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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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EXPLORING PRONUNCIATION CHALLENGES: INDONESIAN UNIVERSITY STUDENTS' PRODUCTION OF ENGLISH FRICATIVE SOUNDS Luthfianda, Sahira; Irawan, Yusup; Rahayu, Ratih; Hidayat, Sarip
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.7606

Abstract

Abstract: This study investigated the production of English alveolar and post-alveolar fricatives by 40 Indonesian university students who are not majoring in English study. The research instruments were a questionnaire, which was used to obtain information about the participants, and a word list, which was comprised of 16 English words with alveolar and post-alveolar fricatives and 9 tricky words. The results revealed two main findings. The first was that most Indonesian non-English major university students who participated in this research were not proficient in producing voiced post-alveolar fricative /ʒ/ which resulted in the substitution of the sound with /z/, /s/, and /ʃ/. The participants, however, were quite great at producing the voiceless post-alveolar fricative /ʃ/ and had no difficulty in producing alveolar fricatives /s/ and /z/. The second was that the results indicated that the participants’ problems in pronouncing English fricatives were mainly attributed to native language interference, the absence of the target sound in the sound system of their native language, and limited knowledge of English phonetics. This research recommends that EFL teachers give a special portion of time to train their students to pronounce fricative sounds in English that do not exist in the students' native language and provide them with English sound phonetic knowledge. Both of these things are strongly believed to improve the students’ proficiency in English pronunciation. 
SUBJECT-VERB AGREEMENT IN EFL STUDENT’S ESSAY: A DETAILED MORPHO-SYNTACTIC EXAMINATION Sudar, Sudar
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9512

Abstract

The purposes of this study are to identify and to describe morphemes in the subject –verb agreement of EFL student’s Essay writing, second is to describe tenses of subject-verb agreement written in the student’s Essay writing. The third is to describe the dominant tenses of subject-verb agreement in the EFL student’s essay writing. The last is to describe the interferences of EFL student’s first language to their essay writing. It was a descriptive qualitative research. The data was taken from third semester of essay writing classes, in the academic year 2023/2024.The data was analyzed using theory of Morpho-syntactic developed by Andrew, Carstairs & Charthy and Miller, Jim (2002).  Findings revealed that three hundred and forty five clauses that subject-verb agreement contained free and bound morpheme. There were two hundred and fifty nine subjects of clauses contained free morphemes. Then, there were eighty six subjects of clauses contained bound morphemes. Furthermore, there were one hundred and sixty one clauses of verb-agreement contained free morphemes. Then, there were one hundred eighty four clauses of verb-agreement contained bound morphemes. Then, there were two hundred and eighty three clauses that the subject-agreement of clauses was written in present tense. Furthermore, there were sixty one clauses of subject-verb-agreement were written in past tense. Then, there was only one clause used future tense. Then, EFL students essay writing was still influenced by their first language culture. It found that there were one hundred and sixty one clauses contained first language cultures. Further, understanding English linguistics (phonology, morphology, syntax, vocabulary, and spelling) is needed to be learned by EFL students deeply. Then, EFL students’ essay writing   was developed significantly.
PRONUNCIATION VARIABILITY OF ENGLISH DENTAL FRICATIVES AMONG SUNDANESE LEARNERS IN DIFFERENT ACADEMIC DISCIPLINES Awwali, Jasmine Nadira; Indrayani, Lia Maulia; Amalia, Rosaria Mita
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9951

Abstract

Clear pronunciation is a critical component of successful communication, essential for developing both speaking and listening skills. However, pronunciation challenges often arise due to differences between written and spoken forms of a language, as well as the influence of a speaker's native language. This study examines the production of English dental fricative consonant sounds by Sundanese students from English and non-English departments at Widyatama University, Indonesia. The study aims to identify common pronunciation errors and their causes, comparing students who have extensive English training with those who do not. A qualitative descriptive method was employed, supported by content analysis, to analyze the pronunciation of 10 students—five from each department. The findings reveal significant differences in pronunciation accuracy between the two groups, with English Department students generally performing better. Common errors include the substitution of dental fricatives with alveolar stops and labiodental fricatives with bilabial plosives. The primary causes of these errors are attributed to insufficient practice, lack of phonetic awareness, and interference from the native Sundanese language. This research highlights the need for targeted pronunciation training and increased phonetic awareness to improve English pronunciation skills among non-English majors.
A DEVELOPMENT OF ENGLISH LEARNING COMPANION USING IMMERSIVE VIRTUAL REALITY APPLICATION Amna, Shally; Permana, Randy; Christina, Dian
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8928

