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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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FAMILY EDUCATION VALUES IN KIRANA KEJORA’S NOVELS (GENETIC STRUCTURAL RESEARCH) Wulan Wahyuning Ratri; . Emzir; Ninuk Lustyantie
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.v5i2.541

Abstract

The objective of this research is to acquire deep understanding about family education values in the novels by Kirana Kejora through genetic structural. It was a qualitative research with content analysis method. This research was analyzed through structural literary approach and genetic structural approach. The data were collected through document study, data observation about family education values in the novels by Kirana Kejora (Bintang  Anak  Tuhan, Air Mata Terakhir Bunda, Ayah Menyayangi Tanpa Akhir), and interview with Kirana Kejora. The result of this research revealed that family education values that were founded and described in the novels by Kirana Kejora were diligent to worship, honest, respect, unanimous, having achievement, mandate, brave, independent, proportional, take care of self, affection, prelude other people, and fair. They were founded and described through intrinsic structure of novel, author’s background, social background, and author’s world view. Those results lead to implication that Indonesian literature educator can use Kirana Kejora’s novels directly in the teaching process. Further, the findings lead to recommendation to Indonesian literature educators in order to use novels with content of family education values and to motivate students to analyze the novels through genetic structural.Keywords: family education values, novel, genetic structural
DEVELOPING STUDENTS’ READING SKILL THROUGH MAKING MULTIMODAL INFERENCES Vina Nurviyani; Didi Suherdi; Iwa Lukmana
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.v8i2.2998

Abstract

This present study investigated the development of students’ reading skills through making multimodal inferences. Moreover, the students’ difficulties in making multimodal inferences were explored. This study applied a classroom action research by involving twenty students studying at English education program in West Java. Three instruments covering reading tests of making multimodal inference, classroom observations, and questionnaire were conducted as data collections of this study. The results of this study indicate that the students’ reading skills improved significantly after making multimodal inferences. In the first cycle, sixty three percent of all students achieved the score more than seventy. Meanwhile, in the second cycle, eighty five percent of all students reached the score more than eighty-seven. It is reflected on the data gained from reading tests, classroom observations, and questionnaire. The findings show that almost all students achieved meaningful progress of reading skills through making multimodal inferences that they were able tomake inferences visually and verbally by using the clues of the texts and integrating it with their background knowledge, creating mental images in their minds, distinguishing between literal and implied meanings, implementing some reading strategies before, during, and after reading the text, and manifesting their inferences visually and verbally on Canva application. Thus, they were able to master micro and macro skills of reading comprehension and comprehend the multimodal texts completely.However, in making multimodal inference, some students got troubles in integrating visual and verbal aspects because of incomplete background knowledge in their minds. Therefore, the manifestation of their multimodal inferences was presented partially.
ASSESSING TEACHERS’ PERCEPTION ON THE EFFICIENCY (SUCCESS) OF INDUCTIVE APPROACH IN AN ESL/EFL CLASSROOM: GRAMMAR IN CONTEXT Taj Mohammad; Soada Idris Khan
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.v5i2.535

Abstract

The present research attempts to assess teachers' perception on the success of using inductive approach in the classroom at Preparatory Year Program, Najran University. It also inquires the difficulties that are usually faced by students (in teachers' opinion) in a grammar class. In order to collect data, 20 teachers were requested to fill in a questionnaire consisting of ten statements (based on key elements of inductive teaching). The questionnaires were analyzed by using 5-Point Likert-scales of agreement. Besides, the researcher also personally interviewed the teachers by using a set of certain questions covering the same theme. The study is divided into two parts; the first part contains detailed analysis and discussion on the statements of the questionnaire and the second part comprises a detailed analysis and discussion on the responses of interview. As results, it is revealed that a majority of teachers supported the use of inductive approach in the classroom because of its learner-centred nature. Inductive methods help students acquire the critical thinking and self-directed learning skills (Prince Felder, 2007).  However, some teachers (with a negligible percentage) were not so enthusiastic about using inductive approach. Keywords: teachers' perceptions, descriptive and prescriptive grammar, inductive approach
INVESTIGATING ENGLISH LANGUAGE EDUCATION STUDENTS’ READING PREFERENCES Rahmawati Khadijah Maro; Rosalin Ismayoeng Gusdian; Berliana Febrianti Safitri
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.v8i2.3029

