cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fahrus Zaman Fadhly
Contact Email
fahruszf@gmail.com
Phone
-
Journal Mail Official
englishreviewjournal@gmail.com
Editorial Address
-
Location
Kab. kuningan,
Jawa barat
INDONESIA
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
 29   30   31   32   33 
INVESTIGATING INDONESIAN EFL LEARNERS’ CRITICAL THINKING: CURRENT STATE AND FUTURE DIRECTIONS Eleazar Evan Moeljono; Alies Poetri Lintangsari
English Review: Journal of English Education Vol 10 No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i1.5357

Abstract

This research aims to investigate the critical thinking skills of 86 Indonesian English as a Foreign Language (EFL) learners who are prepared to be English teachers using an adapted questionnaire measuring critical thinking skills. This research uses a descriptive quantitative research design to examine the critical thinking skills of Indonesian EFL learners. It reveals the ability of Indonesian EFL learners’ critical thinking skills through a diagnostic test which results in a moderate level, implying that the strategies to embed critical thinking in an EFL classroom setting need to be improved. This eventually might lead to a wide gap between the existing teacher's competence and the expected qualities. This research argues the diagnosis of critical thinking state in Indonesia’s pre-service English teachers and the future directions to leverage critical thinking skills. 
EFL TEACHERS’ CAPABILITY AND BARRIERS IN USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Harli Zadtyi; Ismail Petrus; Machdalena Vianty
English Review: Journal of English Education Vol 10 No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i1.5385

Abstract

Integrating and developing ICT for the school has become an important facet and conferred a more robust pattern to get the new teaching and learning models. The combination of ICT has several benefits to form a context for teaching and learning English skills. In this pandemic situation, teachers should use kind of ICT tools for online teaching. Supported this necessity, there must be problems faced by the teacher in the access of ICT. Studying the teachers' capability and barriers in education will help teachers become successful technology adopters in the future. This study applied a qualitative descriptive research design conducted through questionnaires, observation, and interviews. The result of the questionnaire, interview, and observation was described. Participants were EFL teachers from senior-high-schools in Sanga desa. The study findings Teachers category good in capability and the main barriers faced by teachers were lack of facilities, time, training, and internet problem. The research has the purpose of exploring teachers' capability and the barriers they face to improve the quality of ICT use in teaching English in the future.
MOBILE ASSISTED LANGUAGE LEARNING: EFL LEARNERS’ PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH Endang Darsih; Nida Amalia Asikin
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.v8i2.2999

Abstract

Although extensive research has been carried out on the positive effect of Mobile Assisted Language Learning (MALL) for students’ learning, there have been few studies concerning on university students’ perceptions toward the use of MALL in learning English. The study was undertaken to examine university students’ perceptions toward MALL specifically the use of mobile application in learning English. The participants of this study were ninety six students (68 females and 28 males). Data collection instruments used in this study were questionnaire and semi-structured interview. It reported that all participants apply MALL by downloading and using English mobile applications to help their learning. Six mobile applications which are often used by all participants were Kamusku, Google Translate, Elsa Speak, Youtube, Zoom and Google Meet. The results of the questionnaires also showed that their perceptions toward the use of MALL was that MALL, in this case the English mobile application was considered to be useful and helped their learning, besides it was overall easy to use.
THE EFFECT OF USING SHORT SILENT ANIMATIONS ON EFL LEARNERS’ WRITING Hamid Marashi; Hedieh Adiban
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.v5i2.536

Abstract

This study investigated the effect of short silent animations on pre-intermediate EFL learners’ writing. A homogenized group of 60 participants was non-randomly chosen and assigned as the control and experimental groups. Those in the control group watched five short animations with dialogue, while those in the experimental group had five short animations which were silent. The procedure lasted 10 sessions. In both groups, the participants were asked to write five writings regarding the subjects of the animations during the term and each of the writings should have contained a minimum of 90 and maximum of 140 words. The participants were provided both oral and written feedback. At the end of the instruction, a sample PET writing posttest was administered to both groups, an independent samples t-test was run on the mean scores of the two groups, and the results (t = -2.02, p = 0.0370.05) revealed that the experimental group outperformed the control group. Keywords: ELT, silent animations, writing
PROMOTING FOREIGN LANGUAGE LEARNERS’ WRITING: COMPARING THE IMPACT OF ORAL CONFERENCING AND COLLABORATIVE WRITING Mania Nosratinia; Niousha Nikpanjeh
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.v7i2.1772

