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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 39 Documents
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Search results for , issue "Vol. 12 No. 1 (2024)" : 39 Documents clear
CHALLENGES IN FORMATIVE ASSESSMENT IMPLEMENTATION FOR ENGLISH LANGUAGE INSTRUCTION Puspitasari, Maya; Pelawi, Muhammad Arifin
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8853

Abstract

We investigated how the Covid-19 pandemic affected formative assessment in English subjects in Indonesian junior and senior secondary schools in this study. Teachers' perceptions of their formative assessment practices at Indonesian schools is the main object of the study. This study studied formative assessment in English teaching in Indonesia in emergency remote teaching. Data was collected using open-ended questionnaires, which were then distributed via the WhatsApp group to 82 English teachers across the country. The respondents were English teachers from various Indonesian junior and secondary schools. This research was divided into four sections: (1) technique, (2) integrity, (3) media used, and (4) challenges. In this study, the majority of teachers believed that face-to-face instruction could provide better formative assessment than online learning. They could use more techniques, be more confident in the outcome, have more media, and face fewer challenges. Because of a lack of infrastructure and media, including internet access, in Indonesia, assessment practises during online learning had deteriorated. The findings suggested that the participating teachers found formative assessment via online learning to be distressing.
CLASSROOM MANAGEMENT STRATEGIES AND CHALLENGES IN EFL SPEAKING CLASS Rokhaniyah, Hesti; Ardiyanti, Dwi; Susilowati, Ida; Virgiyanti, Diska Fatima; Nuraini, Eka Indah
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8895

Abstract

Classroom management involves all endeavors aimed at establishing an efficient and pleasant teaching and learning environment that can inspire learners to learn effectively based on their abilities. It encompasses a range of intentional activities conducted by lecturers with the goal of establishing and sustaining optimal conditions for the teaching and learning process. This research investigates practical management strategies for English as a Foreign Language (EFL) speaking class. Semi-structured interviews and active classroom observation were employed to collect the data. Three EFL lecturers from the English Department of Universitas Darussalam Gontor who provided English speaking classes participated in this study. The objective was to look into the lecturers' viewpoints and management of speaking classes and to examine the strategies they employed and the challenges they experienced. The findings show that the lecturers had implemented a variety of strategies, including setting discipline, physical environment, encouraging more usage of English, offering engaging topics, speaking correction techniques, and building excitement for content. The results also revealed that the lecturers encountered difficulties to manage their teaching. Challenges such as improper pronunciation, learners' low self-esteem, and shortage of lexical resources were among the lecturers’ obstacles. 
UNCOVERING THE RESILIENCE AND STRESS FACTORS OF EFL TEACHERS: A NARRATIVE STUDY Syabilla, Zalsa Febrina; Ubaidillah, M. Faruq; Mustofa, Mutmainnah; Romadhon, M. Galuh Elga
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8934

Abstract

EFL teachers typically confront an abundance of problems that can lead to stress and have an influence on their resilience. Understanding resilience and stress can help improve well-being and education. This qualitative study tried to figure out the resilience and stress factors faced by EFL teachers across educational levels. The narrative inquiry involved an in-depth semi-structured interview administered to four EFL teachers across primary, middle, and secondary levels. The findings indicate that EFL teachers across educational levels encounter similar stressors, such as heavy workloads, student behavior, and low salary. Surprisingly, there were differences in stress factors and resilience strategies utilized by teachers across educational levels. The primary-level teacher reported more stress when dealing with students’ behavior, whereas middle-level teacher was stressed by students’ behavior and resources, and high school teacher by resource constraints and encouraged student engagement. Regarding resilience strategies, teachers at all levels indicated seeking support from family and friends but also using different coping methods such as meditation, leisure activities, and positive thinking. The findings suggest the importance of understanding the unique stress factors faced by EFL teachers across educational levels and establishing targeted support programs to enhance teacher resilience.
ENHANCING EFL STUDENTS’ RECOUNT TEXTS BY EMPLOYING METACOGNITIVE LEARNING STRATEGIES (MLS) Dhillon, Bobby Pramjith Singh; Musthafa, Bachrudin; Wirza, Yanti
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9206

