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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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STUDENTS' PROBLEMS IN WRITING ANALYTICAL EXPOSITION TEXT IN EFL CLASSROOM CONTEXT Lala Nurlatifah; Fazri Nur Yusuf
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7088

Abstract

Writing is perceived as the most challenging skill among other productive skills in English language learning. This preliminary study aims at revealing problems encountered by secondary EFL students writing analytical exposition. Employing students' writing and interviews in qualitative manner, 25 second-year EFL secondary students in Bandung, Indonesia, were purposefully involved. Result indicated that students encountered three major problems in writing their analytical exposition; cognitive, linguistic, and psychological problems. Cognitively, most students had limited knowledge of the topic, problems with the structure of the text, the mechanism for capitalization, punctuation, and spelling, and difficulties in sharing ideas due to limited English vocabulary. Linguistically, students frequently encounter the two most challenging areas: vocabulary and grammar. Psychologically, students often found difficulties starting writing, lack of interest, laziness, and confusion in deciding sentence structures. Further discussion of the results is recommended to take into consideration to determine the appropriate treatment for the follow-up research.
ENGLISH PRESERVICE TEACHERS' PERCEPTION OF ICT: THE STUDY ON THE STUDENTS FROM RURAL AREAS Burhanudin Rais; Risto Kristiawan
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7062

Abstract

The development of technology brings a good effect on learning English. Some research supports that using technology in learning English increases students' comprehension. However, the fact in the field state that many teachers teach English using conventional methods without technology. On this basis, researchers aimed to examine the perceptions and attitudes of English preservice teachers. This research will be exciting because knowing the current perception of preservice teachers may impact their behavior with technology in the future. In conducting the study, the researchers used a descriptive qualitative method using interviews to obtain data. The criterion used is English education students who study at the higher education level in Sintang. There are 6 (six) students or preservice teachers that the researchers chose as the participants. The result of this research showed that all of the participants think that ICT is important for teaching English. Using ICT in learning can make students understand the material better, making them easier to find information from the material being taught.
CREATIVE WRITING AND INNOVATIVE PROCESS OF BEOWULF VIRTUAL DRAMA UNDERGRADUATE STUDENTS Karwandi Karwandi; Rita Inderawati; Didi Suhendi; Margaretha Dinar Sitinjak; Eryansyah Eryansyah; Sardianto Markos Siahaan
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7109

Abstract

Pandemic Covid-19 forced education sector to have no more face-to-face classes since 2020. Unluckily, students from drama classes no longer performed on the stage even though they have well-prepared for the performance. This article highlighted four main problems: 1) How creative were students in writing drama script for virtual drama performance? 2) What were innovative processes created by the students for virtual drama performance? 3) What were the problem faced by the students in writing drama script and performing virtual drama performance? and 4) How were the lecturers’ role for the students in writing drama script and performing virtual drama performance? To answer these questions, the study employed online observation, interview, and documentation to dig up the research questions. The result of the study showed that by using documented-limited creative writing, most of the students were able in creating the drama script collaboratively and they utilized Zoom platform and Canva application through these preliminary investigation, detailed investigation, development, testing and validation, and full production processes. As a whole, the students were creative and innovative during the process of virtual drama performance and it could make the process of teaching and learning are worthwhile because lecturers and students had collaborated very well.
FOUR STRATEGIES IN TEACHING SPEAKING DURING COVID -19 PANDEMIC AT SMA N 04 PALEMBANG Aprilia Sari Rahayu; Eryansyah Eryansyah; Margaretha Dinar Sitinjak
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7089

