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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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A STUDY OF ENGLISH INTONATION IN INDONESIAN EFL LEARNERS Roni Nursyamsu; Lukluk Argita Munif
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 examined the patterns of intonation and kinds of information structure that occur in EFL learners. The objectives of this study were: (1) to know the patterns of intonation that occur in EFL learners; (2) to know kinds of information structure that occur in EFL learners. The method used in this study is descriptive qualitative and the subjects of this study is a debater and also a student in English Department at one of private university in Kuningan, West Java. Techniques of collecting data used in this research were library research, observation and interview. Halliday’s theory and PRAAT Software Analysis use in this research to analyze the data. Based on the data analysis, it can be known that: (1) There were 5 kinds of intonation pattern used by the speaker: fall, rise (final), rise (non-final), fall-rise (final), fall-rise (non-final); (2) There were 158 clauses with 25 independent clauses and 133 dependent clauses from the respondent’s performance; (3) There were three systems from information structure: tonality, tonicity, and tone; (4) In tonality system, H-TS-T with the percentage 18% was the most pattern used by the respondent; (5) Given-New-Given (G-N-G) with the precentage 36% was mostly used in her performance based on tonicity system; (6) Incomplete information (rise non-final) was the most dominant intonation pattern used by the respondent with the precentage 33%.Keywords: intonation, information structure, EFL learners
SYMBOLIC AND PROPHETIC SYNTAGMAS IN CHINUA ACHEBE’S ANTHILLS OF THE SAVANNAH Omowumi Bode Steve Ekundayo; Abiola Olubunmi Akinbobola
English Review: Journal of English Education Vol 4, No 2 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i2.333

Abstract

This essay discusses Achebe’s delineation of characters, events and use of language in Anthills of the Savannah (AS) as symbolic and prophetic syntagmas which later manifested in some real life personalities and socio-political phenomena in Africa and Nigeria, the setting of the novel. The primary source of data is Anthills of the Savannah. Secondary source and the internet were also consulted for the theoretical background and literature review. Grammatical structures and literary features were extracted and analyzed to show their associative and symbolic links with real life events which occurred after 1987, the year AS was published. The symbolic and prophetic syntagmas identified and their manifestations are presented with annotations in tables. The essay established that Achebe uses syntagmas of utterances, events, settings and characters to symbolize and foreshadow imminent events in the novel and socio-political occurrences in Nigeria and Africa, a feat which stands him out as a novelist with great prophetic insight and clairvoyance.Keywords: Achebe, AS, syntagma, prophetic, symbolic. character
THE ARABIC ORIGINS OF ENGLISH AND EUROPEAN "PLACE NAMES": A CONSONANTAL RADICAL THEORY APPROACH Jassem, Zaidan Ali
English Review: Journal of English Education Vol 6, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i2.1244

Abstract

This paper examines the Arabic origins of some common place names in English, German, French, Latin, Greek, Russian, and Sanskrit from a consonantal radical or lexical root theory perspective. The data consists of the names of around 60 key cities like Birmingham, Brighton, Cambridge, Chester, Derby, Essex, Exeter, Glasgow, London, Manchester, Oxford, Queensville, York, etc. The results clearly show that all such names have true Arabic cognates, with the same or similar forms and meanings whose different forms, however, are all found to be due to natural and plausible causes and different courses of linguistic change. Furthermore, they show that place names play an important role in both near and distant genetic relationships. As a consequence, the results indicate, contrary to Comparative Method and Family-Tree Model claims (e.g. Campbell 2013; Harper 2012-18), that Arabic, English, and all Indo-European languages belong to the same language, let alone the same family. Therefore, they prove the adequacy of the consonantal radical theory in relating English, German, French, Latin, and Greek to Arabic as their origin all because, unlike any other language in the group, it shares cognates with all of them in addition to its huge linguistic repertoire phonetically, phonologically, morphologically, syntactically, and semantically.Keywords: Place names, Arabic, English, German, French, Russian, Latin, Greek, Sanskrit, historical linguistics, consonantal radical/lexical root theory
Motivational Strategies in Teaching English as Foreign Language: A Case Study in Junior High School 7 Kuningan Muhammad Aprianto Budie Nugroho; Nining Mayda
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.311

Abstract

This research aims to analyze motivational strategies in teaching English as foreign language at 7th grade of Junior High School 7 Kuningan and to analyze students‟ attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%), teacher 2 (79.02%), and teacher 3 (85.71%). Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students‟ attitudes towards motivational strategies applied by teachers in teaching EFL.Keywords: motivational strategies, phases of motivational strategies, students attitudes, teaching EFL
EMPOWERING LANGUAGE TEACHERS THROUGH ACTION RESEARCH: TWO CASE STUDIES FROM MALAYSIA Kuang Ching Hei; Maya Khemlani David
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.v5i2.532

Abstract

Given the easy availability of information due to social media, it is generally recognized that language teachers need to transform themselves from being mere disseminators of information to that of innovators. Literature suggests that to do so, language teachers should make action research an indispensable part of their language teaching armory. This paper aims to encourage language teachers to take charge of their own profession by conducting action research in their respective classrooms. The paper illustrates two case studies which stress on the process which can be duplicated by teachers as well as the outcome which can be used for improvement and for sharing with peers through publication. By engaging in action research, language teachers can move beyond their conventional teaching roles to become researchers cum practitioners who are able to rise to the occasion by overcoming current language issues first hand instead of taking advice from educational researchers.  Keywords: action research, language teaching, reflection
ENDORSING SENSE OF IDENTITY FOR COLLEGE STUDENTS’ ENGLISH LANGUAGE PERFORMANCE Yuehong Wei; Li Zhang
English Review: Journal of English Education Vol 5, No 1 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v5i1.388