Abstract

Although writing in English is challenging for non-native students, metacognitive learning strategies could be the solution. Therefore, this paper aims to examine and describe if students' metacognitive learning strategies and writing abilities are positively and significantly correlated during the second semester at Nommensen University in Pematangiantar, Indonesia. The text was analyzed using a correlation study with 25 writing II students. In this study, two different kinds of variables were used. The first is the independent variable—the students' metacognitive learning strategies—and the second is the dependent variable—their writing skills. Pearson's simple product-moment correlation was employed to evaluate the collected data. A questionnaire modified from the theory of metacognitive learning strategies was used to assess the students’ metacognitive learning strategies. A written test using recount texts assesses students' English writing ability. The researchers conducted interviews to see how students who used metacognitive learning strategies responded to writing and interviewed English teachers to confirm the findings. The result showed a significant correlation between the students' metacognitive learning strategies and the students' writing skills (r = 0.590 > r table = 0.505). Therefore, the teacher and students need to consider metacognitive learning strategies in the learning process to develop their writing skills.
HARMONIZING SOUND AND SCRIPT: INTEGRATING PHONETIC SYMBOLS WITHIN THE LEXICAL APPROACH TO IMPROVE EFL LISTENING SKILL Susanto, Susanto; Nanda, Deri Sis
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9224

Abstract

Phonetic symbols play a crucial role in linguistics by providing a systematic means to represent the phonological attributes of words, encompassing both pronunciation and orthographic manifestations. Their primary function is to enhance the identification and comprehension of words in spoken and written language contexts. In the realm of English as a Foreign Language (EFL), this study explores the utilization of phonetic symbols to enhance students’ clarity and understanding when engaging with the English lexicon. This application is integrated into the framework of the lexical approach, a pedagogical paradigm that underscores the significance of mastering vocabulary and language components such as collocations, phrases, and idiomatic expressions. The participants were 46 students enrolled in phonetics and phonology courses at the English Language Education Department, Bandar Lampung University, Indonesia. The research design follows a classroom action research model, aiming to enhance students’ listening skills through the strategic incorporation of phonetic symbols within the lexical approach framework. Based on observations and assessments, the study reveals that proficiency in recognizing and differentiating phonetic symbols contributes to students’ comprehension of words embedded in spoken texts. Furthermore, the results from the testing phase indicate that 36 out of 46 students achieved a passing score of 75 or higher, reflecting a success rate of 78%. This achievement aligns with the predetermined research success criteria, highlighting the positive impact of incorporating phonetic symbols within the lexical approach for improving students’ language skills. The implications suggest that incorporating phonetic symbols within the lexical approach framework can serve as a valuable pedagogical strategy for educators aiming to enhance students listening skills and overall language proficiency in an EFL context.
RELATIONSHIP BETWEEN EFL PRE-SERVICE TEACHERS’ SELF-EFFICACY AND THEIR EPISTEMIC BELIEFS Injiya, Rida Rohmata; Emaliana, Ive
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9237

Abstract

Nowadays, English is an essential language that must be mastered and has been studied for many years as a foreign language in many countries in the world. Specifically, English pre-service teachers' ability to teach students English as a foreign language requires self-efficacy and epistemic beliefs that can support students’ 21st century skills. Self-efficacy and epistemic beliefs are related to individual differences in psychological domains that can affect learning achievement. An investigation of the relationship between self-efficacy and epistemic beliefs of pre-service teachers in a reputable university in Malang, East Java was conducted in this study. This study examined the relationship between pre-service teachers' self-efficacy and epistemic beliefs. The method of this research is correlational study. A total of 85 pre-service teachers completed the self-efficacy and epistemic beliefs questionnaires. SPSS was used to analyze the questionnaire filled out by the participants and determine the results. As a result of SPSS's analysis, self-efficacy is positively correlated with epistemic beliefs, which implies a correlation in both areas. The findings of the correlation coefficient is -0.528, the correlation between self-efficacy and epistemic beliefs is negative and it means that the higher EFL self-efficacy the simpler their epistemic beliefs.  A correlation from SPSS's analysis indicates that self-efficacy and epistemic beliefs have a medium relationship.
A NARRATIVE INVESTIGATION ON TPACK ENGLISH TEACHERS’PROFICIENCIES Cahyati, Sri Supiah; Rahmijati, Cynantia; Supartini, Nai
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9302

