English Review: Journal of English Education
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.
Articles
695 Documents
<![CDATA[RE-CONCEPTUALIZING L2 WRITING REVISION STRATEGIES FROM AN ECOLOGICAL PERSPECTIVE: AN INTERVIEW BASED INQUIRY ]]>
<![CDATA[Masakazu Mishima]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1771
<![CDATA[This study examines an ESL writer’s revision activity in composing an argumentative essay from an ecological perspective. The study aimed to explore how sociomaterial conditions present in the pedagogical context lead to the writer’s use of revision strategies in responding to instructor feedback. By using an interview-based case study approach, data were collected from one ESL writer and instructor in an ESL freshman composition class at a large public university in the US. Based on the analysis of field-notes, transcripts from interviews and writing conferences, and various cultural artifacts, the study found that the writer’s goal-oriented agency foregrounded his engagement with instructor feedback, which narrowed down the problem space perceived to be important by the writer to achieve his goal in writing. The writer’s selective attention to the specific writing issues to be attended in his revision attempt provided an essential perceptual pretext for the concoctions of several sociomaterially-afforded revision strategies. The study also found that sociomaterial interactions inherent within one strategy use conditioned the emergence of another strategy while showcasing that the writer’s strategy use could be emergent and generative in nature. Based on the findings, the study discusses the emergence of the revision strategies as a result of collective interplay of student agency and student-perceived sociomaterial affordances in the writer’s attempt to establish sociocognitive alignment with the instructor’s expectations delivered through feedback. Implications for ecologically-oriented L2 revision strategy research are discussed.]]>
<![CDATA[NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY ]]>
<![CDATA[Tariq Elyas]]>;
<![CDATA[Noor Motlaq Alghofaili]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1773
<![CDATA[In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners’ language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students’ achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers’ nativeness and backgrounds have no significant effects on the Saudi EFL learners’ speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers’ belief that NESTs possess better teaching skills than NNESTs. ]]>
<![CDATA[CONCEPTUAL VARIATIONS ON READING COMPREHENSION THROUGH HIGHER ORDER THINKING SKILLS (HOTS) STRATEGY ]]>
<![CDATA[Nani Ronsani Thamrin]]>;
<![CDATA[Silvia Agustin]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1777
<![CDATA[Thinking capability is the most significant aspect in educational process and as every students has their own distinctive method in thinking will posses their learning concepts. Being a critical thinker means they have to be able to think more critical than any other people, by practicing their skills through comprehending the material and the content of the text. Therefore, This paper discussed the phenomenon of conceptual variations on reading comprehension through Higher Order Thinking Skill (HOTS) strategy in Kuningan University and describes how the HOTS strategy improve the students’ skills in comprehending the academic reading text. The data collected by using a classroom observation and interview with students, were analyzed qualitatively by using categories formulated based on theories related HOTS stategy. As a result, the author obtains the various concepts on reading comprehension seen from the C1-C6 phase of HOTS strategy and critical reading. This indicates that the most of students have higher order thinking skills in comprehending the text in critical reading class. The findings are expected to be references for English teachers in the implementation of teaching strategy.]]>
<![CDATA[PRAGMATIC TRANSFER IN APOLOGY EMPLOYED BY ENGLISH EDUCATION STUDENTS OF ISLAMIC STATE UNIVERSITY (UIN) RADEN FATAH ]]>
<![CDATA[Tiara Eliza]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1631
<![CDATA[This study intends to find out and to describe apology strategies made by the sixth and eighth semester students of English Education Study Program of Islamic State University (UIN) Raden Fatah Palembang, and to explain how the pragmatic transfer interferes the apology strategies. This study used a qualitative descriptive design. Written discourse completion tasks and observation by doing a role play were used as the instruments to obtain the data. There were 66 students selected as the subjects of study. The data obtained were analyzed based on the classification of apology strategy proposed by Olshtain and Cohen (1983). As result, it was found that there were five apology strategies made by the students, for example, using the word sorry to express regret was considered the most frequently used strategy. Then, the result also showed that the speakers who have low social status tend to use polite strategy in all levels of social relationships (strangers and acquaintances). For the speakers who have high social status and equal tend to use less polite and casual expressions, respectively. Moreover, some students use some pragmatic transfers in expressing apology strategies influenced by their L1 (mother tongue) or L2 (Indonesian) culture.]]>
