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
 4   5   6   7   8 
WORD ORIGIN HELPS EXPAND LEARNERS’ VOCABULARY: A VOCABULARY TEACHING APPROACH Li Jing
English Review: Journal of English Education Vol 1, No 1 (2012)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This paper discussed a small part of word origin and how understanding theorigin of words that can help students expand their vocabulary. Teaching or learning word origin is really an effective way to promote efficiency in vocabulary expansion.Word origin (motivation) deals with the connection between name and sense, explaininghow a word originated. With the knowledge of how words are originated, learners cangrasp a word easier and thus expand their vocabulary more quickly. The introductionto word origin (motivation) by teachers can also help the learners gain interest in theprocess of learning and learn more about the cultural and historical background of theEnglish-speaking countries. This paper tries to clarify this method of teaching fromfour aspects: onomatopoeia, word formation, cultural and historical background and cognitive linguistics.Keywords: word origin (motivation), vocabulary, word formation, onomatopoeia, cognitive linguistics.
A PROBE INTO COMPREHENSION AND USE OF ASSESSMENT BY SECONDARY EFL TEACHERS IN CHINA Huang Jian
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The purpose of this study is to explore Chinese secondary EFL teachers’ comprehension and use of assessment, including formative assessment (FA) and summative assessment (SA). Assessment has a great impact on students’ learning. The role of FA for improving learning has been well documented (Black Wiliam, 1998, Hattie Timperley, 2007, Shute, 2008; Wiliam et al., 2004) and teachers’ summative assessment practices also have the potential to positively influence students and teachers (Biggs, 1998; McMillan, 2003). Thanks to its value for learning and teaching, assessment has been emphasized in many national educational documents in China such as National English Curriculum Standards (MoE, 2001 2011). Yet little researches have been done so far to investigate how secondary EFL teachers in China understand and implement FA and SA. This study, via a qualitative and quantitative analysis of questionnaire questions, reveals some specific patterns in teachers’ understanding and application of assessment: their consistency and inconsistency with the discourse of mainstream assessment literature. The findings are expected to provide implication for development of professional teacher preparation program and teachers’ self-reflection.Keywords: formative assessment, summative assessment, secondary EFL teachers
NOT CARELESS BUT WEAK: LANGUAGE MIXING OF MALAYSIAN CHINESE IN A BUSINESS TRANSACTION Kuang Ching Hei; Maya Khemlani David
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Language is an inevitable tool for business transactions and regardless of nationality, ethnicity, gender, religion, age and social class, interlocutors depend on it to conduct their daily dealings. In multilingual and multicultural Malaysia, it is not uncommon to hear a business transaction being conducted in various languages depending on who the participants are and what the context involves. This study focussed on the phenomenon of language (code) mixing within a business transaction that involved four Malaysians of Chinese descent. The study aimed to detect at what level language mixing occurred and what their functions would be. Data were video recorded and then transcribed verbatim. Mandarin utterances were documented in Chinese and Han Yu Pin Yin and provided with translations. Utterances containing a mixture of languages were then extracted for analysis. Findings suggest that language mixing occurred at the word, phrase, sentential and tag level. Language mixing was applied as a strategy to sustain the conversation mainly because of the interlocutors’ weak proficiency in specific languages. It was also employed for various functions such as for distancing or narrowing the social status, making emphasis and projecting a higher personal identity. A follow up interview is required in order to verify the extent of the participants’ low or high proficiency level in the various languages used in this context.  Keywords: language mixing, Malaysian, business transaction, communication
SELF-PACED READING AND THE ACHIEVEMENT OF PERSIAN EFL LEARNERS Amir Toghyani Khorasgani
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study aimed at investigating the effects of reading goals on L2 reading comprehension in a computer-mediated environment when reading is self-paced by the learners and students are responsible for their own comprehension. Sixty participants (30 males 30 females) in three groups of 20 were involved. A computer program, written in C#.NET program, presented the text on the screen four lines at a time, and measured the amount of time students would spend on each page initially, how many times students re-read pages, and how much time students would spend re-reading pages. L2 learners’ comprehension and learning strategies were measured in three ways: recall of materials, time spent reading each page of the text and time spent re-reading pages, and the number of times pages were re-read. Finally, after one month from the first test a posttest was administered to determine which group could remember materials better. The results revealed that recall of materials was significantly greater for the teaching-goal group than the other two groups in both first and second tests. Time spent re-reading was significantly greater for the teaching-goal group as well. These findings suggest that reading goals do have an effect on comprehension and recalling in a computer-mediated environment and students with a different reading goal performed differently while reading passages. Keywords: reading goals, computer-mediated reading environment, learning, immediate and delayed recall.