Abstract

This study is an attempt to compare the effect of oral conferencing alongside collaborative writing on writing skills of English as a Foreign Language (EFL) learners. For this purpose, a piloted sample of the Preliminary English Test (PET) was administered to 90 intermediate female EFL learners, between 20 and 32 years old (Mage = 26). The results of this test enabled the researchers to select 60 homogenous individuals who were then randomly assigned into two experimental groups of 30 named “oral conferencing group” and “collaborative writing group”. To ensure the homogeneity among the participants in terms of their writing ability before the treatment, their scores on the writing section of the PET test were analyzed in isolation and it was considered as the pretest of the study. Oral conferencing included the discussions and negotiations among the participants and the teacher before and after writing activities followed by live teacher-student as well as student-student feedbacks. In the collaborative writing group, the participants wrote compositions in groups based on the same topics introduced in the oral conferencing group. At the end, both groups were given another piloted writing section of the PET test as the posttest. The analysis of the test scores using an independent sample t-test and analysis of covariance (ANCOVA) revealed that there is a significant difference between the effect of oral conferencing and collaborative writing on EFL learners’ writing skills. Finally, it can be concluded that EFL learners’ writing skill was more affected by applying oral conferencing rather than collaborative writing.
ENHANCING EFL IN-SERVICE TEACHERS’ TEACHING SKILL THROUGH THE ROLE OF VIDEO-BASED REFLECTIONS Zainuddin Zainuddin; Sunu Dwi Antoro; Herri Mulyono; Nani Solihati; Rosalina Rosalina; Ferawati Ferawati
English Review: Journal of English Education Vol 10 No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i2.6286

Abstract

The essential purpose of the research was to examine EFL in-service teachers’ perceptions after watching their teaching video recording. This research attempted to explore more insight of the video-based reflections roles focusing on teacher development. The research applied a qualitative design with eight EFL in-service teachers as participants. The data were conducted through semi-structured interviews, journal reflective, and video recording. All these data were then analyzed using thematic analysis. The result demonstrates that video-based reflection is an accomplished way to gain self-evaluation. These in-service teachers have gained new views, and have chances to analyze both deficiencies and potencies using video-based reflections in their teaching experiences. Conclusively, video-based reflections can promote teachers’ professional development.
INVESTIGATING TEACHERS’ BELIEF AND PRACTICES TOWARD DIGITAL MEDIA OF ENGLISH LEARNING DURING COVID-19 PANDEMIC Berlinda Mandasari; Dyah Aminatun
English Review: Journal of English Education Vol 10 No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i2.6248

Abstract

 The advancement of technology has made a lot of changes especially in educational field. Online learning is one of teaching modes as the response to the educational changes. Moreover, during Covid-19 pandemic, online learning is not an alternative solution, but a compulsory one. In response to this, various kinds of online learning media do exist to use. This study aimed at exploring teachers’ beliefs toward digital media of English learning during Covid-19 pandemic. This study uses qualitative design with participants coming from teachers teaching English at vocational school. Observation and semi-structured interview are used to gain data about teachers’ beliefs. Data were collected and analyzed by descriptively. The result of this research shows that Google Classroom, Instagram, and WhatsApp are preferable for conducting online learning. It shows the common digital media are preferred used by the teachers in order to enable the students to easily engage in the English learning process since the media are reachable and easy to access.
PISA READING LITERACY: ENCOUNTERING FEMALE AND MALE’ READING LITERACY ABILITY Yuli Tiarina; Sri Wahyuni; Dewi Fitri; Niken Sakinah; Ahmad Fajar Afif
English Review: Journal of English Education Vol 10 No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i2.6263

Abstract

Much research sounds that male students’ reading competency is lower than females’. This article, then, uncovers the cognitive processes of male and female students seen from the sample questions in the 2018 PISA. This descriptive research involved fifteen male and sixteen female students. They were tested to answer PISA sample test consisting 21 items. It was found that the students score in reading literacy is poor. The highest score was 76; the lowest score was 10; the average score was 31. The result proved that female students are better in reading literacy than males are. Among eight cognitive process, female students are good at accessing and retrieving information, integrating and generating inferences across multiple sources, assessing quality and credibility, reflecting on content and form, and detecting and handling conflict. While, male students are better in integrating and generating inferences. The implication of the research is the teachers should provide HOTS instructional methods. 
DEVELOPING MILLENNIAL DRAMA PERFORMANCE BASED-TEXTBOOK ON “SITI ZUBAIDAH” FOR UNDERGRADUATE EFL STUDENTS Selly Septiandini; Rita Inderawati; Ismail Petrus; Nurhayati Nurhayati
English Review: Journal of English Education Vol 10 No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i2.6243