Abstract

Triggered by the lack of students’ sense of identity in English regular class effects their language achievement, this research aimed at developing a kind of teaching mode for building students’ sense of identity with a series of teaching activities. Targeted at 55 non-English major students for one semester, the experiment was to explain the effectiveness of this kind of mode in endorsing student’s sense of identity. Here, the researcher used teaching observation and students’ feedback to collect the data. It revealed that the kind of mode can help improve students’ sense of identity, intrigue their interest, and improve their English learning efficiency.Keywords: sense of identity, college English, regular class, English class, teaching research
AN ETHNOGRAPHIC STUDY OF ENGLISH LEARNING AT SMK NEGERI I GORONTALO Miolo, Sartin T.; Rasyid, Yumna
English Review: Journal of English Education Vol 6, No 1 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i1.777

Abstract

This study aims to find out and understand more deeply and comprehensivelyabout English learning conducted at SMK Negeri I Gorontalo. Sources of data in this study are English teachers and students of SMK Negeri I Gorontalo grade XI second semester of 2015/2016 school academic year. Data were collected through observation, interview and data recording and documentation. The approach used in this research was thequalitative approach through ethnography method. The results showed that the methods and approaches used by teachers in learning arean integrated approach of genre-based scientific using whole language method. Sufficient learning media to support the learning and the role of teachers and learners who support each other in learning is constructive so that the learning process becomes interesting and fun. The conclusion that the use of English language, achievement and competing for culture is done to help learners develop English proficiency.Keywords: Learning, English, Ethnography
THE EMPOWERMENT OF CHILDREN IN EDITH NESBIT’S THE RAILWAY CHILDREN Adam Anshori
English Review: Journal of English Education Vol 4, No 2 (2016)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i2.338

Abstract

This research is aimed at describing the empowerment of children in Edith Nesbit’s The Railway Children. The problems formulated in the research will be answered in the descriptions consisting of thoughts, actions, and feelings of the main characters in the novel and presenting other characters’ comments dedicated to the main characters. The main source of the research data was Edith Nesbit’s The Railway Children. It is considered as a children’s literature. The focus of the research was events in the novel which showing the empowerment of the main characters. The data consist of thoughts, actions, and feelings of the main characters and presenting other characters’ admirable comments dedicated to the main characters. The data were analyzed inductively by using qualitative content analysis. The instrument of the research was the researcher himself. To get trustworthiness of the data, the researcher used four criteria, namely: credibility, transferability, dependability, and confirmability. The findings of the research showed that the novel contains of children’s empowerment, which can be divided into three categories. They are Thought Empowerment, Action Empowerment and Feeling Empowerment. As empowerment of children is considered as an important aspect in children’s story and it has great influence to enrich children’s intelligence and emotion in their growing period, The Railway Children can be categorized as a good novel.  Keywords: children’s literature, children’s empowerment
FEMINIST AND STRUCTURAL NARRATOLOGIE AS IDENTITY (RE)-CONFIGURATIONS IN AFRICAN NARRATIVES: A META-CRITICAL EXPOSITION OF LITERARY ARTICLES Christopher Babatunde Ogunyemi
English Review: Journal of English Education Vol 6, No 1 (2017)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i1.767

Abstract

Research in African literature articulated a number of literary and philosophical theories, particularly in the way that they can potentially undo conventional understandings of gender in the Nigerian context. This paper seeks to apply these insights in the form of a critical narratology.  Although narratology has a structuralist or formalist orientation, having its theoretical beginning in Saussure’s modern linguistics, and like structuralism, aspires to ‘scientific’ or ‘universalist’ claims, it, also, examines the way in which narratives affect the way we perceive the world. This paper will attempt to mobilise narratology critically, with the benefit of the insights emerging from various articles, in order to help our understanding of the question of gender and social themes in Nigerian post-colonial literature. Most especially, this paper will visualise the analysis of structural narratology and finally with feminist narratology in order to correct the inadequacies of structural narratology and the suppression of women in texts.Keywords: African literature, feminist narratology, gender identity, structural narratology
THE EFFECT OF COOPERATIVE LANGUAGE LEARNING AND PERSONALITY TYPES TOWARDS ESSAY WRITING Bejo Sutrisno; Yumna Rasyid; Aceng Rahmat
English Review: Journal of English Education Vol 6, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i2.1259

Abstract

This study is aimed to find out the effect of Cooperative learning techniques and personality types on English essay writing skill. This study was conducted at STIBA – IEC Jakarta for the fourth semester in the academic year 2016/2017. It was an experimental study with the factorial design 2 x 2 at 0.05 significance level. The sample was 32 students and divided into two groups which each group was 16 students. The research reveals that: (1) students’ English essay writing skill taught with Think-Pair-Share (TPS) technique was  higher than with Student Team Achievement Division (STAD) technique; (2) English essay writing skill on introvert personality type was higher than extrovert personality types; (3) there was interaction effect between learning techniques and personality type toward English essay writing skill; and (4) students with introvert type taught with TPS technique was higher than those taught with STAD technique. There is an interaction effect between learning techniques and personality types on English essay writing skills. Keywords: cooperative learning, essay writing skill, learning technique, personality type

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