Abstract

Teaching and learning activities for speaking at SMA N 04 Palembang were conducted online, as one of the efforts to suppress the spread of Covid-19. The process of teaching and learning speaking online was conducted was through a web-based application and internet network. In situations like this, teachers had a very important role because they were the ones responsible for motivating, guiding, and correcting mistakes made by students when speaking English. Therefore, teachers of this school had to think critically and use appropriate strategies to ensure that the teaching process during online learning ran well. The purpose of this study was to describe teacher's strategies of SMA N 04 Palembang in teaching speaking during the current Covid-19 Pandemic. This study used a qualitative narrative inquiry method. The participants in this study were four English teachers in SMA N 04 Palembang. Data collection techniques in this study were observation and interviews. The results showed that the teachers at SMA N 04 Palembang used four strategies, namely roleplaying, storytelling, discussion and reporting. Thus, from those strategies, roleplaying and storytelling seemed to be the most commonly used as they were considered to improve students’ English speaking skills during online learning.
TEACHERS’ READING HABITS AND THEIR EFFECT ON THE STUDENTS’ LITERACY Hesni Neno; Ulu Emanuel; Delti Yulita
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7063

Abstract

This article is intended to show the importance of teachers’ reading habits to develop students’ literacy effectively. It is shown that the lack of teachers’ reading habits causing the deficiencies and lack of opportunity for students’ quality in EFL literacy. This study used mixed method approach and the data were collected through questionnaire, interview, reading test, and observation. The participants in this study were 6 teachers and 120 students from 6 schools. The result showed that teachers’ reading habits and affective states in EFL reading were in medium level and students’ literacy were in low level. It also exposed that teachers faced many reading problems and challenges throughout the years they studied English. There is a tendency that teachers’ deficiencies on their reading habits is from their perception about EFL reading that still focus on translating the words into their first language rather than critically involved with the main ideas in the text. The result concludes that teachers’ lack of reading habits had caused the lack opportunity of their students’ quality literacy instruction in the classroom. This lack of instruction caused the students are thriving and struggling as EFL readers who do not achieve proficiency, fluency, or comprehension. Moreover, there are also many factors that affect reading habits such as socio-economic background. Parents’ role and the development of technology that changes the medium of reading.
FACTORS AFFECTING STUDENTS’ FAILURES DUE TO ANXIETY IN LEARNING ENGLISH Lamhot Naibaho
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7128

Abstract

This study aims to determine the factors affecting students' failures due to anxiety in learning English. It was conducted at Universitas Kristen Indonesia, Jakarta, within three months. This study was a descriptive qualitative study with a survey design. The study's respondents consisted of 98 from three parallel classes at UKI. The sampling method in this study uses the cluster sampling method. In this study, a set of questionnaires was used to collect the data. It is used to measure English language anxiety. It has three constructs: communication anxiety, fear of negative assessment, and anxiety in exams, and the English learning anxiety has four constructs: personal reason, teacher attitude, test situation, and teaching procedure. The finding of this study is that English language learners have moderately high speaking skills anxiety and that the level of English language anxiety of English language learners at UKI as a whole in the two English language skills, namely listening and speaking skills, reached a medium-high level. Then it is concluded that teachers emphasize compelling and diverse strategies and techniques of teaching English for English language skills, namely listening and speaking skills, to help reduce anxiety among students applying English.
SOCIAL CRITIQUE IN MERDEKA SHORT STORY BY PUTU WIJAYA: A DYSTOPIAN LITERATURE APPROACH M. Manugeren; Purwarno Purwarno; Purwanto Siwi; Susi Ekalestari; Sri Wulan
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7090

Abstract

Changes in a society produce social critiques which in turn become a means of communicating new ideas in addition to assessing old ideas for social change, in short as a vehicle for the conservation and reproduction of a social system. Social critique can be conveyed through literary works; this is seen from the short story of Merdeka by Putu Wijaya. Through a dystopian literary approach and supported by related theories and concepts, it is revealed that this short story is full of social critiques as a result of the author's observations of his environment. The flow of dystopia is generally speculative, presenting a catastrophic or chaotic landscape of the future civilization of the world. Dystopian literature is always associated with socio-political discourse. Overall this research is carried out using a qualitative descriptive method with the aim of presenting a complete picture of the social setting and clarification of social phenomena in the short story of Merdeka and then synchronizing it with social reality. The results show that the forms of social critique conveyed by the author is lack of self-introspection, social gap and environmental damage. These three forms of social critique if uncontrolled can cause chaos in the social system because the main result is conflict, the color of dystopian literature.
CAN TECHNOLOGY-ENHANCED FLIPPED LEARNING INSTILL CHARACTER EDUCATION? INDONESIAN UNDERGRADUATE EFL STUDENTS’ PERCEPTIONS Risa Triarisanti; Arif Husein Lubis; Velayeti Nurfitriana Ansas
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7064

