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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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THE IMPACT OF SMARTPHONE AND INTERNET USAGE ON ENGLISH LANGUAGE LEARNING Rosina Fransisca J. Lekawael
English Review: Journal of English Education Vol 5, No 2 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i2.540

Abstract

English language skills here mean the development of the main parts or elements of the language which include speaking, listening, reading, and writing. English language subject has different educational tools that are likely suited with it. Smartphone and internet usage have actively influence daily life, even for children and adolescents. In learning activity, smartphone is a tool to help students connected to be online. A qualitative approach was pursued in this study. Then, the data collection technique used in this study is a survey by using questionnaires. As result, the research shows that most students spend much time to access the social network, some students access internet for dictionary and games, and only a few students access internet for education purposes. In short, the students rather to use smartphone for other thing than education. Therefore, English language learning should be focused on leading language teaching by using English resources from smartphone and internet, as media, which closed to students. By using smartphone and internet, it is expected that either teacher or students become more active and creative to explore their knowledge through media. Pedagogically, there is an urgent need for teachers to implement smartphone-based language learning in order to engage students to be critics with material and its content. So, it enables students to build and enhance a technology awareness of smartphone and internet usage on English language learning in classroom. Keywords: smartphone, internet, English language learning
MODEL OF CONTEXTUAL-BASED ACADEMIC WRITING LEARNING MODULE Afif Rofii; Fathiaty Murtadho; Aceng Rahmat
English Review: Journal of English Education Vol 6, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i2.1242

Abstract

This research and development aims to develop a contextual-based learning module for academic writing course to develop the students’ writing skill. It adopts Borg Gall’s model modified from Jolly and Bolitho’s model of development steps. The development steps include: assessing the teaching materials currently implemented, designing and developing the module, judging module feasibility by experts, and testing module effectiveness. It applies mixed method approach to describe textual data qualitatively and analyze numerical data using t-test. The data were obtained from need analysis through document analysis, interview, observation, survey, and experiment. The analysis found that the lecturers and students need appropriate, practical and effective teaching materials that meet their needs. Therefore, the module of writing teaching material is developed by integrating the seven components of contextual approach in various learning activities. Th epracticality test suggests that the module is very pratical. The feasibility test 82.27 in average confirming that the module is very feasible to develop. The effectiveness test found that it is very effective reflected in the posttest mean score of experimental class (78.10) that is significally different from the control class (69.80). The tests of practicality, feasibility, and effectiveness come into conclusion that the developed module can be implemented in the academic writing class. As suggesstion, the lecturers and researchers are recommended to develop comprehensively teaching materials aligning with the students’ needs.Keywords: model, contextual-based, academic writing, module, research and development
Using Cooperative Learning In Teaching Critical Thinking In Reading Anit Pranita Devi; Bachrudin Musthafa; Gin Gin Gustine Gustine
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.v4i1.310

Abstract

This study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured.Keywords: cooperative learning, critical thinking
FIGURATIVE LANGUAGE IN ENGLISH STAND-UP COMEDY Maharani Widya Putri; Erwin Oktoma; Roni Nursyamsu
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.v5i1.396

Abstract

This descriptive qualitative research was about the analysis of figurative language in English stand-up comedy. The purposes of this study were to identify the types of figurative language and to describe the functions of figurative language found in the selected video of stand-up comedy show. The data source was taken from one of selected videos of Russell Peters stand-up comedy show. Russell Peters’s speech contained about figurative language in the video is observed. The data were collected through content analysis technique by collecting the verbal language used by Russell Peters. The first research questions was analyzed by McArthur (1992) theory and supported by Crystal (1994) theory to find out the types of figurative language found in English stand-up comedy. To answer the second research questions about the functions of figurative language found in English stand-up comedy was analyzed by Chunqi (2014) theory and suppoted by Kokemuller (2001) theory and Turner (2016) theory. After analyzing data, it was found that Irony was the most dominant figurative language used by Russell Peters in “Russell Peters Comedy Now! Uncensored” with 29.94%. It was happened because the kind of topics used by Russell Peters in that show were about ethnics (canadian, white people, black people, brown people and asian), society case (beating child) and culture (accent and life style of various ethnics in the world, habitual of various ethnics in the world). Irony and Hyperbole were needed dominantly in the performance, to entertain the audiences in the stand-up comedy show. The function of eleven types of figurative language which were used by Russell were concluded. The functions were to amuse people in comedic situations, to expand meaning, to explain abstract emotions, to make sentence interesting represented and give creative additions. Keywords: Figurative Language, Stand-Up Comedy, English Stand-Up Comedy
A STYLISTIC ANALYSIS OF “THE RIME OF THE ANCIENT MARINER” Shaukat Khan; Sumaira Jehanzeb; Irfan Ulah; Muhammad Irfan
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.v5i1.387

