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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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ENGLISH TEACHER PROFESSIONAL DEVELOPMENT IN INDONESIA: THE CHALLENGES AND OPPORTUNITIES Anchieta Ave Avillanova; Paulus Kuswandono
English Review: Journal of English Education Vol 8 No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.1972

Abstract

This study investigates the challenges and opportunities of junior high school English teacher professional development in Indonesia. The objectives of the study are to examine the English teachers’ challenges and needs to develop their TPD. This qualitative study employed questionnaire and in-depth interview as the main instruments for data collection. The findings revealed that the challenges of TPD related to, firstly, program timing as the program was carried out during working hours; and, secondly, lack of information about workshop schedule from the government (Education Office) because, geographically, some schools are located in remote areas. The study also explored the teachers’ needs for TPD concerning student assessment, classroom management, knowledge and understanding of English, content of performance standards, giving instruction, ICT skills for teaching, teaching students with special learning needs, and school management and administration. Suggestion for further study concerns with the bottom-up approach of carrying TPD based on the teachers’ real needs as opposed to given programs.
DEVELOPING E-LEARNING BASED LOCAL-FOLKLORES FOR EIGHTH GRADERS Sopian Sopian; Rita Inderawati; Ismail Petrus
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.1813

Abstract

The aim of this study was to develop e-learning based local-folklores application. This study was conducted based on ADDIE (Analysis, Design, Development, Implementation and Evaluation) development research design. The formative evaluation was done through one to one evaluation, small group evaluation and field trial. The subjects of this study was eighth graders at one of junior high school in Indonesia. There were three students involved in one to one evaluation, nine students in small group evaluation and a real class in a field trial. The validity was reviewed by expert of content, expert of instructional design and expert of developing e-learning based local-folklores. The mean validity score of the developed product was 3,67 which was categorized as very highly valid level. The practicality was conducted in one to one evaluation and small group evaluation. The practicality of one to one was 3,40 which was at very highly practical level and the practicality in small group evaluation was 3,58 which was at very highly practical level. The reading test material was categorized as effective. It showed that there were 19 students (76,93%) out of 26 students in reading test exceeded MMC (minimum mastery criterion) which was 75.
TRANSLATION OF THE RELATIONAL VALUES OF EUPHEMISTIC EXPRESSIONS INTO ENGLISH FROM INDONESIAN LITERARY WORK Ahdi Riyono; Emzir Emzir; Ninuk Lustyantie
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2092

Abstract

This research is to describe the forms and translation techniques of Euphemism in the rendering of The Dancer novel by René TA Lysloff. The researcher used a qualitative method with a content analysis technique. The Data of research are in the forms of clauses containing expressions of Euphemism. The data source was taken from Ronggeng Dukuh Paruk (RDP) novel and its translation of the Dancer. The result showed that there were 35 data (83.3%) of the Euphemism forms of translated into euphemisms, and only 7 data (16,7%) of euphemisms were translated into other forms. The techniques used include single, duplet, and triplet techniques. The conclusions of the research showed that there were shifts in ideological forms and values of the translated novel.
MALES AND FEMALES DISCREPANCIES IN READING FLUENCY: FOCUSING ON ADVANCED EFL LEARNERS Namaziandost, Ehsan; Fadhly, Fahrus Zaman; Solihat, Dadang
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.1818

Abstract

THE PRACTICE AND CHALLENGES OF IMPLEMENTING CRITICAL THINKING SKILLS IN EFL TEACHERS QUESTIONING BEHAVIOR Ahmad Zainudin; Machdalena Vianty; Rita Inderawati
English Review: Journal of English Education Vol 8 No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2112

Abstract

The development of critical thinking is closely related to the questions asked by teachers as the teachers higher-order questions are cognitively demanding to promote students critical thinking. The purposes of this study are to investigate how critical thinking was implemented in EFL teachers questions in the classroom and the challenges faced by EFL teachers in integrating critical thinking questions. In addition, this study also investigated students reasons for non-response to particular questions asked by teachers. Applying mixed-method research design, the data were collected from classroom observation, interview, questionnaire and documentations. The research participants were two English teachers and 229 number of students of year 8. The results showed that the most dominant questions asked by the two English teachers were in Lower-order questions (78,8%), while the Higher-order questions were only (21,2%) questions. Second, the challenges faced by teachers were students intelligence has yet to reach the level of higher-order thinking, unconducive-classroom environment, teachers creativity itself, parental involvement and students lack of vocabulary. Third, dealing with the reason for students non-response in particular questions asked by teachers, there were some reasons, such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. In conclusion, the teachers faced various challenges in implementing critical thinking questions in the classroom.
DEVELOPING MAGIC ROUND TO TEACH INTERROGATIVE SENTENCES Tri Agustini Solihati; Lystiana Nurhayat Hakim
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2030

Abstract

Vocabulary mastery and sentence structure are often considered to be the most challenging things in mastering English. Besides, both teacher and students are often bored on how they are explained and understood. Thus, keeping students’ motivation in learning vocabulary and sentence structure needs more effort as it should be more than just teachers’ attendance and explanation. Choosing a proper teaching media can be one of the solutions. This research aims to produce Magic Round as one of the choices for teaching interrogative sentences. It was developed through Research and Development (RD) by implementing several steps, including preliminary studies, research planning, product design, product validation, product trial, and producing final product. Validity was assessed by both technological and material experts. Those reached 90% and 92%. The usefulness and feasibility were taken by the user and observer. Those gained 91% and 91%. In conclusion, this media is quiet appropriate to be used in teaching English interrogative sentences.
THE IMPLEMENTATION OF TEACHING GENRE IN L2 LISTENING CLASSROOM: IRANIAN PRE-INTERMEDIATE EFL LEARNERS IN FOCUS Ehsan Namaziandost; Sajad Shafiee; Behrouz Ahmadi
English Review: Journal of English Education Vol 7 No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v7i2.2618

