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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 435 Documents
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TEACHING ENGLISH THROUGH YOUTUBE: GRAMMAR VIDEO ANALYSIS OF THREE BRAZILIAN YOUTUBE CHANNELS DEDICATED TO EFL TEACHING Aline de Azevedo Fay; Juliana Matias
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2351

Abstract

The objective of this research is to analyze grammar lessons of three Brazilian YouTube Channels of English as a Foreign Language. It compares the approaches applied by each teacher in their videos and investigates if the lessons approach the explanation of meaning, use, and form of the grammar. It also aims to find out if the lessons are hackneyed regarding the online learning environment. The analysis consisted of watching two videos of the YouTube channels English in Brazil, Inglês Compartilhado and Mairo Vergara. The results showed that out of the six videos, five contained a grammar explanation that addressed meaning, use, and form of the language. They also adopted the deductive approach to grammar teaching. Only one video did not explain the grammar (quantifiers), but a trick to memorize the use of quantifiers. As for technology, the main tool teachers used was captions to illustrate example sentences of the grammar. Other tools consisted of the use of the software ‘Notepad’ and animation. Thus, there was not an innovation on the videos regarding technology. Future research is needed to understand if there is the necessity to apply cutting-edge tools to teach on YouTube and if it is mandatory to review and to adapt the pedagogical practices for language learning YouTube videos.
THE EFFECTS OF HOMOGENEOUS AND HETEROGENEOUS PUSHED OUTPUT INSTRUCTIONS ON SPEAKING COMPLEXITY Parviz Ghasedi; Habibollah Mashhady; Farideh Okati
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.v6i1.766

Abstract

This study was set out to investigate the efficacy of homogeneous and heterogeneous pushed output based instruction on upper-intermediate EFL learner’ speaking complexity. To do so, 41 (17 males and 24 females) EFL learners were selected from University of Zabol based on the results of OPT. Then, they were put in control and experimental groups based on the predetermined criteria. Retelling and decision making tasks were used in the treatments of experimental groups while control group received placebo during 15 sessions, twice a week. Public versions of IELTS speaking test were used as pre/post-test. The results of Independent sample t-test indicated that experimental groups outperformed control group. On the other hand, statistical analyses showed no significant differences between male and female speech complexity. To sum up, the findings demonstrated the fruitful effects of collaborative pushed output activities on speaking sub-skills. Likewise, the results suggested the implementation of similar strategies in the development of male and female speaking dimensions. Based on the findings, it can be claimed that teacher preparation programs should put teaching speaking on their list of priorities and provide courses on effective strategies for the development of speaking dimensions through implementing the main tenants of pushed output hypothesis.Keywords: homogeneous, heterogeneous, complexity, speaking, pushed output
USING BLOGS IN TEACHING TERTIARY ESL WRITING Romualdo A. Mabuan
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.v6i2.1238

Abstract

Anchored on the Technological, Pedagogical and Content Knowledge or TPACK Framework (Koehler Mishra, 2009) and Substitution, Augmentation, Modification and Redefinition or SAMR Model of Technology Integration into the classroom (Puentedura, 2014), this study investigated a corpus of 58 blog posts written by ESL learners through weblogs. It aimed to determine the views of students on the use of blogs in learning English writing skills and to explore students’ feedback on the advantages of blogging as a virtual writing platform. Research participants were 58 freshman university tourism students enrolled at a Study and Thinking Skills class in a private university in Manila, the Philippines during the first semester of the academic year 2017-2018. Research data drawn from students’ blogs, survey questionnaires and focus group discussion revealed that despite accessibility issues due to technological resources, the learners viewed blogging as a viable platform in learning English writing skills because it affords them freedom to express their thoughts, it develops or improves their writing skills, and it allows them to connect and engage with their peers online, inter alia. Pedagogical implications for ESL writing teachers and researchers are offered based on these results.Keywords: Teaching writing, ESL writing, weblogs, blogging, TPACK, SAMR
Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach Eva Fitriani Syarifah; Wawan Gunawan
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.v4i1.306

Abstract

Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.
REAL TEACHING: ANXIETY AND SOLUTION Vina Agustiana
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2068

Abstract

Anxiety in dealing with real teaching is experienced by preservice teachers. This anxiety can certainly disrupt the process of implementing real teaching. If anxiety can be detected early, various efforts can be made to reduce the anxiety. Thus, this study seeks to explore the anxiety faced by preservice teacher in dealing with real teaching and their efforts to reduce such anxiety. In order to achieve the research objectives, the researcher applied qualitative research through a case study strategy using structured interviews of 238 preservice teachers at one of Indonesia’s private universities. Based on the results of the study, it can be seen that there are 14 anxiety faced by preservice teachers in carrying out real teaching which is divided into 5 factors causing anxiety, namely schools, teachers, students, lecturers, and the preservice teachers themselves, as well as 9 attempts by preservice teachers in order to deal with this anxiety. Broadly speaking, good communication between preservice teachers and stakeholders of real teaching activities that includes schools, teachers, students, and lecturers is an effort that can be done so that the teaching anxiety can be reduced.
THE IMPLEMENTATION OF TEACHING GENRE IN L2 LISTENING CLASSROOM: IRANIAN PRE-INTERMEDIATE EFL LEARNERS IN FOCUS Ehsan Namaziandost; Sajad Shafiee; Behrouz Ahmadi
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.v7i2.2618