Abstract

This study aimed to determine students' preferences for their reading materials and dig out the benefits of their reading preferences. A descriptive research design was applied in this study. Two instruments were employed to obtain the data, namely a questionnaire and an interview guide. The subjects of this study were 35 third semester students of the English Language Education Department. These participants were selected by using a simple random sampling technique. In the data collection procedure, the participants filled in the questionnaire. Then, three of the participants were selected further to be interviewed. The data were then analyzed by calculating each item in the survey to obtain the final result in the form of a percentage, transcribing, and examining the interview result. The findings found that most of the students preferred novels as their reading material with 54,2%. Furthermore, as many as 31,4% preferred the genre of fiction. Several benefits from having their own preference in reading constitute (1) the students were able to comprehend the content of the reading material easily, (2) the students got more interested in reading, (3) the students gained broader knowledge, and (4) the students got attached to and focused on the text. Overall, this study implies that English language education students preferred novels as their reading material and fiction as their favored genre. These findings also signified that the students could gain many benefits from their preferences.
INVESTIGATING THE EFFECT OF CANVA ON STUDENTS’ WRITING SKILLS Audi Yundayani; Susilawati Susilawati; Chairunnisa Chairunnisa
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.v7i2.1800

Abstract

A growing number of language teaching studies have started to consider the role of technology in teaching writing. Moreover, recent work in English as a Foreign Language (EFL) class has highlighted the importance of introducing visual media in an effort to help students improve their writing skills. The present study aims at investigating the effect of Canva on students’ writing skills. To this end, forty-four Indonesian EFL students were selected and assigned randomly to two writing classes, namely control and experimental groups. Before the treatment, both groups had a pre-test. During the sessions of instruction, both classes were taught by adopting Communicative Language Teaching (CLT) approach. However, in the experimental group, in order to help students to explore their writing ideas, they were asked to use Canva as media of writing. After the treatment, both groups had a post-test. Then, the number of writing errors made by students from both groups were compared using ANCOVA. The results showed that students in the experimental group had a significantly lower number of writing errors compared to the control group, which confirmed the positive effect of Canva in improving students’ writing skills.
UNDERSTANDING LEARNERS’ NEED OF ESP FOR ACCOUNTANCY PROGRAM AT VOCATIONAL SCHOOL Semi Sukarni
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.v8i2.2002

Abstract

The main  objective of Vocational High School (SMK) is  to prepare learners to specific job. At this school, learners are trained the major skills as well as the supportive skills. Language, in this case English, must support the hard skills for the communication at work. However, based on the preliminary research, most teachers use general English as teaching materials. Hence, this study aims to describe the learners‘ target need of learning English at accountancy program at Vocational High School and to identify English skills needed by students of  accountancy program. There were 124 evelenth graders involved in this study which consisted of students of  SMK 2 Purworejo and SMK 1 Wonosobo. To obtain the data, a questionnaire was used. The findings showed that 63.8% of the students want to look for a job after graduated, while 36.2% of them want to continue their study. Further, speaking is the most important skill and vocabulary related to the technical terms are needed by students. Another necessity is the availability of textbook containing ESP materials to support learners to develop their communication skill.
IMPROVING STUDENTS’ SPEAKING SKILL BY USING MULTIMEDIA PRESENTATION STRATEGY Muhammad Lukman Syafii; Alip Sugianto; Nanang Cendriono
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.v7i2.1690