Abstract

This study tries to implement genre-based instruction in Iranian pre-intermediate EFL learners’ L2 listening skill. Moreover, it aims to investigate if genre-based instruction impacts the listening skills of EFL learners at different skill levels equally. To achieve this goal, 60 EFL learners have been selected. These were split into groups A and B. Groups A and B, respectively, consisted of 30 and 30 members. Group A was split into experimental and control groups and administered the pre and posttest of listening skills. Findings from one-way ANCOVA showed that because of using genre-based instruction, the experimental group outperformed the control group. Group B was also classified into proficient and less-proficient classes as demonstrated by the proficiency test; each administered two pre-and posttest of listening. Nonetheless, the findings of one-way ANCOVA revealed that both classes were improved from pretest to posttest; the professional group performed remarkably better than the less skilled group. Generally speaking, the results of this study showed that GBT is a key and crucial factor in developing listening comprehension.
REAL TEACHING: ANXIETY AND SOLUTION Vina Agustiana
English Review: Journal of English Education Vol 8 No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2068

Abstract

Anxiety in dealing with real teaching is experienced by preservice teachers. This anxiety can certainly disrupt the process of implementing real teaching. If anxiety can be detected early, various efforts can be made to reduce the anxiety. Thus, this study seeks to explore the anxiety faced by preservice teacher in dealing with real teaching and their efforts to reduce such anxiety. In order to achieve the research objectives, the researcher applied qualitative research through a case study strategy using structured interviews of 238 preservice teachers at one of Indonesia’s private universities. Based on the results of the study, it can be seen that there are 14 anxiety faced by preservice teachers in carrying out real teaching which is divided into 5 factors causing anxiety, namely schools, teachers, students, lecturers, and the preservice teachers themselves, as well as 9 attempts by preservice teachers in order to deal with this anxiety. Broadly speaking, good communication between preservice teachers and stakeholders of real teaching activities that includes schools, teachers, students, and lecturers is an effort that can be done so that the teaching anxiety can be reduced.
TEACHING ENGLISH THROUGH YOUTUBE: GRAMMAR VIDEO ANALYSIS OF THREE BRAZILIAN YOUTUBE CHANNELS DEDICATED TO EFL TEACHING Aline de Azevedo Fay; Juliana Matias
English Review: Journal of English Education Vol 8 No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2351

Abstract

The objective of this research is to analyze grammar lessons of three Brazilian YouTube Channels of English as a Foreign Language. It compares the approaches applied by each teacher in their videos and investigates if the lessons approach the explanation of meaning, use, and form of the grammar. It also aims to find out if the lessons are hackneyed regarding the online learning environment. The analysis consisted of watching two videos of the YouTube channels English in Brazil, Inglês Compartilhado and Mairo Vergara. The results showed that out of the six videos, five contained a grammar explanation that addressed meaning, use, and form of the language. They also adopted the deductive approach to grammar teaching. Only one video did not explain the grammar (quantifiers), but a trick to memorize the use of quantifiers. As for technology, the main tool teachers used was captions to illustrate example sentences of the grammar. Other tools consisted of the use of the software ‘Notepad’ and animation. Thus, there was not an innovation on the videos regarding technology. Future research is needed to understand if there is the necessity to apply cutting-edge tools to teach on YouTube and if it is mandatory to review and to adapt the pedagogical practices for language learning YouTube videos.
THE USE OF REQUEST STRATEGIES OF INDUSTRIAL ENGINEERING STUDENTS Yoga Prihatin; Nur Aflahatun
English Review: Journal of English Education Vol 8 No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.1994

Abstract

The aim of this study is to investigate the types of the request strategy used by Industrial Engineering students as EFL learners. Using qualitative data, this study discusses the use of request strategy in case-based teaching of foreign languages. The participants of the study are 37 Industrial engineering students who learnt English in the second semester. The testing instruments used were discourse completion task. For this aim, a discourse completion test was used to generate data related to the request strategies by each group. Selection of request situation in discourse completion test was based on three social factors of relative social distance, power, and rank of imposition. The participants’ responses were analyzed according to the classifications of request strategy by Blum-Kulka & Olshtain. The case study findings indicate that 57% of Industrial Engineering students’ responses mostly use conventional indirect strategies, 29.2 % responses are direct strategies, and 13 % responses belong to non-conventional indirect strategies. 49.7 % responses belong to query preparatory.  17.8 %  responses  are identified as explicit performatives, 10.3 %  responses categorized as want statements, 9.2 % responses classified as strong hints, 6.5 % responses grouped as mild hints, 4.9 % responses recognized as suggestive formulas, and 1.6 % responses indicated as mood derivable. The indirectness is greatly influenced by students’ cultural background, which belong to high-context culture. People in high context culture refer to the value cultures placing on indirect communication. A message is understood with a great deal of gesture, facial expressions, tone of voice, eye contact, body language, posture, and other ways people can communicate without using language. The findings of this study may set pedagogical implications for teachers, and learners of EFL therefore conducting a further field investigation is recommended to have in depth exploration   about request strategies made by EFL Learners.

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