<![CDATA[DEVELOPMENT OF ANDROID-BASED PROTADROID APPLICATION IN PRONUNCIATION PRACTICE LEARNING FOR UNDERGRADUATE STUDENTS ]]>
<![CDATA[Ayu Bandu Retnomurti]]>;
<![CDATA[Nurmala Hendrawaty]]>;
<![CDATA[Leni Tiwiyanti]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1721
<![CDATA[The research aims at describing the development of PROTADROID, an Android Table Program, to assist learners’ pronunciation practice by using non-native English speakers and investigating the affective aspects of using the PROTADROID. The method used was Research and Development (R&D) which has been chosen to produce a product and test the affective aspects of the product. In order to find out the affective aspect, a questionnaire was applied as an instrument in the data collection. Thirty participants were randomly selected from two Pronunciation Practice classes at Universitas Indraprasta PGRI Jakarta. Based on the development phases, PROTADROID is valid and practical. Further, the four affective aspects indicate that satisfaction is 88.2% (very satisfied), interest is 93% (very interested), attention is 76% (positive), and involvement is 85% (positive). Hence, it can be concluded that students generally understand and are capable of operating PROTADROID application with high interest.]]>
<![CDATA[HIGHER ORDER THINKING SKILLS AMONG ENGLISH TEACHERS ACROSS GENERATION IN EFL CLASSROOM ]]>
<![CDATA[Mursyid Mursyid]]>;
<![CDATA[Nia Kurniawati]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1775
<![CDATA[Higher order thinking skills are the next cognitive ability to evaluate, analyze and create. It is a must for English teachers across generation (Baby Boomers, Generation X, and Generation Y) to grasp and implement the idea of HOTS in their classrooms. Teaching English in EFL setting certainly forces the teachers to have expertise in planning the learning activities that would foster students’ thinking skills, especially their HOTS. This study aims at investigating the perceptions, the practice, and the constraints in endorsing higher order thinking skills in teaching foreign language. This case study involved seven senior high school English teachers from three generations (Baby Boomers, generation X, and generation Y). Data were collected through open-ended questionnaire, classroom observation, and document analysis for triangulation purpose. Data were then categorized and classified to form themes for the study. The results showed that teachers from all generation are aware of HOTS and they are applying it in their teaching in a different way. However, some obstacles are still found in incorporating HOTS in their classroom.]]>
<![CDATA[DIGITAL COMIC: AN INNOVATION OF USING TOONDOO AS MEDIA TECHNOLOGY FOR TEACHING ENGLISH SHORT STORY ]]>
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Santiana Santiana]]>;
<![CDATA[Yuyus Saputra]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v7i2.1526
<![CDATA[This study investigates the use of ToonDoo as media technology for teaching English short story. ToonDoo as the newest technology for creating comic or picture story is very beneficial helping teacher to creatively provide innovative strategy providing better classroom environment for the English learners, especially for those studying English short story. As the invented prose narrative shorter than a novel dealing with a few characters, short story can give an important content raising cultural awareness, linguistic awareness, motivation, and is claimed to improve all four skills. Therefore, this study aims at knowing how the implementation of ToonDoo in teaching English short story and finding out the benefits of this tool for teaching performance. To gain the data, reflective journal created by a pre-service teacher who becomes the participant of the study and interview were used to reflect the process of creating Toondoo and the process of teaching English short story using this tool. The findings showed that this tool can be used to promote students’ speaking skill. Toondoo is very helpful to facilitate students’ imagination promoting their speaking ability, producing better learning experience, and creating a good classroom atmosphere.]]>
<![CDATA[STORYTELLING IN TEACHING LITERACY: BENEFITS AND CHALLENGES ]]>
<![CDATA[Intan Satriani]]>
