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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 41 Documents
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Search results for , issue "Vol. 11 No. 3 (2023)" : 41 Documents clear
ENCHANCING DESCRIPTIVE MATERIAL LEARNING AT PUBLIC JUNIOR HIGH SCHOOL THROUGH DIFFEREFTIATED LEARNING AND WIZER.ME E-WORKSHEET Sari, Dian Eka; Purnomo, Mulyadi Eko; Indrawati, Sri
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8837

Abstract

: The aim of this research was to address the challenges posed by changes in regulations for admitting new learners at Public JHS 54 Palembang, where test scores or reports were no longer the primary criteria for enrollment. This research employed a modified model based on the work of Gall, Gall & Borg, and Tessmer. The initial phase involved analyzing the diverse needs of seventh-grade students, encompassing their intentions, profiles, and readiness for learning. The curriculum changes had led to an increased reliance on textbooks, resulting in a need for supplementary worksheets. The researcher used the Canva application to design content within the Wizer.me platform. The validation process included expert validation of the prototype, focusing on material substance. Validation results indicated a high level of approval, with a percentage of 97.3% and a mean score of 4.86. The language aspect received an 86% approval rate, equivalent to an average score of 4.3. Material presentation in the learning materials received a 90% approval rate, with an average score of 4.5, affirming the validity of the developed worksheet.Following expert validation, a small group evaluation was conducted to assess the practicality and reliability of the developed worksheet for descriptive text materials employing differentiated learning. The expert validation results demonstrated that the developed worksheet, created using the Wizer.me application, was highly valid. Additionally, the small group evaluation confirmed that the worksheet was practical and reliable for use in an educational setting. In conclusion, this research successfully addressed the challenges posed by changes in admission regulations at Public JHS 54 Palembang by introducing differentiated learning materials. The use of electronic worksheets, implemented through the Wizer.me platform, proved to be an effective solution for catering to the diverse student profiles. The expert validation and small group evaluation affirmed the validity, practicality, and reliability of the developed worksheet, making it a valuable addition to the educational resources available for seventh-grade students. 
EXPLORING THE CHALLENGES FACED BY TEACHERS IN TEACHING WRITING SKILLS AND HOW ANCHOR CHARTS CAN ADDRESS THEM Endarwati, Endarwati; Anwar, Khoirul; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8421

Abstract

This qualitative study explores challenges faced by teachers in teaching writing skills and evaluates the effectiveness of anchor charts in addressing them. Conducted with 20 experienced teachers from major cities in Java Island, Indonesia, through semi-structured interviews, the findings reveal common challenges, including student apathy, limited instructional time, varied abilities, organization difficulties, resource constraints, assessment struggles, and diverse genre incorporation challenges. Anchor charts emerged as a powerful instructional tool, promoting student engagement, writing organization, clarity, and coherence. Students showed increased enthusiasm and motivation, while charts facilitated improved writing structure and coherence. In conclusion, anchor charts offer a promising solution to address the challenges faced by teachers in teaching writing skills. By incorporating anchor charts in writing instruction, educators can create visually engaging and interactive learning experiences that empower students to become proficient and confident writers.The study contributes practical recommendations, aligns with cognitive process and social constructivist theories, and emphasizes the value of visual aids to foster active learning and engagement. The study suggests future research with larger samples, longitudinal and cross-cultural approaches to enrich understanding. In conclusion, anchor charts integration fosters proficient and confident writers in effective expression.
PROMOTING READING ENGAGEMENT: THE SCHOOL LITERACY MOVEMENT AT JUNIOR HIGH SCHOOL 1 SEBATIK Ridwan, Ridwan; Pamuji, Siti Sulistyani; Apriani, Eva
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8568

Abstract

This study aims to analyze the indicators in the process of implementing the school literacy movement at junior high school 1 Sebatik and the obstacles faced. The research method used in this research is descriptive qualitative method. The data collection techniques used are observation, interviews and documentation. The results of this study describe that there are six indicators in the process of implementing the literacy movement at at junior high school 1 Sebatik, namely reading activities for 15 minutes, journaling literacy results, increasing interesting reading books, making literacy corners, conducting competitions that support the school literacy movement and making interesting libraries in support the school literacy movement. In addition, it was found that there were four obstacles experienced by at junior high school 1 Sebatik in the process of the school literacy movement, including: teachers have difficulty in carrying out literacy more than 15 minutes before class, teachers have difficulty providing digital books in class, teachers have difficulty in carrying out activities to respond to reading books, and teachers have difficulty in carrying out creative writing activities. 
INVESTIGATING THE COLLOCATION OF THE WORDS 'MOM' AND 'DAD' IN ALEC GREVEN'S NOVELS: A CORPUS LINGUISTIC ANALYSIS OF SEMANTIC PREFERENCES AND PROSODY Zuraida, Ida; Simatupang, Ervina CM
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8818