Abstract

This study tries to implement genre-based instruction in Iranian pre-intermediate EFL learners’ L2 listening skill. Moreover, it aims to investigate if genre-based instruction impacts the listening skills of EFL learners at different skill levels equally. To achieve this goal, 60 EFL learners have been selected. These were split into groups A and B. Groups A and B, respectively, consisted of 30 and 30 members. Group A was split into experimental and control groups and administered the pre and posttest of listening skills. Findings from one-way ANCOVA showed that because of using genre-based instruction, the experimental group outperformed the control group. Group B was also classified into proficient and less-proficient classes as demonstrated by the proficiency test; each administered two pre-and posttest of listening. Nonetheless, the findings of one-way ANCOVA revealed that both classes were improved from pretest to posttest; the professional group performed remarkably better than the less skilled group. Generally speaking, the results of this study showed that GBT is a key and crucial factor in developing listening comprehension.
DEVELOPING MAGIC ROUND TO TEACH INTERROGATIVE SENTENCES Tri Agustini Solihati; Lystiana Nurhayat Hakim
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2030

Abstract

Vocabulary mastery and sentence structure are often considered to be the most challenging things in mastering English. Besides, both teacher and students are often bored on how they are explained and understood. Thus, keeping students’ motivation in learning vocabulary and sentence structure needs more effort as it should be more than just teachers’ attendance and explanation. Choosing a proper teaching media can be one of the solutions. This research aims to produce Magic Round as one of the choices for teaching interrogative sentences. It was developed through Research and Development (RD) by implementing several steps, including preliminary studies, research planning, product design, product validation, product trial, and producing final product. Validity was assessed by both technological and material experts. Those reached 90% and 92%. The usefulness and feasibility were taken by the user and observer. Those gained 91% and 91%. In conclusion, this media is quiet appropriate to be used in teaching English interrogative sentences.
THE PRACTICE AND CHALLENGES OF IMPLEMENTING CRITICAL THINKING SKILLS IN EFL TEACHERS QUESTIONING BEHAVIOR Ahmad Zainudin; Machdalena Vianty; Rita Inderawati
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2112

Abstract

The development of critical thinking is closely related to the questions asked by teachers as the teachers higher-order questions are cognitively demanding to promote students critical thinking. The purposes of this study are to investigate how critical thinking was implemented in EFL teachers questions in the classroom and the challenges faced by EFL teachers in integrating critical thinking questions. In addition, this study also investigated students reasons for non-response to particular questions asked by teachers. Applying mixed-method research design, the data were collected from classroom observation, interview, questionnaire and documentations. The research participants were two English teachers and 229 number of students of year 8. The results showed that the most dominant questions asked by the two English teachers were in Lower-order questions (78,8%), while the Higher-order questions were only (21,2%) questions. Second, the challenges faced by teachers were students intelligence has yet to reach the level of higher-order thinking, unconducive-classroom environment, teachers creativity itself, parental involvement and students lack of vocabulary. Third, dealing with the reason for students non-response in particular questions asked by teachers, there were some reasons, such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. In conclusion, the teachers faced various challenges in implementing critical thinking questions in the classroom.
MALES AND FEMALES DISCREPANCIES IN READING FLUENCY: FOCUSING ON ADVANCED EFL LEARNERS Namaziandost, Ehsan; Fadhly, Fahrus Zaman; Solihat, Dadang
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.1818

Abstract

TRANSLATION OF THE RELATIONAL VALUES OF EUPHEMISTIC EXPRESSIONS INTO ENGLISH FROM INDONESIAN LITERARY WORK Ahdi Riyono; Emzir Emzir; Ninuk Lustyantie
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2092

Abstract

This research is to describe the forms and translation techniques of Euphemism in the rendering of The Dancer novel by René TA Lysloff. The researcher used a qualitative method with a content analysis technique. The Data of research are in the forms of clauses containing expressions of Euphemism. The data source was taken from Ronggeng Dukuh Paruk (RDP) novel and its translation of the Dancer. The result showed that there were 35 data (83.3%) of the Euphemism forms of translated into euphemisms, and only 7 data (16,7%) of euphemisms were translated into other forms. The techniques used include single, duplet, and triplet techniques. The conclusions of the research showed that there were shifts in ideological forms and values of the translated novel.

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