<![CDATA[ English Review: Journal of English Education Vol 8, No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v8i1.1924
<![CDATA[Literacy has become a crucial position in education, especially in Indonesia. It is used as one of ways to develop education through developing the culture of reading, writing, and counting. The study aims to find out benefits and challenges of implementing storytelling in teaching literacy. The study employed a qualitative descriptive research design. The data were obtained from students’ interview and observation. The findings found some benefits in implementing teaching program which include using two languages as the medium of interaction, providing suitable learning materials and various media, using of dramatization to show a character’s expression, asking moral value of the story as an evaluation instrument, developing students’ literacy ability, arousing students’ imagination, enriching students’ vocabulary, and developing students’ reading awareness and interest. Meanwhile, some challenges found in implementing teaching program are students’ proficiency and length of texts. Based on those findings, it is suggested to provide more times to truly explore students’ literacy ability and their preference in story.]]>
<![CDATA[INCORPORATING CULTURAL FACTORS IN EFL CONTEXT ]]>
<![CDATA[Aam Alamsyah]]>;
<![CDATA[Mutaat Mutaat]]>;
<![CDATA[Radik Darmawan]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v8i1.2620
<![CDATA[This study highlighted the issue of the incorporation of English cultures, cultural preference and diversity in relation to the students’ English program. The need to analyze the students’ perception is imperative since the students are considered as one of the most important factors in determining the success or failure of their own learning process. The respondents recruited for the present study were 80 part-time college students of different departments (i.e., Literature, Informatics, and Accounting). The use of mixed method aimed to elicit more elaborate data on the students’ perceptions toward the above issues. The instruments used in the present study were questionnaires and semi-structured interview. During the data collection, the questionnaire, and interview were administered within the same day. The results indicated that the students’ perception toward the incorporation of English culture was ambivalent. Of the 80 participants, there were only 48 students who voiced to agree and to strongly agree with the exposure; while the rest of the participants did not seem to agree. It was also found that most of the students preferred to learn Asian cultures instead of western ones. The most noticeable determinants affecting their preference were mainly the popularity of Asian cultures exposed on various media as well as their jobs which mostly involved Asian employers (Japanese, Korean, etc.). They were also found to appreciate the exposure conducted by the teacher as one of the relevant activity when learning foreign language. English grammar and vocabulary are skills to prioritize when speaking with Asians, and they did not find pronunciation important to support communication among them.]]>
<![CDATA[TASK-BASED LEARNING IN THE TEXTBOOK OF ENGLISH FOR PALESTINE ]]>
<![CDATA[Rasha Sameer Karaki]]>;
<![CDATA[Mohammed Abdul Hakim Farrah]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 1 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v8i1.2352
<![CDATA[The aim of the study is to examine the ninth grade teachers' perceptions towards task-based learning (TBL) method and analyze the tasks and activities in the textbook of English for Palestine Ninth Grade. In addition, this study aims at evaluating the appropriateness and the effectiveness of TBL in the classroom. The researcher used four methods to collect data, namely questionnaire, classroom observation, interview, and content-analysis checklist. The sample of the study consisted of 185 teachers (males & females) from the government and UNRWA schools in Hebron District. The overall findings of the study revealed that the teachers perceptions towards TBL were positive and highly acceptable; they supported the effectiveness of communicative language teaching (CLT) and TBL in EFL classrooms. Then, the results of observational data showed that some teachers use new communicative methods for teaching language skills while others use the traditional ones. Meanwhile, the results of interviews indicated that the challenges of task-based learning were big-sized classes, length of material, lack of time, and lack of technological tools. The study ended with recommendations for syllabus designers, teachers, and students. It is recommended that the teaching and learning of English language skills at the Palestinian schools should be enhanced by the use of new flexible methods, such as TBL and communicative language teaching.]]>