DEVELOPING STUDENTS’ KNOWLEDGE FROM THE RESULTS OF SCAFFOLDING IN ENGLISH TEACHING Diah Gusrayani
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Some issues of the difficulties of teaching English in Indonesia have significantly revealed and analyzed by some researchers (Nurweni, 1997; Moedjito and Harumi, 2008) and the issues have provoked some studies to anchor several solutions for teachers to consider (Supriadi and Hoogenboom, 2004; Thalal, 2010). In Indonesia, the issue has also been thoroughly investigated. This paper attempts to reveal the problems of teaching English experienced by 2 junior high school teachers in Sumedang along with the alternative solution namely scaffolding concept which has been widely investigated and believed as appropriate tool mediation for children to learn English with particular difficulties hampered: culture, teachers’ background, quantity and quality of teaching and similar causes (Vygotsky, 1962; Tudge, 1992; Stone, 1998; Kong, 2002; Donovan and Smolkin, 2002). This concept of scaffolding is considered in this research as a bridge to a better understanding of the requirements of curriculum 2013 that students have to possess knowledge (K3) specifically factual, conceptual and procedural knowledge having experienced the learning. As students are conditioned to achieve these skills: remembering, understanding, implementing, analyzing, synthesizing, evaluating and producing, at that pinpoint the presence of scaffolding concept in English teaching is an inevitable strategy to be applied.  Keywords: scaffolding, students’ knowledge (K3), curriculum 2013, tool mediation, metacognitive. 
THE ROLE OF TASK-INDUCED INVOLVEMENT IN VOCABULARY LEARNING OF IRANIAN LANGUAGE LEARNER Fatemeh Khonamri; Zahra Hamzenia
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study investigated Laufer and Hustijn’s (2001) Involvement Load Hypothesis in vocabulary learning. It comprised two experiments. Experiment 1 examined whether two tasks with equal involvement load but different distribution of components would yield the same result in initial learning and retention of target words. Experiment 2 investigated whether two tasks, one input and another output, with equal involvement load and the same distribution of components would result in equivalent initial learning and retention of target words. 126 advanced English learners completed one of three vocabulary learning tasks that equated in the amount of involvement they induced: sentence writing, fill-in, and translation (L2-L1). The result of t-test for Experiment 1 showed that when two tasks had equal involvement load but different distribution of components they resulted in similar amounts of initial learning and retention of new words. The findings of Experiment 2 indicated when two tasks, one input and another output, had equal involvement load and the same distribution of components., they led to superiority of fill-in task over translation task in initial vocabulary learning, however, not in retention of new  words. Key Words: involvement load hypothesis; incidental vocabulary learning; depth of processing theory
THE STUDENTS’ AND TEACHERS’ PERCEPTION ON THE USE OF COMPUTER IN EFL CLASSROOMS Anni Kristanti Yunandami; Muhammad Handi Gunawan
English Review: Journal of English Education Vol 1, No 1 (2012)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This research portrays the possibility of the computer used in the EFL classrooms, particularly in senior high school which focuses on the students’ and teachers’ perception on the use of computer in EFL classroom. The data from interview were transcribed and used to support the data from questionnaire. As an alternative learning device, computer helped the students to reach their goals in learning English, i.e.: the limited mastery of  vocabulary, the lack of tenses  knowledge, focused on speaking and listening, the learning program was too difficult to follow, no speech media (like microphone or headset), no equal chance in using computer because they had to share one computer with the whole class. For teacher, such strategy gave a different experience of way of teaching, a more creative method and material, a fun learning for the students, and many exposures of communicative dialogue.  Moreover, using computer in EFL classroom provided with some difficulties associated with the EFL situation, such as a large class sizes and mixed ability classrooms.Keywords:  Computer, Perception,  EFL Classroom
APPLYING COGNITIVE CODE TOWARD INDONESIAN EFL LEARNERS’ WRITING COMPETENCE IMPROVEMENT Ita Juita
