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[THE IMPLEMENTATION OF WRITE-AROUND PLUS STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL ]]>
<![CDATA[Muziatun Muziatun]]>;
<![CDATA[Thalia Miranda Virginia]]>;
<![CDATA[Ansar Tario Jusuf]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 2 (2020) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i2.3001
<![CDATA[Writing ability is one of English skills that need to be mastered by students. It is because students must express their idea well in order those readers can easily understand what students write. Moreover, many students’ problems are found in writing such as generating idea, lack of vocabulary, grammatical mistakes and so on. Regarding the occurrence of problem in mostly students’ writing, the researchers want to improve students’ writing skill in descriptive text by implementing write-around plus strategy. The purpose of conducting this research is to investigate whether the implementation of write-around plus strategy can improve students’ writing skill or not. This study is conducted by a pre-experimental study with measurement as the technique of collecting the data and written test as the tool of collecting the data. The research participants were 25 students as the eighth grade students in junior high school SMP Negeri 1 Gorontalo in academic year 2018/2019. The result of this study shows that there were improvements in all writing aspects such as fluency, grammar, vocabulary, content and spelling. The improvements of students’ writing can be shown by data analysis, namely the average result of the research for pre-test got 9.04 score and it currently has been increased in post-test about 13.4 score.]]>
<![CDATA[UNEARTHING STUDENTS’ REALIZATION OF SPEECH ACT IN ASKING INFORMATION IN TELEPHONE CONVERSATION ]]>
<![CDATA[Ida Zuraida Supri]]>
<![CDATA[ English Review: Journal of English Education Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v5i2.538
<![CDATA[This research aims at investigating speech acts realization in asking for information in Bahasa Indonesia done by students at Widyatama University. Secondly, it seeks for the utterance patterns highly used by students in asking for information using Bahasa Indonesia. The study utilized a descriptive method. This method comprises distributing questionnaires, collecting data, classifying data, and analyzing data. The subjects in this study were fourth semester students of Information Technology, Faculty of Engineering. The results showed that speech realization patterns highly used when they ask for information via telephone to a friend is they make an opening and directly to the purpose of calling, and closing. When calling to parents, casual utterances are significantly employed.Keywords: speech acts, utterance patterns]]>
<![CDATA[TEACHERS’ CREATIVITY IN DESIGNING LEARNING ACTIVITIES: SUSTAINING STUDENTS’ MOTIVATION ]]>
<![CDATA[Lailatul Khikmah]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v7i2.1639
<![CDATA[Sustaining students’ motivation during teaching and learning process, unquestionably, is considered as the most challenging task. Therefore, the teachers have to be mindful and creative in designing an activity as it is the core of the lesson. However, in practice, some teachers are sometimes found to aimlessly use an activity as they run out of idea. Thus, this study is conducted to serve as a reference for the teachers in designing a specific activity that helps the students stay motivated. A descriptive qualitative was employed as the research design to gain deeper analysis on types of activity that encourage the students to learn English. The data were collected through interview which involved 5 professional English teachers as participants. The result revealed that the design of the activity should be appealing and correspond to the students’ interest, age, level of proficiency, school policy, materials and media availability. Thus, it is suggested that the teachers should be brave to try out new activity and attend some teachers’ training, such as CELTA or DELTA, to improve their teaching skills.]]>
<![CDATA[IMPLEMENTING ADVERTISEMENT FOR IMPROVING STUDENTS’ UNDERSTANDING OF POLITENESS AND GENDER ]]>
<![CDATA[Vina Fathira]]>;
<![CDATA[Silvia Utami]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v7i2.1460
<![CDATA[This research was based on students’ difficulties in understanding the concept of politeness and gender. Advertisement can be one of the alternative techniques to improve students’ understanding on the concept of politeness and gender. This study aims at improving students’ understanding of politeness and gender and finding the factors influencing the improvement. This Classroom Action Research involved ten third-year-students at STIBA Persada Bunda Pekanbaru. The data collection techniques used were tests, fieldnotes, observation, and interview. The results showed that students’ understanding of politeness and gender significantly improved after applying advertisements in the teaching and learning process in which the students’ understanding which were at the low level category increases to the good level category. Some factors affecting the students’ improvement were students’ active participation in obtaining information and students’ enthusiasm during the learning process. In conclusion, the implementation of advertisements can improve students’ understanding of politeness and gender concepts.]]>
