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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
Improving students’ ability to analyze discourse through the moodle-based blended learning method Noermanzah Noermanzah; Suryadi Suryadi
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.v9i1.3781

Abstract

The Covid-19 pandemic period requires online learning in Discourse Analysis Courses that are not bound by place and time by providing interactive activities and supported by complete teaching materials. The learning method is the Moodle-based Blended Learning method. This study aims to describe the results of increasing the ability to analyze discourse through the moodle-based blended learning method in the Master Program of Indonesia Language Education, University of Bengkulu. The research method used is a classroom action research method with the model of Kemmis, McTaggart, & Nixon. Data collection techniques used are tests, observation, interviews, and documentation. The data analysis technique used qualitative data analysis and quantitative data analysis and the determination of the indicators for the success of the action. Test the validity of the data used triangulation of data sources and member check. The results showed an increase in activeness, motivation, independence, and student learning outcomes, especially in analyzing discourse after the application of the moodle-based blended learning method. Increasing active, motivated students and the emergence of independence through synchronous activities used Zoom Cloud Meeting and asynchronous activities through Moodle on the website https://elearning.unib.ac.id/ and assisted by Whatsapp. The increase was seen in learning outcomes in analyzing discourse, especially the ability to analyze the description, interpretation, and explanation of cycle 1 with an average value of 77.3 with the criteria B + increased in cycle 2 of 80.75 with criteria A-.
Lecturers' attitude toward and anxiety in writing English academic papers for international publications Hartono Hartono; Ruseno Arjanggi
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.v9i1.3859

Abstract

This study was aimed at investigating attitude and anxiety of Indonesian lecturers in writing English papers for international publications, together with the influence of gender and functional grades on them. It involved lecturers of a private university in Semarang, Central Java, Indonesia (n=62) who were attending a training on English academic writing especially designed to help them prepare manuscripts for international publications. Data were collected by questionnaires and analyzed using t-test and ANOVA. The study found that the attitude toward writing was positive. Three aspects of attitude namely behavioral, cognitive, and affective were all positive. The anxiety in writing English papers was found to be moderate and somatic anxiety was the type of anxiety the lecturers suffered the most. There was no difference on the attitude and level of anxiety across gender but there was a difference on the level of anxiety across functional grades. As attitude and anxiety predict the success of writing efforts, which may then affect the success of publication, the issue of attitude and anxiety needs to be addressed in the effort of increasing the productivity of Indonesian lecturers in making international publications. 
Students’ expectation toward teacher’s teaching style and contribution to students’ English performance Gita Loveta; Bambang A Loeneto; 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.v9i1.3786

Abstract

Students’ expectation of their teacher’s teaching style is one of the factors that can affect academic performance. However, it is unclear how much students’ expectation affects the English academic performance of students. The objectives of this study were: (1) to find the students’ expectation on their English teacher’s teaching style, (2) to find whether the English teacher’s teaching style matches with the students’ expectation, and (3) to find the contribution of students’ expectation toward teacher’s teaching style toward their English academic performance. The study’s sample was one English teacher from each public senior high school in Sukarami District, SMA N 13, SMA N 17, and SMA N 21, along with 11th-grade students they taught. This research used descriptive quantitative design. The data were collected by questionnaire and documents as quantitative data, and interview as qualitative data. Pearson Product Moment correlation and regression were used to analyze quantitative data while transcribing was used to analyze qualitative data. The findings showed that (1) the students expected their English teacher to use Expert and Facilitator teaching style, (2) the student’s expectation is not perfectly fulfilled as the teachers prefer Expert and Formal Authority teaching style, and (3) there was no contribution of students’ expectation toward their English teacher’s teaching style to their English academic performance.
Content and Language Integrated Learning (CLIL) in science class during covid-19 outbreak: A narrative inquiry Rina Wahyu Setyaningrum; Slamet Setiawan; Syafiul Anam; Pratiwi Retnaningdyah
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.v9i1.3777

Abstract

COVID-19 outbreak that has shifted face-to-face (f2f) to force­d remote learning challenged the CLIL Science teacher to thrive in a new teaching form. The f2f adaptation of the virtual meeting using video conferencing software has driven the teacher to have an effective and accessible synchronous learning environment, in addition to the asynchronous one. This research was a narrative inquiry participated by a CLIL Science teacher teaching the first-grader in a small town in Indonesia. By employing an in-depth interview, the data were collected and then analyzed by emotional geography frameworks. The findings showcased the f2f adaptations made by the teacher that synchronous mode of delivery was conducted in thirty minutes by careful attention on CLIL frameworks, the language (s) use, and students’ engagement. Her sociocultural, moral, professional and political geographies led her to decide what to do to make the students learning feasible. An implication of this is the possibility that the experience of how the CLIL Science teacher taught the young learners using English would be a new insight for other teachers in dealing with real-time live lesson delivery during the COVID-19 outbreak.
Investigating the effectiveness of flipped learning on enhancing students’ English language skills Hadeel Abu Safiyeh; Mohammed Farrah
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.v9i1.3799