Abstract

Multimedia presentation strategy is one of strategies that can be used for developing students’ speaking skills. Therefore, this research is intended to describe how multimedia presentation strategy can improve the eighth graders’ speaking skills. A collaborative classroom action research design was employed in this research. This action research was conducted in four main steps, namely planning, implementing, observing, and reflecting. To collect the data, some instruments, i.e. students’ oral performance test, the observation checklist, field notes, and questionnaire, were used. The result showed that the students’ speaking performance improved from 64.29% in Cycle 1 to 100% in Cycle 2. Meanwhile, the students’ involvement has achieved the criteria of success (100% of students) in Cycle 1. Here, they could fulfill at least 2 out of 4 indicators in Cycle 1 and Cycle 2. In addition, the students’ perception towards the implementation of Multimedia Presentation strategy was 94.29% and only 5.71% of students who were not interested in the implementation of Multimedia Presentation strategy in teaching speaking skills. Hence, it can be concluded that Multimedia Presentation strategy can improve students’ speaking skill.
DEVELOPING TEACHING MATERIAL OF POETRY APPRECIATION BASED ON STUDENTS’ COMPETENCY ANALYSIS Satinem Satinem; Juwati Juwati; Noermanzah Noermanzah
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.v8i2.2707

Abstract

The aim of this research was to develop the material of poetry appreciation at the Department of Indonesian Language and Literature Education of STKIP PGRI Lubuklinggau. The type of this research was Research and Development (R&D) which was developed by the Dick, Carey, and Carey. Data collection was conducted through questionnaire, interviews, and tests. The data analysis and validity test were performed by using pretest and posttest of performance. The data is then processed by using a simple paired t test with the SPSS 20 program.  The result of this research can be measured Asym.Sig. (2-tailed) 0,000... < 0,05. Therefore the value of t-hit 36,956 and t-tab 2,045 to (d) 17 and alpa 0,05, so it can be concluded  t-hit <t-tab, so Ho has rejected, an Hi was accepted, its’ meaning that the average value of students' ability to appreciate poetry after using instructional materials as a result of development was equal to 70 or more than 70. Thus, the model of instructional materials developed has been feasible and effective for lecturers
UNIVERSITY STUDENTS’ NEEDS OF WRITING COURSE MATERIALS: A CASE OF INDONESIA Ilham Ilham; Bachrudin Musthafa; Fazri Nur Yusuf
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.v8i2.2988

Abstract

The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in the methodologies of English language teaching. This study recommends that lecturers and universities should conduct a need analysis regularly and updated the curriculum with such insightful needs.
TEACHERS’ QUESTIONING STRATEGIES TO ELICIT STUDENTS’ VERBAL RESPONSES IN EFL CLASSES AT A SECONDARY SCHOOL Sri Wuli Fitriati; Gabby Allen Vica Isfara; Novia Trisanti
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.v5i2.537

Abstract

This article reports on a study aimed at exploring and examining English language teachers’ skills in questioning to enhance students’ verbal repsonses in EFL (English as a Foreign language) classes. This  was a qualitative case study, employing discourse analysis, conducted in one junior high school in a town in Central Java Province, Indonesia. The research participants were two Indonesian teachers of English language. They taught Year Eight students in the academic year of 2015/2016. The data were collected from audio-video recordings, transcripts of the lessons, classroom observations notes, and teachers’ interviews. The transcriptions were analysed by using Wu’s taxonomy of questioning strategies (1993) as it gave a detailed categorization of teachers’ questions to stimulate students’ verbal responses. The findings showed that the teachers used mostly four questioning strategies. The first teacher often applied decomposition strategy where the initial question was elaborated into some questions, while the second teacher tended to use repetition strategy. This study has shown that teachers’ questioning skills is crucial to successfully make students engaged in the classroom interaction, enhance students’ verbal responses, and lead to the comprehension of the lesson. Therefore, it is suggested that teachers should be more aware of their questioning skills to assist students achieve better proficiency in the English language. Keywords: Teachers’ questioning strategies, students’ verbal responses, EFL classes, classroom discourse analysis

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