<![CDATA[APPLYING DIGITAL STORYTELLING TO IMPROVE INDONESIAN HIGH SCHOOL STUDENTS’ VISUAL MEMORY AND WRITING SKILL ]]>
<![CDATA[Imam Sudarmaji]]>;
<![CDATA[Agus Mulyana]]>;
<![CDATA[Karsiyah Karsiyah]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 2 (2020) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i2.2987
<![CDATA[This study investigated the use of digital storytelling in improving students’ visual memory and writing skill of tenth grade students in one of senior high school in Tangerang, Indonesia. A total of 72 students are taken as the sample in the current study. The randomized pretest - posttest control group design was used in the study. Using quasi experimental research-non-equivalent control group design, the students in the experimental groups completed the process through digital storytelling. The students’ test and questionnaires were used to collect the data. In order to test whether there was an improvement within groups and to see if there were differences between groups, the hypotheses were tested using the t-test and obtaining gain scores. The result showed that the visual memory and writing skill of students undergoing digital storytelling technique and of those undergoing conventional teaching but no significant differences were found between the two conditions. They had same proficiency, focused and same concentration during the learning process, and the students had many opinions in experimental class. Based on the percentages, students’ post-test showed that students’ visual memory was more dominant than students’ writing skill after applying digital storytelling. Moreover, this research also found that students’ learning motivation was very good and created a good of class atmosphere in experimental class during the learning process by using digital storytelling.]]>
<![CDATA[METHODS FOR TEACHING SPEAKING SKILL AT THAMAR SCHOOLS AND THEIR IMPACTS ON LEARNERS’ ORAL COMPETENCY ]]>
<![CDATA[Jameel Ahmed Alghaberi]]>
<![CDATA[ English Review: Journal of English Education Vol 7 No 2 (2019) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v7i2.1732
<![CDATA[In the Republic of Yemen, English is taught as a foreign language (FL) in schools and universities. It is a compulsory subject in the curriculum of Yemeni schools and universities and it is the only foreign language that is taught in all Yemeni Public Schools. However, teachers and educators complain about students’ lack of oral competency. Hence, this paper attempts to evaluate the current teaching methods, approaches, techniques and activities used for teaching English speaking skill at Thamar Secondary Public Schools. Besides, it also investigates the utilization of instructional aides as well as technological resources and facilities available at schools in Thamar city. Three different data collection techniques were used, namely observation, questionnaire, and interview. The results revealed that English teachers in Thamar still follow the traditional teaching methods. Above all, speaking skill is almost neglected. The lack of proper teaching methods and activities coupled with the absence of instructional aides stand behind students’ deficiency in English speaking. Thus, it is recommended that several training sessions for in-service teachers to be held in order to familiarize them with the methods, techniques, and activities used for teaching English speaking skill.]]>
<![CDATA[THE PRE-SERVICE TEACHERS’ REFLECTION IN ENGLISH FOR YOUNG LEARNERS TEACHING PRACTICE ]]>
<![CDATA[Kharisma Naidi Warnanda Sabgini]]>;
<![CDATA[Khoiriyah Khoiriyah]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 2 (2020) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i2.3028
<![CDATA[This study aimed to explore the use of self-reflection for the pre-service teachers (PSTs) in an English for Young Learners teaching practicum. Through conducting classroom observation, semi-structured interview, and document analysis, the result of this study revealed that PSTs are able to develop their teaching knowledge and teaching skills in term of classroom management, language pedagogy, and preparation trough having self-reflection. Further, the usage of video recording provides self-critical and continuity for the pre-service teacher. Teaching reflection is projected to improve the teaching practice. Doing reflection in teaching practice is immensely important for professional development as student teachers are prepared to be a professional educator. As a result, the implication of this study will be further discussed.]]>
<![CDATA[IMPLEMENTATION OF ANDROID APPLICATION TO SOLVE THE STUDENTS’ PRONUNCIATION OF ENDING –ED ]]>
<![CDATA[M. Fadhly Farhy Abbas]]>;
<![CDATA[Vina Fathira]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 2 (2020) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i2.2648