Abstract

This research developed an educational application based an immersive virtual reality application using a 360-degree camera and a software engine called Unity. The content in the application contains conversations with topics given in the English II course and listening comprehension skill exercises tailored to the needs of users, especially for Computer Science Faculty Students. Each exercise is given a score or value to monitor the improvement of students' listening skills before and after using the application. This research is part of Research and Development (R & D) research. In this study, a descriptive qualitative approach was used to explain the process, appearances, and results of application validation by six English lecturers. The result of this research was  an immersive-based educational application with virtual reality technology for listening comprehension exercises using several features like text to speech, rotating 360-degree ability, and scoring system. This application achieved a validation value of 94 percent.The highest value of the validation results was the suitability of the application to the needs of students, while the lowest value of this application was the video display which still has to be improved again.
GENDER DIFFERENCES IN WRITING ANXIETY AMONG EFL UNDERGRADUATE STUDENTS: A SURVEY STUDY AT UNIVERSITAS JAMBI Fajaryani, Nunung; Failasofah, Failasofah; Abrar, Mukhlash; Masbirorotni, Masbirorotni; Septi Handayani, Lucy
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.8684

Abstract

Writing is a skill that is necessary for success in the academic world. Writing is a necessary activity in education that fosters significant growth in both teaching and learning. However, good writing requires a variety of skills, including a wide vocabulary, the capacity for contextual understanding, analytical strength, the capacity for inference, the capacity for critical thought, and much more. This skill is unquestionably difficult to acquire, especially when writing in English, which naturally puts more pressure and anxiety on students. This study was designed to investigate the types and levels of writing anxiety experienced by EFL students taking an academic writing course at an English department at a university in Jambi, regardless of their gender. The instrument of this study was a close-ended questionnaire that was adopted from Cheng (2004). It consists of 22 statements about different types of anxiety (cognitive, somatic, and avoidance behavior). There were 225 students who participated in the study. Majority of them 82.2% (185 students) were female and only 17.8% (40 students) were male. The results of the study indicated that there are differences in the level of anxiety experienced by male and female students. The highest score of the two genders is in the somatic anxiety type; namely, women have a mean score of 3.36 and men have a mean score of 3.07. Although both have high levels, there is a slight difference in numbers, so women experience higher levels of anxiety than men, and the type of anxiety they have is somatic anxiety.
REAPING THE AFFORDANCES AND CONSTRAINTS OF CANVAS-DRIVEN ASYNCHRONOUS ONLINE DISCUSSION BOARDS (AODBs) Sofarini, Anisa; Salsabila, Vina Aini
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8611

Abstract

Abstract: Asynchronous online discussion board (AODB) has turned into a crucial tool for online and blended learning, as well as some in-class teaching contexts, in higher education (HE). Despite not being initially designed for teaching, it is now prominently featured as a learning autonomy promoter. This research is henceforth crucial due to the dearth of comprehensive assessments of how a technology enables lecturers to tote out the AODB-related activities. Employing technology affordance framework helped shape this study’s discoveries. Via the 16-week observations on the five lecturers’ AODBs in Canvas LMS, this study put together four supporting features, enabling this study to capture lecturers’ efforts to set up AODBs for pedagogical process. There are instruction pages, settings, search entries for authors, replies and likes. These features led this study to lump together the interview data from three lecturers into four affordances of Canvas-mediated AODB (consisting of collaboration, flexibility, knowledge record, and monitoring and assessment) and two constraints (mobile accessibility and usability for grading). The disclosure of Canvas-mediated AODBs’ affordances and constraints may introduce some brand-new details to the realm of discussion in education. Even so, further study scrutinizing various platforms and employing a variety of lecturer profiles is highly encouraged in order to result in a wider range of facts regarding AODB in HE.
ANALYSIS OF TRANSLATION SHIFT IN BILINGUAL CHILDREN'S STORYBOOKS Tri Widarwati, Nunun; Purnomo, Budi; Indri Astuti, Purwani; Wijayava, Ratih
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.8891

