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[CULTURE SHOCK AND CAMPUS PROGRAM IN ELT FOR THAI UNDERGRADUATE STUDENTS AT UNIVERSITY OF ISLAM SULTAN AGUNG AND UNIVERSITY OF AHMAD DAHLAN ]]>
<![CDATA[Didik Murwantono]]>;
<![CDATA[Rinawati Rinawati]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4545
<![CDATA[The existence of culture shock is undeniably true for foreign students studying in other countries. This phenomenon becomes more common nowadays. It also happened with some Thai students who are studying at University of Islam Sultan Agung Semarang and University of Ahmad Dahlan Yogyakarta. The main objectives of this article are to find out the cultural transition and to analyze the influence of culture shock and campus programs in ELT for Thai Students. This research was under a mix-method combined between qualitative and quantitative research by using purposive sampling. Twentyfour (N=24) Thai university students participated in the study. The analysis technique applied an exploratory mixed-method research design by separating the result both quantitative and qualitative. The online interview along with questionnaires was used to collect information from the students by using zoom and Google form. Data collection was performed from October to December 2020. Based on the questionnaire and interview as the primary data collection, this mini research reveals two findings. Firstly, shock culture and campus programs have a great contribution to the cultural transition in ELT. Secondly, the Thai students coped with the shock by adapting their experiences in academic programs and campus traditions. Campus programs also played a critical role in lessening culture shock.]]>
<![CDATA[ANALYSIS OF TEACHER NEEDS RELATED TO E-LEARNING SCHOOLOGY CONTENT IN CREATIVE WRITING IN MIDDLE SCHOOLS THROUGHOUT PALEMBANG CITY ]]>
<![CDATA[Ernalida Ernalida]]>;
<![CDATA[Santi Oktarina]]>;
<![CDATA[Rizki Turama]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4352
<![CDATA[Learning Indonesian in the text-based 2013 curriculum directs students to be able to produce text-based writings. However, the ability of students to write creatively in middle school found in the field is still in the weak category. Obstacles related to this are increasing considering that Indonesia is currently experiencing the Covid 19 pandemic which requires learning to be carried out from home so that supporting learning media is needed in accordance with existing conditions. Based on the above, a solution is needed to overcome this, one of which is the use of E-Learning Schoology, which is learning that is in accordance with the character of generation Z. This research aimed to determine the needs of teachers regarding E-Learning Schoology content in learning creative writing in secondary schools in Palembang city. This research is a type of research and development. The research object was Indonesian language teachers in SMA in Palembang city. The data collection method used is a survey method with a questionnaire. Data are analyzed quantitatively and qualitatively. The results of the study show that when viewed in terms of necessities, the content of E-Learning Schoology in learning creative writing in secondary schools in Palembang must be adjusted to the principles of learning to write, the principles of electronic / online learning, the Circular of the Minister of Education and Culture No.4 of 2020 concerning Implementation of Education Policies in an Emergency Period of the Spread of Corona Virus Disease (COVID 19) and distance learning guides for teachers during schools closed due to the Covid-19 pandemic. The next finding is that when viewed from the components that are needed, teachers really need E-Learning Schoology in learning creative writing at high schools in Palembang. The last finding is that there are still deficiencies in the implementation of learning creative writing and the media used in secondary schools in Palembang is not adequate yet. ]]>
<![CDATA[THE EFFECT OF MEDIA GUESSING GAME TOWARDS UNIVERSITY STUDENTS’ WRITING ABILITY ON DESCRIPTIVE TEXT LOCAL TOURISM CONTENT ]]>
<![CDATA[Irma Khoirot Daulay]]>;
<![CDATA[Nurmahyuni Asrul]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4379
<![CDATA[This study aims to determine the effect of media guessing games on students’ writing ability on the descriptive text about local tourism. The type of research is quasi-experimental. The population in the research is students of University of Prima Indonesia. The samples were taken by cluster random sampling which consists of two classes namely the experimental class and the control class and each class consists of 25. The experimental group was taught by guessing game media while the control group was taught by conventional teaching media in writing descriptive text. The instruments used were test sheets for writing and observation sheets. The techniques used in analyzing the data were descriptive statistical analysis and t-test. The finding of the research explained that guessing game media of local tourism content successfully effect students’ ability in writing descriptive text, especially on local tourism conten]]>