<![CDATA[This research was done because of the students’ problem of pronouncing ending –ed. To solve the problem, the researchers tried to implement the application on learning media in this gadget era. The purpose of the research is to improve the students’ problem by implementing android application in pronouncing of ending –ed and to find the factors influencing the improvement. The method of this research was qualitative method. The research design was classroom action research of second-year-students in 2018/2019 academic year at STIBA (Foreign Language College) Persada Bunda Pekanbaru. The applications used were online and offline application English Pronunciation. The result showed that there is an improvement by implementing the android application of students’ pronunciation of ending –ed. It can be seen that the increasing of the students’ ability in pronouncing of ending –ed were at the level of “fairly good” category become the level of “good” category. Some factors influencing the students’ ability in pronouncing endng –ed were they often practice and listen to the android applications whether online and offline English Pronunciation to obtain the understanding and the information how to pronounce the exact words of ending –ed. To conclude, the implementation of android application of online and android based can improve the ability of students’ pronunciation of pronouncing sound /t/, /d/, and /ɪd/ of ending –ed.]]>
<![CDATA[FORMATIVE ASSESSMENT IN ENGLISH LEARNING OF JUNIOR HIGH SCHOOL ]]>
<![CDATA[Dian Fitriani]]>;
<![CDATA[Bambang A. Loeneto]]>;
<![CDATA[Rita Inderawati]]>
<![CDATA[ English Review: Journal of English Education Vol 9 No 2 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v9i2.4982
<![CDATA[Abstract: Formative assessment (assessment-for-learning) helps teachers to conduct teaching and learning activities that can enhance the students’ learning achievement. This study was aimed to find out the teachers’ understanding about formative assessment, the implementation of a formative assessment for English learning including the use of formative assessment to improve the teachers’ teaching and students’ learning, and the supporting and/or hindering factors in implementing a formative assessment. Qualitative in case study design was used in this study. The data were collected through interview, observations, and documentation to four teachers, the school principal, and some observed students as the participants. The data collected were validated through methodological triangulations and were analyzed qualitatively and reported descriptively. The result discovered that teachers’ understanding of formative assessment was in “good” category. The implementation of formative assessment in English learning given by the teachers followed the steps of input, process, and output. The teachers gave follow – up actions namely remedial and enrichment for students although the actions were not carried out as properly as what it is supposed to due to some hindering factors in giving the formative assessment. In conclusion, teachers’ lack of assessment training affects their understanding in implementing formative assessment. Therefore, the teachers need to participate in such a seminar and they need to be given opportunities to join assessment training so that they can get input on how to give assessment well, and moreover to make the right assessment instruments.]]>
<![CDATA[PROJECT-BASED LEARNING IN TEACHING WRITING: THE IMPLEMENTATION AND STUDENTS’ OPINION ]]>
<![CDATA[Ningtyas Orilina Argawati]]>;
<![CDATA[Lilis Suryani]]>
<![CDATA[ English Review: Journal of English Education Vol 8 No 2 (2020) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25134/erjee.v8i2.2120
<![CDATA[Writing becomes the most challenging skill for the students as it needs more time to develop and tend to raise problem to students. Therefore, project based learning is offered to solve the problems in writing. Some experts believe that project based learning (PBL) can provoke the students to get new knowledge through their own project. This research reports on the implementation of project based learning in teaching writing. The objectives of the research are to know the implementation of project based learning in elevating the students’ ability on writing and to know the students’ opinion of the implementation of project based learning in teaching writing. Qualitative was used as a research method and classroom action research as a research design. The participants of the research were fourth semester students in one university in Cimahi, West Java. The collected data were obtained through observation, writing test and interview. Then, data were analysed based on triangulation. As result, it was found that the implementation of project based learning in teaching writing worked well. It could be seen from the students’ responses during the implementation of this method as they gave positive opinion toward the method used; they actively involved in learning process. PBL was proved on helping the students wrote well. Besides, the project given engaged the students in solving a real problem and answering it. In other word, this project could develop the students’ critical thinking and it could be a meaningful project for them.]]>
