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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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IMPROVING STUDENTS' WRITING SKILLS THROUGH FIELD TRIP METHOD Risa Meiranti
English Review: Journal of English Education Vol 1, No 1 (2012)
Publisher : University of Kuningan

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Abstract: This research is aimed to improve the students’ writing skill and learning activity by applying the implementation of field trip method in English subject in class VIII-2 SMP N 1 Luragung. The problem in this research contents is about the low of students’ skill in writing and learning activity. The kind of this research is classroom action research which was conducted in two cycles. The subject of this research is English subject in class VIII-2 with total number of students 34. The research instrument that had been used is the test and also the observation sheet for observation the learning activity of the students and teacher. Based on the result, the improvement could be seen from the increase of students’ mean writing score from 47 in the preliminary study and 70,51 at the first cycle  to 73,24 in the second cycle. The result of field notes showed that the class condition during teaching learning process creates the positive atmosphere in the classroom and makes students creative in finding the ideas, organize the text and can use better grammar. Students who had been afraid of learning in the second cycle looked more confident. Students in the second cycle was more confident in working task of the students and students’ participation in learning increased, they actively asked, answered questions from teacher. Keyword: writing skill, field trip method, improvement, action research
THE TRANSLATION OF METAPHORS IN HARRY POTTER AND THE CHAMBER OF SECRETS FROM ENGLISH TO INDONESIAN Khairuddin Khairuddin
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

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Abstract: Translation is undoubtedly an important but at the same time difficult work. Metaphors are among the potential areas of translation problem. This study aimed at describing how metaphors in the novel Harry Potter and the Chamber of Secrets are translated from English to Indonesian, and evaluating the appropriateness of the translation results. Findings showed certain strategies were applicable and determinant to the appropriateness of the English metaphor translation to Indonesian: adoption or reproduction, adaptation or replacement with Indonesian metaphors, conversion to simile, adoption plus sense, conversion to sense, and deletion. Metaphor translation appropriateness shall be arrived if it qualifies referential and contextual accuracy. Missing one or either two of the accuracy kinds may result in less and inappropriate metaphor translation respectively. Keywords: translation, metaphorical expression, translation appropriateness, metaphor translation strategies.
INCORPORATING A COGNITIVE LINGUISTICS APPROACH TO THE TEACHING OF A SELECTION OF FIGURATIVE IDIOMS IN EFL CONTEXT Dzung Trung Dang
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: Prodromou (2003: 43) states that “the way for a student of English to become more fluent in the language is not only to have a good command of grammar and vocabulary but also a good command of the ‘idiom principle’ and there is “the need for idiomatic competence is precisely what linguists propose for the non-native speaker”. In addition, research shows that idioms are among the biggest challenge for EFL/ESL learners. The aim of this paper is to shed some light on ways to deal with a selection of figurative idioms by employing a CL perspective and to suggest some pedagogical implications. The paper attempts to examine a small number of Vietnamese EFL learners in the use of a non CL and a CL activity to evaluate its effectiveness and learning gains. The results could be used to further explore the use of CL to the teaching of idioms.Key words: cognitive linguistics, figurative idioms, corpora 
AN ANALYSIS OF TEACHER AS MEDIATOR IN EFL CLASS Nunung Nurhasanah
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This paper concerned about how criteria of mediator applied in role of the teacher in EFL class and what the most dominant criteria of mediator done by the teacher in EFL class. It was limited to analyze the role of teacher as mediator based on Feuerstein’s Mediated Learning Experience criteria (1980) in Xiongyong et al., (2012). The method was qualitative research by using techniques structured observation and questionnaire that the process of teaching and learning was recorded by video then it was transcribed to identify the existence of criteria of mediator in the class. It also used observation worksheet to show the existence of criteria of mediator during three times observation. Based on the findings of the research, the teacher applied all criteria of mediator well which shared intention was the most dominant criteria that was done by the teacher in the class with percentage 87%. It means that the teacher made instructions clearly during the learning so that the students could understand about the lesson and present their tasks well.Keywords: role of teacher, mediator, mediated learning experience, EFL class.
IRANIAN EFL TEACHERS AND STUDENTS' DEVELOPMENT THROUGH OBSERVATION Khalil Motallebzadeh; Elham Asa'di
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: This paper describes the processes used to examine on one hand the effect of less experienced teachers' participation in experienced teachers' classes on their own skills and teaching methodologies. It also describes the role of teachers' training through observation in their students' achievements. This quasi-experimental design study was conducted In KISH Language School in Bojnurd, Iran. Twenty one EFL teachers were selected as experienced and less experienced ones and involved 169 male and female students (aged 15 - 45 years) as participants. In order to compare students' English proficiency before and after the treatment, a Key English Test (KET) and a Preliminary English Test (PET) were employed. Also, a Peer Observation of Teaching Questionnaire, a sample of TOEFL test and an interview were used to find out the results of teachers' development. This study also revealed that less-experienced teachers' participation in experienced teachers' classes had a significant effect on EFL teachers' skills and strategies used in their classroom and almost all teachers were satisfied with their participation in experienced teachers' classes.Keywords: observation, professional development, less experienced teachers, learners' achievement
AUDIENCE AWARENESS IN THE WRITTEN DISCOURSE OF SUDANESE EFL UNIVERSITY LEARNERS Ali Ahmed Osman Zakaria; Abdel Rahim Hamid Mugaddam
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: The study investigates the written discourse of the Sudanese EFL university learners to evaluate and assess their awareness of the audience to whom they write. The analytic descriptive approach is adopted to achieve the aims of the study. The subjects of the study consisted of 50 Sudanese EFL students drawn from Faculty of Arts at Alneelain university. Three tools were employed for data collection: a writing test, a questionnaire  and an interview with the students. Results showed that the written discourse  produced by Sudanese EFL students did not reveal an awareness of the audience with whom they communicate. The students did not succeed to make assumptions of what their audience already know and what they expect to find in the texts being written. They held fragmentary knowledge on the concept of audience awareness. Accordingly, the students were not able to prepare and edit texts which keep and stimulate their audience – they were not able to depend on lexical and structural variation to produce proper and effective writing. Furthermore, results indicated that students were not able to attach unity and coherence to the texts they produced. Their organizational skills were very poor. To help the students develop the concept they hold on audience awareness, writing instructors and syllabus designers need to put special emphasis on the importance of audience awareness as a factor which is essential for effective writing. Keywords: audience awareness, communicative setting, language proficiency, discourse competence
APPLYING WHOLE LANGUAGE APPROACH AND PUBLIC SPEAKING ACTIVITY IN SMART EKSELENSIA HIGH SCHOOL Lisa Rosaline; Amru Asykari
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: Whole Language Approach (WLA) is the approach to learn language that focus on the real communication, reading and writing in the fun learning environment context (Richard and Rodgers 2001). The teachers of WLA believe that the students should learn the materials in unity. This study involved 102 of 3 153rd  to 5  year grade students of Smart Ekselensia High School, Bogor, Indonesia. The public English speaking activity has been held for 6 months. The public speaking can be in form of storytelling, general speech, and religious speech. Before the students performed the public speaking, they had to prepare the material such as a story or a book summary. Instrument used to obtain the data were questionnaires and interviews aimed at gathering statistical data and open responses about what students think and feel about the public speaking activity. Based on the findings, basically students can improve their four language skills although it still cannot be seen directly. According to the result of the interview, some students suggest the whole language approach and public speaking be continued. They also suggest the frequency be added more in order to encourage them to speak English and create a good English environment.Keywords: Whole Language Approach, Public Speaking, Competence Standard Curriculum.
THE PORTRAIT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE FOR YOUNG LEARNERS Fetty Poerwita Sary
English Review: Journal of English Education Vol 1, No 1 (2012)
Publisher : University of Kuningan