<![CDATA[TEACHERS’ PERCEPTION TO CLIL AND WEB-BASED MATERIAL IMPLEMENTATION IN A PRIMARY SCHOOL ]]>
<![CDATA[Alimin Adi Waloyo]]>;
<![CDATA[Khoiriyah Khoiriyah]]>;
<![CDATA[Rafika Rabba Farah]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4347
<![CDATA[Primary school teachers have a crucial role to support CLIL and web-oriented media implementation in class. CLIL approach pedagogically offers double advantages; English competence and content development. This pedagogical approach leads to sufficient English input at the early stage of learning which makes primary learners able to shift the paradigm that English is a challenging language to learn. More importantly, primary school learners can take the advantages of the Information and Communication Technology (ICT) part of their daily use for the sake of CLIL, so learning can be fun and enjoyable. Nevertheless, much of the previous research in Indonesian context gives limited attention to how primary school teachers perceived CLIL interwoven into ICT based media.) that situation led into this research. Also, this research is expected to encourage the CLIL application in formal education, particularly in primary levels due to time efficacy and effectiveness. The involved participants were 12 primary school teachers in a primary school in Malang. A 14-item Likert-Scale questionnaire and FGD were applied to collect the data. It was found that the teachers perceive the CLIL and web-based media positively, but they would reconsider to implement it in their class due to English competency reasons and material design issue, facilities, and school support. Therefore, hybrid CLIL implementation and teachers’ collaboration are suggested.]]>
<![CDATA[INSTRUCTIONAL DESIGN OF DESCRIPTIVE TEXT MATERIALS BASED ON PALEMBANG LOCAL CULTURE BY IMPLEMENTING LSLC FOR STUDENTS TO UNDERSTAND LEARNING ]]>
<![CDATA[Nurlista Iryanti]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Soni Mirizon]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4361
<![CDATA[Lesson study learning community (LSLC) is one of the various innovations to make students have a good quality in learning in this 21st-century era. The objective of the study was to produce a learning trajectory in English which can help students in learning descriptive text material through LSLC in the classroom. This study used design research method type validation study. The participants were 32 seventh-grade students and English teachers of SMP Negeri 18 Palembang. The data were collected through interview, observation, documentation, and field notes. The results of the study revealed the teachers did not implement the application of lesson study learning community based on the appropriate stages. Somehow, in the process of lesson study, some difficulties were discovered. From the result of interview and observation, some problems in implementing were still found due to the limitation of the time, and the teacher’s commitment during the implementation. However, the lesson study helps students to understand learning through collaboration.]]>
<![CDATA[ENGLISH TEACHER PROFESSIONAL DEVELOPMENT TO EDUCATION 4.0 DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Muhammad Anjar Nugraha]]>;
<![CDATA[Ida Maulida]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4546
<![CDATA[Teachers' Professional Development (PD) is one of the solutions to make the teachers always improve their skills and adapt to current issues. One of the challenges that teachers have to face nowadays is Industrial Revolution 4.0 (IR 4.0). Furthermore, skills development in the time pandemic is required. This study aims at investigating English teachers' professional development to the 4.0 education era during the covid 19 pandemic. This research was conducted on a member of the English Teachers Support Group (MGMP) in Subang, West Java. To collect the data of the research, the questionnaire and semi-structured interview have administered to the participants. The data analysis found that the participants have a positive perspective towards PD to 4.0 Education Era with five factors (Time, Funding, time, School Principal, Colleague Influence, and School Culture); courses or workshop is the most helpful in PD activity; last, availability of facilities is the most challenge in using technology in the classroom. Furthermore, it is known that young teacher from public school has a wide chance to join PD activities; age, colleague and school principal influence the participation of MGMP event; determining teaching content is a the most challenge in implement the education 4.0 during the covid-19 pandemic.]]>
<![CDATA[USING DRAMA IN EFL CLASSROOM FOR EXPLORING STUDENTS’ KNOWLEDGE AND LEARNING ]]>
<![CDATA[Deri Sis Nanda]]>;
<![CDATA[Susanto Susanto]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4353