Abstract

If a specimen of literary art is seen as a fine tapestry of words made by the skilled seamstress—the poet, then the lexis and structure of a language are the raw materials—the fabric and the thread—by weaving which into specific patterns the finished product is achieved. The choice of materials and their arrangement into unique patterns always bear an image of their creator, or the artist; thus, a close view of them reveals the artist’s identity and brings out the meaningful message that underlies the ornate running threads. Mostly, the students of literary studies cannot appreciate the beauty of the literary classics on their own. Consequently, they simply mimic the ideas, and sometimes even the words, of famous professional critics when asked to give their own critical judgment on the aesthetic merit or the thematic quality of a literary work in the shape of a home assignment, classroom presentation or an annual assessment test. Now, the researcher has got the inspiration for carrying out this study from an idea expounded in Widdowson (1975) that this mimicry can be replaced by genuine individual opinion if the students, or even those people who have non-academic concerns with literature, are brought to a standpoint from where they can have a closer view of the raw materials, the language resources, which are involved in the making of a literary product. And, if the product in its finished form cannot elicit a desired response from them then making them sensitive to the process of its making can be quite effective in this regard. Through the present study, an attempt has been made to show an easy access to the outlandish world of verse by means of the linguistic route which is laid with the familiar flagstones of grammar and vocabulary. Meaning thereby that in this study the elusiveness of poetry will be dealt with the precision of a social scientist, the linguist. The approach which serves as the basis of this study is not an invention of the researcher; rather, it is a well-known twentieth century approach known as stylistics (Jeffries McIntyre, 2010, p. 30). Samuel Taylor Coleridge’s famous ballad, “The Rime of the Ancient Mariner”, being a widely read poem and bearing various stylistics features, offered itself as an ideal object for this study. The poet’s aesthetic message is explored by analyzing the finest details of his linguistic expression. And, careful considerations have been made throughout the study to prevent the overlooking of any instance of deviant linguistic units or recurring patterns for interpretation because such elements contribute largely to the meaning of any literary product. The study is descriptive in its nature therefore qualitative data has been integrated with and substantiated by the quantitative one.  Keywords: stylistics, literature, lexical, semantic and graphological deviations
SPEAKING STRATEGIES USED BY INDONESIAN TERTIARY STUDENTS Wawa Puja Prabawa
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.v4i2.337

Abstract

Speaking is considered to be difficult thing, moreover English as a foreign language. Students' performance depends on their personalities. Students who have low participation in speaking activity in the classroom lose their opportunity to practice their speaking skill which may cause poor speaking skill and achievement. However, some of students are active in speaking activity in the classroom that leads them to have good skill and achievement in speaking. This study attempts to reveal: (1) speaking strategies used by Indonesian tertiary students in terms of speaking English and strategies to improve their speaking ability, and (2) to identify speaking strategies mostly used by the students when they speak English and improve their speaking ability. This study is a descriptive research since its purpose is to describe the Indonesian tertiary students’ learning strategies in learning speaking English. The data from 15 tertiary students, who have good performance and achievement in speaking, from one of schools of higher education in Cimahi were collected using a 21 items questionnaire of a modified version of Strategy Inventory Language Learning (SILL) and 5 items interview questions. The result of the study revealed that some speaking strategies are used in terms of speaking English and improve speaking ability, namely cognitive, metacognitive and compensation strategy. In the type of speaking strategy that mostly used by the student in terms of speaking English is compensation strategy, while cognitive strategy was indicated as the mostly speaking strategies used by the Indonesian tertiary students in improving their speaking ability.  Considering to the study conducted, it is recommended to students that they should know what strategies that appropriate and can help them in learning speaking English. The students should be able to choose strategies they need in learning and analyze which strategies that give better effect on their own learning.Keywords: Speaking, strategy, speaking strategy, tertiary students
THE EFFECTS OF HOMOGENEOUS AND HETEROGENEOUS PUSHED OUTPUT INSTRUCTIONS ON SPEAKING COMPLEXITY Parviz Ghasedi; Habibollah Mashhady; Farideh Okati
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.v6i1.766