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This classroom action research (CAR) presents a research for solving the student’s problems in writing class by using two cycles of Kemmis and McTaggart. In this CAR, there are three crucial instruments. They are students’ learning journal to know what the student’ map thinking which is related to the cognitive code and the writing material, researcher’ journal and questionnaire. The students' problems in writing subject happen in one class of English Department of the University of Kuningan, West Java – Indonesia. The learners find it difficult to process words into sentences. Applying cognitive code in this CAR is the strategy, with the purpose to know what the students need by asking them to use some tools such as student’s learning journal, thus the students are able to tell their difficulties based on their learning experiences in class. Cognitive code looks students or learners as thinking being and learn based on their learning experience. The students’ writing competence in the beginning of this research is 40, meanwhile, after applying cognitive code as the method of teaching learning process, the class average gets 64.5 in the post test. Thus, the normalized gain to measure the students’ writing development is on number 0.7, it means the students’ writing improvement is moderate. The students’ attitude toward cognitive code is taken from rating scales is 82%. Based on the data, it can be concluded that cognitive code is effective method in teaching writing.Keywords: cognitive code, writing competence, learners’ errors
THE EFFECTIVENESS OF JIGSAW STRATEGY TO IMPROVE STUDENTS' SKILL IN WRITING A RECOUNT TEXT Iranita Sitohang; Pupung Purnawarman
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study was intended to investigate the use of Jigsaw technique and the improvement of students’ skill in writing a recount text and their challenges in writing. It was conducted at a vocational high school in Bandung, involving students of eleventh grade as the participants using a quasi-experimental design. In this study, the data were obtained through questionnaires, pre- and post-tests. The data from the pre-test and the post-test were analyzed by using independent t-test. SPSS 20.0 program was used to do the statistical test. Based on the findings, it was revealed that the challenges faced by students in writing a recount text were the use of past tense, limited vocabulary, and the schematic structure of recount text. The quantitative finding of the study shows that significance value is lower than 0.05 (p = 0.000 0.05), which indicates that Jigsaw technique can improve students’ writing skill in the class investigated. Jigsaw helps students to deal with their inability of writing a recount text because each student supports each other member in the home group in order to gain their group’s achievement. In addition, Jigsaw helps students to gather more knowledge when sharing the information and knowledge of their part in the expert group. Keywords: jigsaw strategy, writing, recount text
THE ANALYSIS OF PRESUPPOSITION IN THE SHORT STORIES OF SILVESTER GORIDUS SUKUR Erwin Oktoma; Styfanus Mardiyono
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This paper is descriptive qualitative which describes the types of presuppositions and their meaning in the short stories by Silvester Goridus Sukur. The research questions of this paper are; What are the types of presupposition and dominant type of presupposition in the short stories by Silvester Goridus Sukur. In order to analyze the data, the writer employs Yule’s theory which divides presupposition into 6 types: existential presupposition, factive presupposition, lexical presupposition, structural presupposition, non-factive presupposition and counterfactual presupposition. The data of the research are sentences which contains presupposition triggers. The results of this study shows that based on Yule’s theory, it has been found that there are 219 presuppositions. 129 existential presuppositions or 58,90 %, 47 lexical presuppositions or 21,56 %, 9 structural presuppositions or 4,10 %, 15 factive presuppositions or 6,84 %, 7 non factive presuppositions or 3,19 % and 3 counterfactual presuppositions or 1,36 %.Keywords: Presupposition, type of presupposition, presupposition triggers, short stories of Silvester Goridus Sukur.

Page 6 of 70 | Total Record : 695

 4   5   6   7   8 

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