is to investigate the types of language style used by Jimmy Fallon in his talk show based on Joos’s (1967) theory. This research applied descriptive qualitative method. The data of this research were taken from the talk show video and the video transcript. The main theory which was used in this research was taken from Five O’clock book by Martin Joss (1976) and the book of An Introduction to Sociolinguistics by Janet Holmes (1992). The result of this research showed that the researcher has found 29 conversations that contain types of the language style based on Joos’s (1967) theory. As the result, it finds consultative style with 11 data and casual style with 18 data, which casual style becomes dominantly used.
The correlations among English language exposure, learning motivation, and reading comprehension achievement of high school students in Palembang Galiansa Galiansa; Bambang A Loeneto; Mgrt. Dinar Sitinjak
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3794

Abstract

Language exposure and learning motivation are two of the most essential aspects in learning any language. In English language acquisition, the development of these two components facilitates the development of other language skills, such as reading comprehension. In turn, reading comprehension is one of the significant indicators of fluency in second or foreign language acquisition. If a correlation can be determined between either language exposure or learning motivation and the development of reading comprehension, educators and specialists can focus their efforts on increasing these predictor variables in curriculum development to further reading comprehension and, ultimately, fluency. This study focused on the reading comprehension of senior high school students in Palembang, Indonesia and sought to find out whether or not there was any significant correlation between students’ English language exposure and reading comprehension, students’ learning motivation and reading comprehension, and among the predictor variables (English language exposure, learning motivation) and the criterion variable (reading comprehension). The samples of this study were 210 eleventh graders in SMA Unggulan, a high-performing senior high school in Palembang. The data were analyzed by using correlational and regression analyses. The findings showed significant positive correlations among English language exposure, learning motivation, and reading comprehension. The contribution of English language exposure to reading comprehension was 41.8%, while the contribution of learning motivation to reading comprehension was 51.7%. Moreover, the contribution of predictor variables to the criterion variable was 58.9%.
The correlations among critical thinking skills, critical reading skills and reading comprehension Mawaddah Hidayati; Rita Inderawati; Bambang Loeneto
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3780

Abstract

Critical thinking skills, critical reading skills and reading comprehension were the most crucial life skills that should be mastered by the students, especially for university students. The objectives of this study were: (1) to find out whether or not there was a significant correlation among students critical thinking skills and reading comprehension, (2) to find out whether or not there was a significant correlation among critical reading skills and reading comprehension, and (3) to find out whether or not there was a significant correlation among the predictor variables (critical thinking skills and critical reading skills) and the criterion variable (reading comprehension) of English Education Study Program students of UIN Raden Fatah Palembang. In this study, 90 undergraduate English Education Study Program of UIN Raden Fatah Palembang in the academic year 2018/2019 in the fourth semester were chosen as a sample by means of purposive sampling. This study conducted correlational research design. The data were collected by using tests. Pearson Product Moment correlation and regression were used to analyzed the data. Based on the data collected and analyses applied in this study, the findings revealed that (1) there was a significant correlation among critical thinking skills and reading comprehension with r-value 0.810, (2) there was a significant correlation among critical reading skills and reading comprehension with r-value 0.844, (3) there was a significant correlation among predictor variables (critical thinking skills and critical reading skills) gave 71.3% contribution to criterion variable (reading comprehension).
A study on students' needs in learning English for pharmacy (A starting point to design innovative syllabus) Tri Agustini Solihati; Nurti Rahayu
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3785

Abstract

This study aims to discover the needs of pharmacy students as an input to design an ESP syllabus. The needs analyses were conducted by distributing questionnaires to and interviewing the respondents. The responses were analyzed based on a comprehensive concept of need analysis proposed by Dudley-Evans and St. John. The findings showed that most students consider themselves poor in vocabulary and weak in speaking, listening, writing, and pronunciation. Hence, it is crucial to improve their skills to enable them from communicating effectively with foreign patients and avoiding misunderstanding which may happen when interacting with foreign patients. Therefore, developing an appropriate ESP syllabus for pharmacy course could be possibly developed based on these findings and the theory of material development.
Bangka-culture-based descriptive reading materials for tour and travel in SMK: Students’ needs analysis Nur Azizah; Rita Inderawati; Machdalena Vianty
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3776

Abstract

This research aimed to find out the Vocational High School (SMK) students' needs in English reading materials development based on Bangka local culture reviewed by students', teachers', and stakeholders' views. The data were obtained through the use of a questionnaire and semi-structured interviews. The data were analyzed both quantitatively and qualitatively. The result of the need analysis showed that: 1) English was important for the students mostly to support their future carrier, 2) students’ English proficiency was in the beginner level, 3) students still had some difficulties in reading comprehension, 4) the kind of text needed was a descriptive text, 5) the forms of questions mostly suggested were multiple choice and essay, 6) there was a need of integrating English reading materials with the materials of the content subjects, 7) students still lacked knowledge about Bangka local culture, 8) there were no existing English reading  materials which were integrated with Bangka local culture, 9) two main reasons of integrating Bangka local culture in reading, were enhancing the students’ knowledge about Bangka culture, and promoting their skills in their study program, 10) the aspects of Bangka local culture needed to be integrated into English reading materials were about arts, customs, foods, traditional clothes, traditional equipment, folklores, and historical places.  Due to the needs, it was necessary to develop supplementary descriptive reading materials by integrating Bangka local culture which matched the students’ English proficiency and could support their study program.
Metacognitive learning strategies in argumentative writing skills Erwin Oktoma; Zainal Rafli; Aceng Rahmat
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3795

Abstract

This study aims to determine the effect of metacognitive learning strategies on students' argumentative writing skills. This research was conducted on third semester students of the English education study program, Faculty of Teacher Training and Education, Universitas Kuningan. A quantitative approach was chosen with an experimental data collection technique tests as a used method, namely: (1) Test of argumentative writing skills. This study examines the effect of metacognitive learning strategies on students' argumentative writing skills. The learning strategies used are metacognitive learning strategies (experimental class) and control class concept map learning strategies. The findings indicate that metacognitive learning strategies are effective in teaching students' argumentative writing in English. Regarding the results of this study, the application of different learning strategies is needed in students' argumentative writing learning. Based on the results and conclusions above, it turns out that metacognitive learning strategies have a significant effect on students' argumentative writing skills in English. Thus, this research provides a beneficial implication in planning and developing learning strategies which will be used in improving students' argumentative writing skills in English, especially with regard to the application of appropriate learning strategies. The argumentative writing skills of students who were given metacognitive learning strategies were better than those who were given concept map learning strategies instead. In this case, the role of the lecturer is very important so that to improve students' argumentative writing skills, metacognitive strategies are more effectively applied in class

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