Abstract

This study aimed at investigating the effectiveness of utilizing flipped classrooms on seventh graders' English language skills (reading comprehension, writing, listening, and speaking) and areas (grammar and vocabulary) at Farahat Secondary Girls' School. The researchers chose two 7th classes for the study, and then the flipped learning was implemented with the experimental group, while the control group had traditional learning. According to data collection, the researchers used a pretest and a posttest to measure the students' achievements after 9 weeks of flipping the classrooms, which were executed on 36 female students. Then, a semi-structured interview was conducted to draw a clear picture of flipped learning. The major findings of the study revealed that there were significant differences in English language skills and areas between both groups. The experimental group achieved higher scores than the control one, and the most prominent improved skills are listening, speaking, and communication.
The influence of means ends analysis (MEA) model on grammar achievement Tri Rositasari; Finza Larasati; Dwi Rara Saraswaty
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.v9i1.3782

Abstract

The objective of this study was to find out the influence of MEA learning model on students’ grammar learning achievements. The participants were the third semester students of English study program, UM Palembang in academic year 2019/2020 which amounted to 40 students. This study was a quantitative research. This study used pre-experimental method. The research design used two groups pretest post-test design. The researcher conducted several steps to analyze the data; first, data from pre- and post-test results were analyzed to find averages obtained from the control and experimental group. Second, the data obtained by the control and experimental group were compared statistically to determine differences in grammar test scores between the two groups using paired sample tests. Third, the data obtained from the second step were compared statistically to find the significant differences in the grammar values between the two groups by using paired sample t-tests. Based on the results of the study, it can be concluded that the experimental group before the treatment was carried out in the learning process based on the pretest value was still not good, but when the treatment has been carried out, the student post-test results showed a very good improvement. For the control group, there were no favorable changes (significant) between the pre- and post-test result scores, because both of them showed the same results, which were not good.
Developing questions of high order thinking skill using adventure story narrative text for junior high school students in Palembang Octa Risfa Ria Ringkisa; Machdalena Vianty; Bambang A. 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.v9i1.3787

Abstract

The aim of this study was to develop questions of high order thinking skill using adventure story narrative text based on Bloom’s Taxonomy framework. The research method applied was the developmental research developed by Akker (1999). The procedure of the study consisted of three stages, analysis, design, and evaluation. Formative evaluation by Tessmer was conducted to see the validity, practicality, and whether or not the developed product had potential effect to the students. The subject of this study was eighth grade students at SMP N 17 Palembang. The sample of the study was selected purposively based on the category of their English proficiency i.e: low, medium, and high English proficiency. Document related to Higher Order Thinking questions, students’ need, and students’ reading level were analyzed. The results of the analysis became the basis for designing the developed questions. The prototype I, the developed question as the beginning design was validated by 2 experts (expert review) and stated that the prototype 1 consists of 60 questions are valid with average score 4.3, and appropriate to be used. In one-to-one stage, prototype II was tested on 3 students, there were 10 questions that needed to be revised because the students had difficulty understanding what was being asked by the questions. The result of revised questions was called Prototype II. In a small group stage, Prototype II was tested on 6 students, there were 11 questions need to revised, the revised question then produced prototype III. Field test stage aimed to evaluate potential effect of the developed questions. The judgment of potential effect was seen from the mean score of the students in the field test. The results showed that students’ average score was 73. It means that the developed questions of high order thinking skill was categorized as very had high potential effect to the students.
The roles of critical incidents to construct public senior high school english teachers’ identities development Arima Renny Dayu Putri; Paulus Kuswandono
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.v9i1.3778

Abstract

This study investigated the role of critical incidents (CIs) to construct Public Senior High School English teachers’ identities development. The researchers examined the meanings of CIs and how these developed their identities as Public Senior High School English teachers.  To gain the data, the researchers conducted Open-Form Questionnaire and Open-Ended Interview toward eight Public Senior High School English teachers in Yogyakarta. The data were collected using narrative inquiry statements which displayed respondents’ life story in constructing teachers’ identities related to their CIs. The result of this research demonstrated that there were 12 CIs which were classified into 3 major categories of CIs namely: students’ misbehavior, smart student, and self-improvement. The meanings of these CIs were; motivating teacher to be reflective teacher, empower teacher to be agentic teacher in finding solution, developing teachers’ identities, supporting teachers to have better quality of teaching, and improving teacher confidence. Those meanings of CIs gave a great role to construct Senior High School English teachers’ identity.
English teachers’ knowledge on Higher Order Thinking Skills (HOTS) Wisma Yunita; Syahrial Syahrial; Gita Mutiara Hati
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.v9i1.3800

Abstract

The Higher Order Thinking Skills (HOTS) has been embodied in the 2013 curriculum by the government of Indonesia, in which aims every individual in Indonesia has good skills at critical thinking, creative thinking, collaboration, and communication to face life in the 21st century. Therefore, the English teachers in Indonesia should have good knowledge of HOTS to teach their students. This study aims to investigate the knowledge of the Junior High School (JHS) and Senior High School English (SHS) English teachers on HOTS in Bengkulu province. Data obtained by providing a questionnaire containing questions with four answer choices (strongly agree, agree, disagree, and strongly disagree) in the form of Google form to 69 JHS English teachers and 74 SHS English teachers in Bengkulu province. The data were analyzed using simple statistics by calculating the average value of all answers from all question items and categorized them into Very Good (3.26-4.0), Good (2.6-3.25), Less Good (1.76-2.5), and Very Poor (1-1.75). The results of this study revealed that the level of knowledge of English teachers in Bengkulu Province on HOTS is in a good category (3.24) for JHS teachers and very good (3.31) for SHS teachers. These findings give contributions related to the knowledge of JHS and SHS English teachers in Bengkulu Province about HOTS.

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