Abstract

  This research delves into the collocation and semantic analysis of the words "Mom" and "Dad" in two novels, "How to Talk to Mom?" and "How to Talk to Dad?", authored by a teenage male writer, Alec Greven. The primary objective is to investigate the frequency of occurrence of these parental terms and explore their semantic preferences and prosody within the context of dictions used in the novels. The study uses a mixed-method design, incorporating both quantitative and qualitative approaches to achieve a comprehensive understanding of the research topic. Using corpus linguistic methods, the study examines the frequency of the words "Mom" and "Dad" in each novel, revealing that "Mom" occurs more frequently than "Dad." Through concordance hits, the collocational patterns of the parental terms are analyzed, shedding light on the contexts in which they are commonly used. The collocation analysis demonstrates that "Dad" is frequently associated with family, friendship, and engaging activities, while "Mom" is linked to family, household chores, and maternal preferences. Furthermore, the research explores the semantic prosody of "Mom" and "Dad" revealing that "Dad" is portrayed more positively compared to "Mom."     
HOW EFL STUDENTS COPE WITH ILL-FORMED SOURCE-LANGUAGE SENTENCES IN ENGLISH-TO-INDONESIAN SIGHT INTERPRETING Budiarti, Dian; Saehu, Andang
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7288

Abstract

This research investigates how English as a Foreign Language (EFL) students cope with ill-formed source-language sentences in English-to-Indonesian sight interpreting. In line with the objective, students’ interpretations of sentences with linguistic errors were collected as the data via video-based observation and qualitatively analyzed using content analysis. The findings reveal that most students were aware of the occurrence of typographical errors in the assigned source documents and able to sight interpret those parts as targeted, especially when dealing with mix-up letters and middle-letter omission. However, many of them seemed to have difficulties in identifying the occurrence of grammatical errors, such as subject-verb disagreement and improper use of a certain part of speech and punctuation errors, such as the presence of unnecessary punctuations, which then leading to inaccurate interpretations. It is assumed that the primary cause of these interpretation problems is attributed to students’ limited understanding of the source texts, highlighting the critical need for enhanced fast-reading comprehension skills among students.
ASSISTING STUDENTS’ WRITING IMPROVEMENT THROUGH READING TO LEARN (R2L) PROGRAM: A REVIEW OF STUDIES Rahayu, Noviarti; Ningsih, Harni Kartika
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8680

Abstract

This paper aims to survey the implementation and the implication of Reading to Learn (R2L) for improving students' writing to inform future teaching practices. Reading to Learn (R2L) is a teaching methodology based on a language theory, Systemic Functional Linguistics (SFL), which has been reported as a successful program to improve students' literacy in different classroom contexts across the globe. This paper systematically reviews 14 studies on the implementation of R2L and its implications on students’ writing development from 2012 to 2023. This review indicates several key findings: 1) Most studies on R2L applied R2L to teach writing an argumentative genre, given that this genre is widely considered the most formidable genre for students; 2) The implementation of R2L exhibited various modifying strategies from the R2L cycles. Most studies modify the first layer of the cycles; 3) The final result shows the impact on students’ writing development. Thirteen out of the fourteen studies reviewed reported an increase in students’ textual organization, written literacy skills, students’ engagement in the classroom, and critical thinking.
NARRATIVE RECONSTRUCTION OF TRAUMATIC MEMORY IN THE NOVEL OF REDEMPTION AT HACKSAW RIDGE Neisya, Neisya; Aprilia, Fitria; Rahmah, Anisa Syafiah
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8378

