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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 695 Documents
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PRESUPPOSITION ANALYSIS IN SOME SELECTED CONSUMER ADVERTISEMENT SLOGANS OF THE JAKARTA POST Sinta Ananda; Marwito Wihadi; Yayan Suryana
English Review: Journal of English Education Vol 5, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i1.395

Abstract

This research investigates the presupposition in the slogans of consumer advertisement of the Jakarta Post newspaper on March 2016 edition. This research aimed at finding the types of presupposition and describing the functions of presupposition in advertisement found in consumer advertisement slogans of the Jakarta post newspaper. Yule’s theory and descriptive qualitative research method applied in this research. 20 slogans of consumer advertisement of the Jakarta Post newspaper on  March 2016 edition selected to this research. The result of this research showed that the writer found 20 presuppositions. 11 existential presupposition or 55%, 4 factive presupposition or 20%, 3 lexical presupposition or 15%, and 2 non-factual presupposition or 10%. Regarding the function of presupposition in advertisement, the writer found 17 slogans advertisement contains implicit competition, and 11 slogans advertisement  contains making the advertisement short and memorable. In conclusion, not all type of presupposition and function of presupposition in advertisement are found, it is influenced by various types and functions in advertisement causing different assumption and presupposition. The writer hopes that further researchers who are interested in observing presupposition to explore more about presupposition in other types of advertisement.Keywords: presupposition, consumer, advertisement, slogan
NOTICING HYBRID RECASTS IN TEXT CHAT Mark J. Oliver
English Review: Journal of English Education Vol 5, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i1.386

Abstract

This study examined ten EFL learners’ noticing of the corrective nature of a form of text-based SCMC (text chat) feedback that combined a recast of a grammatical error with metalinguistic information. The feedback, termed a hybrid recast, was provided by a native-speaker interlocutor during two text chat activities: a spot-the-difference and picture-ordering task. Data was collected in two ways: analysis of task-based dyadic text chat interaction in which uptake was used as an indicator of learner noticing, and a post-task questionnaire containing questions that identified evidence of learner noticing. Interaction analysis showed that learners responded to almost two thirds of the hybrid recasts with uptake. In addition, every learner provided evidence that they had correctly perceived at least some of the hybrid recasts as corrective in their post-task questionnaire responses.Keywords: Text chat (text-based SCMC - synchronous computed-mediated communication), Corrective feedback, Negative evidence, Recasts, Hybrid recasts, Metalinguistic correction, Uptake, Repair, Noticing
INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS Hanna Sundari; Zainal Rafli; Sakura Ridwan
English Review: Journal of English Education Vol 6, No 1 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i1.775

Abstract

Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school
LITERARY TEACHING AND ITS CONSTRAINTS: PARADIGMS AND PROBLEMS Ali Mustofa
English Review: Journal of English Education Vol 4, No 2 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i2.336

Abstract

The paper will explore the nature of the literary teaching and its constraints. In language teaching, literary teaching has been promoted influential and approved effective to encourage the students’ character building in terms of some issues: historical, philosophical, cultural, social, and psychological contexts. Historically, literary teaching will provide students and learners of the ancients’ way of life and learn from the best in the past for their life experience. Some constraints may arise in language teaching due to the cultural and the philosophical boundaries. The constraints may be put into some categories; philosophical, cultural, social, and psychological. To generalize the idea, literary teaching needs efforts to boost the students’ skills to creatively launch themselves to a higher level of thinking order to achieve the goals of literary teaching and the demand of curriculum.Keywords: literary teaching, humanity issues, constraints, critical thinking, competency
The Use of Hedges in Tertiary EFL Students' Presentation Ihsan Nur Iman Faris
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The main objective of language education is to enable students to communicate effectively. In order to achieve that objective, students need to master pragmatic competence. One of the pragmatic competences which needs to be mastered by students is the ability to use hedging devices. This ability is even more essential for students in tertiary level of education due to the some conventions which need to be followed. Failures in using hedges properly can threat the face of students and other stakeholders in academic contexts. This research aims at investigating how hedges are used by the tertiary students when addressing questions in a discussion session of a presentation. This research is a qualitative research employing interaction analysis method. The participants in this research were nine students of Language in Use course of master of English education program in a state university in Bandung. The findings demonstrate that hedges were found in all questions addressed to the presenters and the lecturer. Introductory phrases were the most frequently-used forms used to hedge and hedges function mostly to attenuate epistemic commitment in addressing questions. Although hedges were used when addressing questions in a discussion session of a presentation, some findings indicate that the hedges were not entirely in line with academic conventions. Based on the findings, the recommendations given are 1) that further research on the use of hedges in academic contexts be conducted, 2) teachers and lecturers raise students’ awareness of the importance of pragmatic competence, and 3) teachers and lecturers give more concerns to provide students with pragmatic competence.Keywords: pragmatic competence, hedges, questions, academic contexts.
Critical Pedagogy Principles in Teaching EFL Reading Slamet Wahyudi Yulianto
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.305