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Abstract: This  observational study focuses on strategies used by teachers when teaching English as a Foreign Language to private international primary school students. This study attempted to address the following question: what  instructional strategies are used by the English teachers at this school? The data collected by using a  classroom observation and interview with teachers and students, were analyzed qualitatively by using categories formulated based on theories related to  instructional strategies include planning and preparing the instruction, implementing the teaching and  learning process, and assessing the students’ achievement. The major findings of this study include 1) although the teachers do the same stages in planning but the plan is implemented and resulted in different ways; 2) the teachers are able to use games as a tool for learning; 3) although curriculum requires teachers to integrate the skills (reading, listening, writing, and speaking), in actual implementation, the teachers do not teach English in integrative ways; 4) time management in this school has become a problematic factor for the teachers; 5) with respect to teacher’s strategies in assessing students’ achievement, the teachers do  assessment by way of remedial teaching once a week after the class is over in part where the students failed to understand. Keywords:  teaching English as a foreign language (EFL),  learning process, teaching strategies,  instructional strategies,  assessment.
A STUDY OF WRITING TASKS IN THE NMET 2014 Lin Dunlai
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: The National Matriculation English Test (NMET) is a high-stakes test compulsory for those aspiring to entering higher education institutions in China. The test is designed by the National Education Examinations Authority (NEEA) and some local examination authorities. The final section of this test is generally a writing task. In this paper, the author examines the 21 writing tasks that were used in the NMET 2014. Using content analysis, and a priori validation components of Weir’s (2005) socio-cognitive validation framework, namely test taker characteristics, cognitive validity and context validity, the paper finds out the merits and demerits of these 21 writing tasks. It is concluded that these writing tasks are generally well designed and are valid in helping select talents. But more empirical research must be done to investigate how the writing tasks function for students when taking these writing tests.Keywords: NMET, socio-cognitive validation framework, cognitive validity, context validity, China
A MULTIMODAL DISCOURSE ANALYSIS OF SELECTED ADVERTISEMENT OF MALARIA DRUGS Ayodeji Olowu; Susan Olajoke Akinkurolere
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

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Abstract: This study identified and analyzed the visual and linguistic components associated with the selected advertisement of malaria drugs. This was with a view to describing the essential communication devices the advertisers of such drugs have employed. Data for the study were drawn from both primary and secondary sources. The primary source for the study comprised 4 purposively selected posters, stickers and drugs literature advertisement on malaria. Analysis of the data followed the framework of Kress and Leeuwen’s Multimodal Discourse Analysis. The results showed that such visual resources as colour, pictures, symbols and icons, gaze and posture enhance the semantic quality of the advertisement. In the whole, the study emphasizes the vitality of visual and linguistic elements as important communication devices in advertising.     Keywords: multimodal discourse analysis, visual elements, communication devices, visual grammar. 

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