Abstract

This research discusses the traumatic memory of Desmond Doss and analyzes Herndon’s narrative reconstruction of Desmond’s traumatic memory in his novel. This research uses the post-memory theory by Hirsch, through Freytag’s pyramid approach. The qualitative method and literary memory are use in this research. Data were acquired from the documentary interview, and the paragraphs that existed on every page of the novel. The researchers collected the date through four steps: exploration, reduction, abstraction, and read intensively. This research reveals that Desmond Doss experienced seven traumatic memories; he was frightened of the gun, intimidated, humiliated, lost his friend, Japanese Army strategies, and the aftermath. To make it entertaining to read, Herndon caught Desmond’s traumatic memory and reconstructed the narratives into his novel. To fulfill Herndon's and the reader’s satisfaction, he exaggerates and lessens some of the actual events. The purpose of narrative reconstruction in this novel was to modify what the author could not do in the past and fix it in the novel through his imaginative investment, along with highlighting the heroic story of Desmond Doss.
EUSTRESS, LEARNING ENGAGEMENT, AND WORKABLE STRATEGIES OF DCBLT IN ENGLISH FOR ENGINEERING Aini, Jihan Nawal; Anwar, Khoirul; Arifani, Yudhi
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8838

Abstract

Attention to eustress related to learning engagement among ESP learners utilizing Digital Content-Based Language Teaching (DCBLT) remains notably insufficient. This research aims to identify the levels and relationships between eustress and learning engagement, as well as the identification of workable teaching strategies when implementing DCBLT. Employing a mixed-method approach, this study utilizes quantitative data (questionnaire responses) from 43 students and qualitative data (in-depth interviews) from three English for Engineering language instructors. The analysis procedure for quantitative data employed the Spearman rank correlation test, while qualitative data was analyzed using thematic analysis. The results indicate that the levels of eustress and learning engagement among students are highly satisfactory. Moreover, eustress correlates positively and strongly with increased learning engagement. The data also reveals the existence of several workable DCBLT teaching strategies, encompassing the pre-teaching phase (stimulating idea generation, fostering brainstorming, establishing connections, and motivating learners), the whilst-teaching phase (employing a student-centered learning approach, including individual tasks, group work, and quizzes via the DCB platform), and the post-teaching phase (assessing, verifying, and reviewing learners' comprehension). Research recommendations are also presented in the concluding section to fortify and extend the findings of this study.
CRITICAL LISTENING IN HIGHER EDUCATION: INSIGHTS FROM INDONESIAN EFL LEARNERS Gunawan, Aninda Putri; Gustine, Gin Gin; Gunawan, Muhammad Handi
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8236

Abstract

This research aims to examine the practice of critical listening in higher education. This investigation involves fourth-semester students in the English Education Department of an Indonesian public state institution. This research utilized a qualitative case study. This study's data were collected using a triangulation method incorporating classroom observation, questionnaires, and semi-structured interviews. In this research, the data were analyzed thematically. According to the data analysis, students benefited from implementing critical listening in the classroom because the critical listening practice focused on essential listening competencies, helped them develop critical thinking, and promoted critical listening in the classroom. Students believed that critical listening aids in developing their language skills and allows them to exercise critical thinking skills that have yet to be covered in class. The findings of this study can provide educators with a starting point for implementing critical listening with EFL students. In other words, the findings may cast light on implementing critical listening, including the general benefits and challenges students encounter. 
THE INFUSION OF CRITICAL THINKING SKILLS INDICATORS AND MICROLEARNING PRINCIPLES IN THE ENGLISH READING Materials for Vocational School Students: A Content Analysis Sumarni, Sri; Salsabila, Farah
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8819

Abstract

This study aims to reveal the critical thinking skills indicators and microlearning features integrated in the English reading materials for vocational school students in Indonesia. A content analysis was employed to examine reading materials available in the English Coursebook Work in Progress for SMA/SMK/MA Grade X published by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia 2022. The critical thinking skills analysis was meant to capture to what extend do the reading materials coverage signify to the lifelong learning, while the microlearning features investigation was meant to portray how the reading materials are presented to support self-directed learning. 8 critical thinking skills indicators proposed by Anderson and Krathwohl. (2001) were hired as the parameters in determining the integration of the critical thinking skills. Microlearning framework proposed by Allela (2021) were used to determine the reading lesson sequences, with which instructional methods associating each sequence. The results revealed that the reading materials for grade X are presented in 8 printed texts covered descriptive, recount, procedures, expository and narrative. These texts have potentially carried critical thinking skills indicators. The contexts are all pictures and instructions that have potentially presented 3 critical thinking skill indicators. The activities cover 15 comprehension activities and 4 beyond the comprehension activities; 7 Critical thinking indicators are potentially embedded in this part. The reading materials presentation, one set are clearly sequenced in the framework of microlearning covers pre-text, text, and post-text. While the other 7 sets sequenced text and post-text. The analysis indicated most of the critical thinking indicators integrated in the reading materials are under analysis and evaluation. 

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