<![CDATA[This paper reported a research project on using drama in English as foreign language (EFL) classroom for exploring students’ knowledge and learning. The exploration aimed at understanding the students’ interests, abilities and motivations. Then, we also observed the teacher’s perceptions in the classrooms during the implementation of the drama for the students. In the study, we find that students show their good engagement and comprehension abilities. However, the perceptions of the teachers varied on the several aspects of the students’ preparation and performance. Further, their perceptions reflect the pedagogical context offering possibilities for cultural production in language learning. The research results underline how the drama can be used to construct the abilities for early language learners especially for social engagement and language comprehension.]]>
<![CDATA[INVESTIGATING THE COMPONENTS OF OUTCOME BASED EDUCATION IN EFL CLASSROOM: A LESSON PLAN ANALYSIS ]]>
<![CDATA[Nurti Rahayu]]>;
<![CDATA[Dwi Sloria Suharti]]>;
<![CDATA[Fikri Asih Wigati]]>;
<![CDATA[Emi Taufanawati]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4419
<![CDATA[This study aimed to investigate the implementation of Outcome-Based Education (OBE) to teach English in a vocational school. This study is qualitative with document analysis. The data were taken from four-session English lesson plans from a vocational school, observation, interview, and library research. The results showed the crucial impact of OBE to ensure the learning outcome, especially in a vocational school. OBE is expected to answer the education challenge in the 21st century to provide students with the required skills and competency. The area of analysis covers three areas: objectives, teaching materials, and assessment. It is recommended that teachers construct concrete materials and action in the viewpoint that the English skills taught can be used in the students' lives in the upcoming time in their future job related to the expertise in accounting. Finally, this study has important implications for accomplishing the framework for the practice and methods of goal setting, classroom activities, and assessment and evaluation of student's performance based on the OBE framework.]]>
<![CDATA[DEVELOPING WEB-BASED ONLINE TEST SYSTEM TO BOOST IELTS ACADEMIC READING SCORE ]]>
<![CDATA[Hesti Rokhaniyah]]>;
<![CDATA[Oddy Virgantara Putra]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4348
<![CDATA[Abstract: Web technology provides rich resources for both educators and learners in English teaching and learning process. In this context, the study aims at developing web-based online test for IELTS academic reading test on the users need for learners and educator of Universitas Darussalam Gontor. Addressing the issue of online test developing, this study utilized Alessi and Trollip instructional system design model. The formative evaluation and the increase in the average score at the pre-test and post-test of the learning motivation included alpha testing validated by two material and media experts and beta testing on learners’ attitude toward the online test, while summative evaluation covered learning outcomes. Upon analysis, the finding demonstrated that: (1) the resulting website: https://gets.unida.gontor.ac.id/pertanyaan/quiz was able to provide online evaluation for assessing reading performance among learners; (2) the increase in the average score on the pre-test and post-test of the learning outcomes of all learners was 0.43 (moderate category) and learner motivation scale was 0.38 (Medium-g courses). Hence, web-based online test could optimize learners’ excitement to assess their IELTS proficiency.]]>
<![CDATA[INVESTIGATING UNDERGRADUATE STUDENTS’ PERCEPTIONS OF EXTENSIVE READING TOWARD THEIR VOCABULARY MASTERY IN ENGLISH DEPARTMENT OF PATTIMURA UNIVERSITY AMBON ]]>
<![CDATA[Rosina F. J. Lekawael]]>;
<![CDATA[Marcy S. Ferdinandus]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v9i2.4362
<![CDATA[Reading is one of the critical skills in learning English in which students can develop their cognition, build vocabulary, as well as bring enjoyment. Extensive reading is known as one of the useful approaches to build students’ vocabulary repertoires by engaging students to read as much as they can be based on their appropriate reading level. Therefore, this survey study aims to find out how the students perceive their reading experiences in the extensive reading, how this approach increases their English vocabulary, as well as their reading comprehension. For the data collection technique, we distributed questionnaires for 40 undergraduate students in their second and fourth semester in the English department. To gain more comprehensive data, we also interviewed 20 students. The results of this study revealed that the majority of students show their positive response to and perception of extensive reading. We also found that this approach impacts the progress of students’ reading comprehension as well as the development of their vocabulary building. The findings of this study shed light on students’ perceptions of extensive reading and how it impacts their vocabulary building and reading comprehension. This study prompts further studies to examine the effectiveness of extensive reading on vocabulary learning of English foreign language students in various reading levels.]]>