Abstract

This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL) reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1) offering problematic topics and reading materials that are linked to the students‟ lives, (2) encouraging students to read between the lines, (3) distributing classroom power, and (4) creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1) language development and (2) new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1) the lack of classroom-friendly authentic controversial reading materials, (2) the passive culture, and (3) the unpredictable classroom.Keywords: critical pedagogy principles, critical thinking skills, EFL reading class
NIGERIANS UTILISATION OF CODE-MIXING AS COMMUNICATIVE DEVICES Iyabode Omolara Akewo Daniel
English Review: Journal of English Education Vol 5, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i1.391

Abstract

The importance of communication as a central idea in language usage cannot be over-emphasised. This seems to inform how many Nigerian speakers make extensive use of the mixture of indigenous languages and the English language in one and the same breath. It seems to reveal a kind of perception of reality in two ways at the same time. They seem to go through the process of thinking in diverse ways at the same time. This study thus seeks to find out the extent to which the average Nigerian user of the English language makes  intelligible contribution to discourses. How much sense is made to and by interlocutors in the course of their discussions? To what extent is reality to them influenced by their knowledge of the English language? The extent of the indigenisation process is also of interest to the study. The expectation is that such contact should be to the advantage of one or the other of the languages in contact. Real time linguistic data were collected and analysed, using linguistic levels as base to access the extent to which Nigerian indigenous languages have been able to influence the English language. The finding shows that codemixing is an important part of the Nigerian communication process and has enabled the vernacularisation of the English language to a very large extent. This has produced a new spatial identity that reveals the Nigerian’s domination of the colonial English language.Keywords: Code-mixing, Communication, Language usage, English vernacularisation, Nigerian indigenous languages, Spatial identity
INVESTIGATING AGE–BASED COMPLIMENTS IN PERSIAN Vahid Shahidi Pour; Gholam Reza Zarei
English Review: Journal of English Education Vol 4, No 2 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i2.341

Abstract

The present study was an attempt to investigate differences in the use of compliments in Persian across age as a social variable. Data was gathered through a Discourse Completion Task (DCT) with imaginary situations in which 200 native Persian speakers were asked to put themselves in those situations and give compliments. The results indicated that the most frequently used compliment strategies by Persian native speakers were explicit unbound semantic formula and non-compliment strategies. However, the participants used 'other' strategies, future reference, contrast, and request strategies the least. The results also suggested the effect of age on the distribution of compliments. While the younger participants preferred non-compliment strategies the most, the older participants preferred explicit unbound semantic formula strategies the most. However, despite minor differences, all age-groups rarely tended to use future reference, contrast, request, and 'other' strategies. The results cashed light on the cultural and socio-cultural factors affecting the way people offer compliments.Keywords: Pragmatic competence, Speech acts, Compliments, Discourse Completion Task (DCT), Social variables
NEED ANALYSIS: THE WRITING SKILL INSTRUCTIONAL MATERIAL CONTEXT FOR ACADEMIC PURPOSES Audi Yundayani; Emzir Emzir; Zainal Rafli
English Review: Journal of English Education Vol 6, No 1 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i1.771

Abstract

The required instructional material should be designed based on students needs. This study is intended toidentify 1) material design and organization, 2) language content, and 3) method and techniqueof the writing skill instructional material context for academic purposes which appropriate with studentscharacteristics and their situationrelated to the need of writing skills for academic purposes at non-English education study programs of STKIP Kusuma Negara Jakarta. The descriptive survey was used in identifying its material context through questionnaire, semi-structured interview and non-participant observation. The respondents were non-English education study programs students duringthe fifth semester in academicyear of 2016-2017.The result showed that 1) It is required to have clear and easily understandable writing instructional material for academic purposes; 2) The required language content is related to a)rhetorical-functional (descriptive, narrative, classifying and identifying); b) academic genres, in the forms of essay and report; c)writing process; d) summarizing; e) paraphrasing; 3) The method and techniques which are applied to instructional material must empower thestudents to practice a lot through communicative and applicative activities. Based on the findings, it can be concluded that need analysis should be the starting point in designing the instructional material, due to it is a process to determine students needs according to their wants, lacks, and necessities.Keywords: need analysis, writing for academic purposes, instructional material context
BETWEEN REALITY AND IDEALISM: DOES NOVEL READING GENERATE EMPATHY IN ALGERIAN EFL STUDENTS? Samya Achiri; Fadhila Hadjeris
English Review: Journal of English Education Vol 4, No 2 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i2.332

Abstract

This study is an exploration of the extent to which reading novels develops Algerian EFL students’ empathetic attitudes towards human issues in the novel they are exposed to on the one hand and towards current local and worldwide issues on the other. To achieve this aim, a survey questionnaire is designed. The respondents are 50 MA students of Anglo-American Studies at the English Department of Oum El Bouaghi University (Algeria). The students have been exposed to Mark Twain’s The Adventures of Huckleberry Finn as a part of their syllabus. Accordingly, their reactions to the questions concerning this novel provide the necessary data around which this study hinges. The findings of the research are meant to help teachers and researchers to seek out new possibilities of developing more effective ways of using novel reading in EFL university classes. Additionally, the results serve to raise Algerian EFL students’ awareness about reading novels and their impact on stimulating their imagination, critical thinking and emotional attitudes.Keywords:  EFL teaching/ learning, novel, narrative empathy, empathetic attitudes, critical thinking, Algeria.

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