Abstract

lingual illustrated children's stories are excellent tools for teaching English to beginners, particularly children. Translating such stories requires the use of simple and easily understandable language to aid children's growth and development. Thus, it is crucial that translation shifts in children's stories effectively convey meaning and are suitable for young learners. This study focuses on the translation shifts in the illustrated bilingual children's story "The Mouse and the Frog," which is rich in moral values and character development.The urgency of this research lies in identifying and analyzing the types and forms of translation shifts in noun phrases within the story. The objective is to develop models and provide empirical evidence on these shifts, enhancing understanding of translation practices, particularly in the context of noun phrases. The research employs document analysis and data triangulation methods, with media sourced from a YouTube channel.Results indicate that translation shifts in noun phrases predominantly occur in the form of unit shifts. This study aims to contribute a new model to the field of English translation, improving and expanding knowledge in this area. The findings are expected to enhance readers' understanding of translation, particularly for beginners in English, and provide insights for translators working with children's literature. 
EXPLORING THE CORRELATION OF SOCIOLINGUISTIC COMPETENCE AND SPEAKING PROFICIENCY, AND HOW LEARNERS PERCEIVED THEM Fariha, Nur; Anwar, Khoirul; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.9083

Abstract

This study aims to explore the correlation between sociolinguistic competence and speaking proficiency in language learners while examining their perceptions of these aspects. Conducted using a mixed-methods approach, the research gathered data from 65 participants across multiple universities in Lamongan Regency, East Java, Indonesia. Quantitative analysis involved Test of English as a Foreign Language (TOEFL) scores, structured surveys, and questionnaires assessing sociolinguistic competence. Qualitative insights were obtained from in-depth interviews, illuminating participants' experiences, beliefs, and challenges in diverse social settings related to language use. Quantitative findings indicate a strong correlation between sociolinguistic competence and speaking proficiency. The Pearson correlation coefficient for "Sociolinguistic Competence" was 1.000, confirming a perfect positive correlation, while the correlation between "Sociolinguistic Competence" and "Speaking Proficiency" was .688, signifying a robust positive correlation. Similarly, "Speaking Proficiency" exhibited a .688 correlation with sociolinguistic competence. Qualitative insights emphasized themes such as sociolinguistic norms, language preferences, and challenges in communicative contexts. Participants stressed the importance of adhering to sociolinguistic norms, showcased preferences for specific language styles in diverse contexts, and highlighted challenges in multilingual environments. The study solidifies the significant correlation between sociolinguistic competence and speaking proficiency among participants, emphasizing the pivotal role of sociolinguistic competence in enhancing speaking proficiency. These outcomes stress the reciprocal influence between these dimensions in language learning, emphasizing the need for tailored language learning strategies incorporating sociocultural dimensions. Future research may delve into implementing sociolinguistic approaches in language education to enhance learners' communicative skills and sociolinguistic awareness.   
TEACHING ENGLISH USING ICE BREAKING TO TAIWANESE STUDENTS: EFL TEACHER’S EXPERIENCES Khoirunnisaa', Try Ammalia; Asnas, Sania Alinda Mouli; Heriyawati, Dwi Fita
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9285

Abstract

This research examined the challenge, strategy, advantages, and disadvantage of using icebreakers when learning English among Taiwanese students. This research used narrative inquiry as its research design. Data collection was done through interviews conducted with an EFL teacher who was completing a doctoral program in Taiwan. Data analysis included identifying key themes from interview data. The research results stated that the use of ice breaking has challenges, strategies, advantages, and disadvantages when learning in class. The challenge was that students felt bored when the teacher used the same type of icebreaker over and over again. The strategy was to use technology-based icebreakers. The advantage was that it could improve a conducive learning environment. The disadvantage was that teachers had to have various types of icebreakers. This research underlines the complexities of employing icebreakers in English language instruction, as well as the significance of continued efforts, teacher flexibility, and creative variation to accommodate students' particular needs. In conclusion, a balanced and thoughtful approach to using icebreakers is critical to fostering a successful enjoyable classroom for Taiwanese students
RELOADING THE DRAGON LADY: READING THE CHARACTER OF CHUN LI IN STREET FIGHTER: THE LEGEND OF CHUN LI Adelia, Silvy; Fitriana, Ephrilia; Andriani, Yeni; Kusumaningtyas, Dwi; Dirgantari, Alfi
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9118

Abstract

Street Fighter: The Legend of Chun Li movie revolves around the journey of Chun Li, a Chinese female fighter of the Street Fighter series, and her eventual fight against Bison. This study focuses on the portrayal of Chun Li as a representative of Asian women in an American movie, and compares it to her original portrayal in the game. There are two big groups of representation of Asian women in the Western media: the submissive ‘lotus blossom baby’ and the aggressive ‘dragon lady.’ As a form of content analysis, this study analyzes both textual and visual elements of the Street Fighter: The Legend of Chun Li movie and Street Fighter game series which represent the portrayal of an Asian woman character named Chun Li. Result shows that Chun Li character in the movie leans more towards the ‘dragon lady’ group with her strong and seductive characteristics, while her game self exhibits a broader range of qualities.

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