Abstract

This study aimed at developing a dynamic teaching-learning process by integrating the millennial drama performance-based-textbook on “siti zubaidah” to improve students learning outcomes. The research design in this study was development research that covered the phases of analysis, design, evaluation, and revision. The data were collected through questionnaires, validity tests, and the effectiveness of the developed millennial drama performance based-textbook on “siti zubaidah” from South Sumatra through stages designed according to Akker models. The data were analyzed quantitatively and qualitatively. To determine its validity, practicality and potential effect of the product, a formative evaluation was conducted. The validity of the developed product was 4 (high validity). The product was evaluated in experts’ review related to instructional design and content. The practicality of the developed reading materials was evaluated in one to one evaluation (4.16), categorized into high category and small group evaluation (4.44) which categorized as very high practicality. In field test, the result was 90% which the developed product was regarded as a high potential effect. The millennial drama performance-based-textbook on “siti zubaidah” was potential to be applied for undergraduate EFL students because it became a basic reference to improve the students’ drama performance. Moreover, the textbook gave the students insight into one of the local cultures in Palembang, Sumatra Selatan.
TEACHER’S STRATEGIES IN REDUCING STUDENTS’ DISRUPTIVE BEHAVIOR IN INDONESIAN EFL CLASSROOM Umar Umar; Rahmat Khair
English Review: Journal of English Education Vol 10 No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i2.6254

Abstract

The objectives of this research were (1) to explore kinds of students’ disruptive behaviors, (2) to find out teacher’s strategy in managing students’ disruptive behavior, (3) to explore factors causing students’ disruptive behavior and (4) to find out the impact of students’ disruptive behaviors on students’ speaking skill in SELF classroom of a senior high school. This research applied case study design in order to get more understanding about the phenomenon of students’ disruptive behaviors. In terms of participant, the researcher focused on observing the SEFL students of eleventh year at SMA Negeri 1 Tinambung, West Sulawesi. There were eleven classes and the researcher took one class purposively. Classroom observation was conducted in order to get the data about kinds of students’ disruptive behavior, teacher’s strategy in dealing with disruptive behavior, and impact of students’ disruptive behavior on students’ speaking skill. Moreover, semi-structured interview was used to get factors causing students’ disruptive behavior. There are eight kinds of disruptive behavior found in this research along with the new one namely inattention, apathy, moving about the room, annoying others, cheating, needless talk, disrupting (shouting), and exaggeration talk. In order to deal with students’ disruptive behavior, the teacher applied some strategies namely, proximity interference, touch interference, signal interference, calling out names, asking questions, request & demands, and psychological punishment. Researcher also found five factors that cause students’ disruptive behavior which were classified into three categories namely physiological factor, environmental factors, and social factors and found that that disruptive behavior impacted linguistically on students’ speaking skills that covers students’ fluency, vocabulary, accuracy, and pronunciation.

Page 31 of 70 | Total Record : 695

 29   30   31   32   33 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2025) Vol. 13 No. 1 (2025) Vol. 12 No. 3 (2024) Vol. 12 No. 2 (2024) Vol. 12 No. 1 (2024) Vol. 11 No. 3 (2023) Vol 11 No 2 (2023) Vol. 11 No. 2 (2023) Vol. 11 No. 1 (2023) Vol 11 No 1 (2023) Vol. 10 No. 3 (2022) Vol 10, No 3 (2022) Vol 10 No 2 (2022) Vol 10 No 1 (2021) Vol 9 No 2 (2021) Vol. 9 No. 1 (2020) Vol 9 No 1 (2020) Vol 8 No 2 (2020) Vol 8, No 2 (2020) Vol 8 No 1 (2019) Vol 8, No 1 (2019) Vol 7 No 2 (2019) Vol 7, No 1 (2018) Vol 7, No 1 (2018) Vol 7 No 1 (2018) Vol 6, No 2 (2018) Vol 6, No 2 (2018) Vol 6, No 1 (2017) Vol 6, No 1 (2017) Vol 5, No 2 (2017) Vol 5, No 2 (2017) Vol 5, No 1 (2016) Vol 4, No 2 (2016) Vol 4, No 1 (2015) Vol 3, No 2 (2015) Vol 3, No 1 (2014) Vol 2, No 2 (2014) Vol 2, No 1 (2013) Vol 1, No 2 (2013) Vol 1, No 1 (2012) More Issue