Abstract

This study was set out to investigate the efficacy of homogeneous and heterogeneous pushed output based instruction on upper-intermediate EFL learner’ speaking complexity. To do so, 41 (17 males and 24 females) EFL learners were selected from University of Zabol based on the results of OPT. Then, they were put in control and experimental groups based on the predetermined criteria. Retelling and decision making tasks were used in the treatments of experimental groups while control group received placebo during 15 sessions, twice a week. Public versions of IELTS speaking test were used as pre/post-test. The results of Independent sample t-test indicated that experimental groups outperformed control group. On the other hand, statistical analyses showed no significant differences between male and female speech complexity. To sum up, the findings demonstrated the fruitful effects of collaborative pushed output activities on speaking sub-skills. Likewise, the results suggested the implementation of similar strategies in the development of male and female speaking dimensions. Based on the findings, it can be claimed that teacher preparation programs should put teaching speaking on their list of priorities and provide courses on effective strategies for the development of speaking dimensions through implementing the main tenants of pushed output hypothesis.Keywords: homogeneous, heterogeneous, complexity, speaking, pushed output
Cohesive Devices In EFL Students’ Expository Writing Hanif Nurcholish Adiantika
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.v4i1.316

Abstract

This study aims to investigate the use of cohesive devices in students’ expository writing. In particular, the study focuses on types of cohesive device used by the students and how cohesive devices contribute to their writing. This study employs qualitative research through a case study design. Public senior high school in Kuningan is chosen as the site for this study. Nine students of twelfth grade are involved in the study as the respondents. Documents of nine students’ expository writings are the data of this study. The data are analyzed by using the concept of cohesive devices proposed by Halliday and Hasan (1976) which covers reference, substitution, ellipsis, conjunction, and lexical cohesion. Analyses show that the respondents only use four cohesive devices in their writing i.e. reference, substitution, conjunction, and lexical cohesion. These devices also contribute to the process of keeping track of the participants, avoiding repetition and text redundancy, enhancing logical connection between parts of text, and engaging the readers to the core argument of the text. The study infers that it is still problematic although most of the students apply many cohesive devices in their writing. This is because students have not received sufficient training concerning how to use appropriate cohesive devices. Therefore, they should be guided to utilize appropriate cohesive devices in their writing.Keywords: cohesive devices, cohesion, EFL students, expository writing, case study
USING BLOGS IN TEACHING TERTIARY ESL WRITING Romualdo A. Mabuan
English Review: Journal of English Education Vol 6, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i2.1238

Abstract

Anchored on the Technological, Pedagogical and Content Knowledge or TPACK Framework (Koehler Mishra, 2009) and Substitution, Augmentation, Modification and Redefinition or SAMR Model of Technology Integration into the classroom (Puentedura, 2014), this study investigated a corpus of 58 blog posts written by ESL learners through weblogs. It aimed to determine the views of students on the use of blogs in learning English writing skills and to explore students’ feedback on the advantages of blogging as a virtual writing platform. Research participants were 58 freshman university tourism students enrolled at a Study and Thinking Skills class in a private university in Manila, the Philippines during the first semester of the academic year 2017-2018. Research data drawn from students’ blogs, survey questionnaires and focus group discussion revealed that despite accessibility issues due to technological resources, the learners viewed blogging as a viable platform in learning English writing skills because it affords them freedom to express their thoughts, it develops or improves their writing skills, and it allows them to connect and engage with their peers online, inter alia. Pedagogical implications for ESL writing teachers and researchers are offered based on these results.Keywords: Teaching writing, ESL writing, weblogs, blogging, TPACK, SAMR
Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach Eva Fitriani Syarifah; Wawan Gunawan
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.v4i1.306

Abstract

Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.

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