Abstract

Abstract: The introduction of the Merdeka curriculum has brought significant changes in the curriculum, particularly in terms of the autonomy and flexibility of teachers’ teaching especially regarding to digital literacy. The Merdeka curriculum is based on the Technological Pedagogical Content Knowledge (TPACK) framework, which seeks to integrate subject expertise, pedagogical skills, and technological content. Despite extensive research on TPACK, there is a noticeable gap in qualitative studies that explore teacher experiences and perceptions, particularly in the context of Indonesia’s Merdeka curriculum. The novelty of this research lies in its methodological approach—using Narrative Inquiry to explore the experiences of English teachers. This approach provides a deeper, more nuanced understanding of how teachers perceive and implement TPACK in their classrooms. To gain a comprehensive understanding of this issue, we examined 50 teachers from various regions in West Java. Our findings indicate that a significant portion of teachers (55%) have successfully incorporated technology in their teaching practices. Furthermore, the majority of teachers (84%) feel confident utilizing efficient teaching strategies and delivering targeted content (80%). We note that a large percentage of teachers (76%) exhibit proficiency in integrating technology into the teaching-learning process, while also acknowledging their proficiency in technology, pedagogy, and content (79%).However, we also identified several obstacles such as internet connectivity issues, which were identified as a significant potential hindrance (68%), students' unfamiliarity with the application (20%), and data quota limitations (5%) as restrictions. A minor yet distinguished percentage illuminated issues such as school procedures (3%), lack of access to smartphones (2%), and indecision in using LCD facilities (2%) as pitching factors that hinder the smooth merging of technology into teaching and learning. Based on the available evidence, it can be inferred that despite facing several obstacles, a majority of teachers have demonstrated a high level of confidence in their ability to implement digital literacy TPACK-related skills. These skills are essential for promoting effective teaching and learning in a digital age. However, it is important to note that the challenges faced by teachers in this regard cannot be ignored. To ensure that teachers are adequately equipped to navigate these challenges, it is essential to provide them with appropriate training and support. Moreover, the result of this study could contribute to the field of English language teaching, educational technology, and policymaking in education.
EXPLORING PRAGMATIC DEVELOPMENT IN 4-YEAR-OLD CHILDREN: AN INTERACTIONALIST PERSPECTIVE Salamah, Siti; Zultiyanti, Zultiyanti
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9355

Abstract

Many studies of pragmatic acquisition in Indonesia have been carried out, but they are only limited to aspects of speech acts. For this reason, it is necessary to have an in-depth study related to aspects of acquiring pragmatics in children. This research was conducted using a qualitative descriptive method. This study aims to describe the main issues regarding pragmatic acquisition in children aged 4 years. The research data was obtained at ABA Nitikan Yogyakarta Kindergarten. As for the technique of data collection, it was done by observation method with recording and note-taking techniques. Data analysis uses the Miles & Huberman flow model. The validity of the data is achieved by triangulation of methods and theories. Data triangulation was carried out by extracting data from three sources, namely in-depth observations in class, audio recordings of class interactions and reflective analysis of field notes. Theoretical triangulation is carried out by comparing the results of research data acquisition with relevant theoretical perspectives to avoid the researcher's individual bias on the resulting findings or conclusions. The results of a study of the acquisition of pragmatics in children show that 4 years old children in ABA Nitikan Yogyakarta Kindergarten have acquired the aspects of Joint Attention (JA) as much as 4%, Common Ground (CG) 9%, Convention and Contrast (CC) 11%, Feedback and Repair (FR) 9%, and Speech Act (SA) 67%.
FIGURATIVE LANGUAGE AND SPEECH ACTS IN "THE ADVENTURES OF SHERLOCK HOLMES": A STUDY ON DESCRIPTIVE TEXTS Bahing, Bahing; Meilantina, Mayang; Fadhly, Fahrus Zaman
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9398

Abstract

Abstract This study explores the intricacies of figurative language and speech acts within five selected short stories from "The Adventures of Sherlock Holmes." Through a qualitative analysis grounded in the theories of Austin and Searle for speech acts, and further supported by the descriptive insights of figurative language as discussed by Adiwangsa & Sakinah (2023) and Ampa & Quraisy (2018), this research aims to identify the dominant types of speech acts and the underlying meanings conveyed through figurative expressions. The methodology encompasses content analysis, with the researcher herself acting as the primary instrument, supplemented by digital tools for text examination. The findings reveal the prevalence of directive, expressive, and representative speech acts manifested in similes, metaphors, and metonyms, underscoring the significance of these linguistic features in enhancing the interpretative richness of literary texts. This study contributes to the broader discourse on linguistic analysis in literature, offering insights into the dynamic interplay between language form and function, and its educational implications in English Language and Arts curricula. 

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