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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.
Arjuna Subject : -
Articles 25 Documents
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Search results for , issue "Vol 9 No 2 (2021)" : 25 Documents clear
EVALUATION ON AN ENGLISH COURSEBOOK IN ONLINE LEARNING: VOICES FROM TEACHERS Wawan Setiawan
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4580

Abstract

The COVID-19 pandemic has changed how teaching and learning is implemented in Indonesia. To prevent the possibility of spreading the virus, students learn from home through online learning. The research is aimed at investigating teachers’ voices on the suitability of coursebook in online learning and teachers’ strategies to make the materials more relevant to teaching and learning context. Data gathered from four English teachers at SMAN 1 Indramayu, a public school situated in West Java, Indonesia, through closed and open questionnaires. The results showed that the coursebook was suitable to be used in online learning despite the fact that it was first used in traditional classrooms. To meet students’ needs and expectation, teachers adapted the materials by employing several strategies such as combining the materials with other resources, redesigning, and reordering.
DEVELOPING DESCRIPTIVE READING MATERIALS ABOUT PALEMBANG HISTORICAL BUILDINGS Arko Nica; Ismail Petrus; Machdalena Vianty
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4354

Abstract

The purpose of this study was to find out the validity, practicality, and potential effect of developed descriptive reading materials about historical buildings. The developed reading materials were for the seventh-grade students. The development research was based on Akker’s three phases: 1) analysis, 2) design, and 3) evaluation and revision. In the evaluation phase, the formative evaluation modified by Tessmer was applied and there were five stages: self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test evaluation. The validity was determined based on the results of the experts’ review and the product was valid which was categorized as high validity. The practicality was determined based on the result of the one-to-one evaluation and the small group evaluation. The product was categorized as very high practical level. The potential effect was evaluated in the field test. The result showed that the product has a potential effect since the students reached the passing grade score. In conclusion, the developed descriptive reading materials about Palembang historical buildings were valid, practical, and has potentially effective for the seventh-grade students.
THE PERSONALITY OF “BORNO” IN KAU, AKU, DAN SEPUCUK ANGPAU MERAH NOVEL WRITTEN BY TERE LIYE: PSYCHOANALYSIS STUDY Eka Yuningsih; Nurhayati Nurhayati; Izzah Izzah
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4454

Abstract

This research aimed to determine the psychological description of the main character, Borno, reviewed from Sigmund Freud’s psychoanalysis. The subject was the novel of Kau, Aku, dan Sepucuk Angpau Merah written by Tere Liye. The applied research methodology was descriptive qualitative. The data of this research consisted of words, phrases, sentences, and discourse related to the main character's personality structures in the novel. The data collection techniques were reading, noting, and analyzing the documents with literature psychological analysis of Sigmund Freud. The novel tells the love story of Borno and Mei due to a pincher, Sepit. At that time, Mei was doing field practice in Pontianak. She crossed the Kapuas river. Borno saw her and fell in love with her, the Chinese-breed girl. The red packet, angpau merah, was left on a pincher made Borno wanted to return it. Borno's struggles to find out her name, Mei, was successful. From the analyzed data, the personality ego frequently appeared in Borno. It was due to his considerations while being advised by the old man. The conflict of id and ego made an internal conflict for Borno. Their love story was begun from the boat. At that time, Mei was doing an internship in Pontianak. She crossed the Kapuas river by boat. Borno saw it then he fell in love with the Indo-Chinese breed girl. The red packet, angpau merah, was left on a pincher made Borno wanted to return it. Borno always kept an eye on Mei. He even remembered what time Mei went to teach and always kept trying to ensure his boat be always in the thirteenth line. It was the line in which Mei would be on board every morning.
NEEDS ANALYSIS OF VOCATIONAL HIGH SCHOOL TEXTBOOK TO LOCAL CULTURE MATERIALS AND THE 21ST CENTURY COMPETENCIES Rita Inderawati; Ismail Petrus; Eryansyah Eryansyah; Meilinda Meilinda
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4349

Abstract

The needs to know local cultural materials and skills for the future of students in the 21st century motivated researchers to concentrate more on them. In this recent research, an English textbook developed with Palembang local culture in mind and reviewed by students considers student needs. In SMK Negeri 3 Palembang, the travel agent competency program had 35 graders who completed a questionnaire with 45 questions. Questionnaires and semi-structured interviews were used to collect and quantitatively and qualitatively interpret the details. The findings showed: 1) English must be taught through technology to support students; (2) English is essential to students' future careers; (3) no existing English language education materials are included with local Palembang culture; and (4) two main reasons for integrating local Palembang culture into educational materials were to enhance the knowledge of students. Due to the queries, learning resources such as blogs, Twitter, video calls, and voice notes became important for the promotion of skills in the 21st century.
FORMATIVE ASSESSMENT IN ENGLISH LEARNING OF JUNIOR HIGH SCHOOL Dian Fitriani; Bambang A. Loeneto; Rita Inderawati
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4982

Abstract

Abstract: Formative assessment (assessment-for-learning) helps teachers to conduct teaching and learning activities that can enhance the students’ learning achievement. This study was aimed to find out the teachers’ understanding about formative assessment, the implementation of a formative assessment for English learning including the use of formative assessment to improve the teachers’ teaching and students’ learning, and the supporting and/or hindering factors in implementing a formative assessment. Qualitative in case study design was used in this study. The data were collected through interview, observations, and documentation to four teachers, the school principal, and some observed students as the participants. The data collected were validated through methodological triangulations and were analyzed qualitatively and reported descriptively. The result discovered that teachers’ understanding of formative assessment was in “good” category. The implementation of formative assessment in English learning given by the teachers followed the steps of input, process, and output. The teachers gave follow – up actions namely remedial and enrichment for students although the actions were not carried out as properly as what it is supposed to due to some hindering factors in giving the formative assessment. In conclusion, teachers’ lack of assessment training affects their understanding in implementing formative assessment. Therefore, the teachers need to participate in such a seminar and they need to be given opportunities to join assessment training so that they can get input on how to give assessment well, and moreover to make the right assessment instruments.

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