Abstract

The advantages of incorporating technology-enhanced flipped learning in English classrooms are nothing new. However, the impact of incorporating the learning method on the occurrence and decline of students’ characters has not much been revealed. This study aims to fill the void by exploring the students’ perceptions of whether flipped learning and the use of technology in learning English can instill character education. Eighty-four (n=84) Indonesian undergraduate EFL students participated in this study. A 22-item questionnaire with a checklist and open-ended types was filled out after the students completed a 16-week course. While percentages were obtained from the checklist responses, codes and categories were generated from the open-ended responses. The results revealed that flipped learning could instill character values of responsibility, independence, and curiosity. The in-class group discussion was considered as the most contributing activity to the instillment of character values. Character values of religiosity, patriotism, and nationalism were less occurred among the students. Furthermore, the use of ICT-based learning media such as YouTube, WhatsApp, the Internet, and mobile phone could instill character values of independence, creativity, teamwork, activeness, and criticality. However, few students perceived that such learning media could influence them to commit cheating or become less concentrated during group discussion. This study emphasizes the teacher’s roles in designing learning activities oriented to developing the students’ English language skills and character.
THE ESSENCE OF THE VALUE COURAGE OF THE BUGINESE-MAKASSARESE MAN IN THE NOVEL PULAU BY ASPAR PATURUSI: A GENETIC STRUCTURAL REVIEW Syarifuddin Tundreng; Noermanzah Noermanzah; Agus Rofi'i; Musayyedah Musayyedah
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7129

Abstract

A novel is present as an effort to tell readers about the cultural values of a particular society. Likewise, the novel Pulau by Aspar Paturusi tells the values of the courage of the Buginese-Makassarese man. Therefore, the purpose of this study is to gain an in-depth understanding of the values of the courage of Bugis-Makassar men in Aspar Paturusi's Pulau novel wholly and entirely. This research uses a qualitative approach with a content analysis method. Data were collected through repeated and in-depth reading of the novel. Furthermore, recording, coding, identification, and classification are carried out. The data are analyzed and interpreted through a deep understanding and abstraction of the society that is told in the novel. The research findings show that in the life of the people of the 70s, the values of courage for Buginese-Makassarese man, which is one of the values in the Buginese-Makassarese philosophy of life, are highly guarded, maintained, and upheld. For Buginese-Makassarese man, courage is identity, pride, honour, and authenticity. The implications of the results of this research are expected to be continuously embedded in the current and future generations as a form of existence of a good life during life's difficulties.
LEXICOSTATISTICS OF MALAY AND MALAGASY LANGUAGES: COMPARATIVE HISTORICAL LINGUISTIC STUDY Wan Anayati; Muhammad Kiki Wardana; Mayasari Mayasari; Purwarno Purwarno
English Review: Journal of English Education Vol 10, No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.7106

Abstract

This study examines the kinship of the Malay language and the Malagasy language. These two languages come from the same proto language, namely Proto Austronesian (PAN). Departing from the researchers’ assumptions about the linguistic relationship both at the phoneme and morpheme levels, there is a close kinship system or relationship between these two languages. Even though they are geographically and geo-politically separated, preliminary research on these two languages shows several universal features, one of which is that both languages are agglutinative languages. Therefore, this study is an attempt to find empirical evidence about the separation time between Malay and Malagasy by using language grouping methods and lexicostatistical techniques. The first stage, the researchers collect 300 basic vocabularies compiled by Swadesh (1995). The method used in providing the data is the referential method, while the technique used is the note-taking technique. Second, the researchers determine which pairs of the two languages are cognate languages. Third, the researchers calculate the age and separation time of the two languages. Fourth, the researchers calculate the error term to determine a more precise separation time. The result of this research indicates that Malay and Malagasy were a single language at 4223-3951 thousand years ago and began to separate from their proto languages in 2201-1929 BC.

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