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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.
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Articles 497 Documents
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PROMOTING INCIDENTAL VOCABULARY LEARNING THROUGH VERBAL DRAMATIZATION OF WORDS Looi-Chin Ch’ng
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: Despite the fact that explicit teaching of vocabulary is often practised in English as a Second Language (ESL) classrooms, it has been proven to be rather ineffective, largely because words are not taught in context. This has prompted the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning.  By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatization of written texts. In this case, readers’ theatre (RT) is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR) and RT groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material in the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.Keywords: incidental vocabulary learning, readers’ theatre, language learning
CORRECTING ERRORS: THE RELATIVE EFFICACY OF DIFFERENT FORMS OF ERROR FEEDBACK IN SECOND LANGUAGE WRITING Chitra Jayathilake
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: Error correction in ESL (English as a Second Language) classes has been a focal phenomenon in SLA (Second Language Acquisition) research due to some controversial research results and diverse feedback practices. This paper presents a study which explored the relative efficacy of three forms of error correction employed in ESL writing classes: focusing on the acquisition of one grammar element both for immediate and delayed language contexts, and collecting data from university undergraduates, this study employed an experimental research design with a pretest-treatment-posttests structure. The research revealed that the degree of success in acquiring L2 (Second Language) grammar through error correction differs according to the form of the correction and to learning contexts. While the findings are discussed in relation to the previous literature, this paper concludes creating a cline of error correction forms to be promoted in Sri Lankan L2 writing contexts, particularly in ESL contexts in Universities. Keywords: error correction, written corrective feedback (WCF), English as a second language (ESL), metalinguistic information, second language acquisition (SLA)
REALIZATION OF DISAGREEMENT STRATEGIES BY INDONESIAN SPEAKERS Wildan Nurul Aini
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

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Abstract: This study investigates the realization  of disagreement strategies employed by Indonesian speakers.  The strategies are then related to the interlocutor’s level of power. The data is collected using DCT Type B adapted from Azis (2000) and analysed using adapted disagreement strategies from Muntigl and Turnbull (1998) and Chen (2006). The results shows that Indonesian speakers tend to use different disagreement strategies to different level of power of the interlocutor.  To the interlocutor with the higher power (the superior), the speakers tend to use counterclaims and no disagreement strategies. In addition, to the speakers with the same level of power, the contradiction strategy is preferred. In the meantime, to the interlocutor with the lower level of power, the speakers are likely to choose challenge. These various selections of disagreement strategies are also influenced by concept of FTAs of Brown and Levinson (1987).Keywords: disagreement, power, face, FTAs 
FLOUTS OF THE COOPERATIVE PRINCIPLE MAXIMS IN SBY’S PRESIDENTIAL INTERVIEWS Fahrus Zaman Fadhly
English Review: Journal of English Education Vol 1, No 1 (2012)
Publisher : University of Kuningan

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Abstract: This paper analyzed the presidential interviews of the President of Republic of Indonesia, Susilo Bambang Yudoyono (SBY), based on Grice’s theory of the Cooperative Principles (CP). This study employed a qualitative research design and the data were three transcripts of interview discourse between SBY and eight Indonesian journalists obtained through the presidential official website: http://www.presidentsby.info. The research investigated the ways of SBY in flouting the CP maxims in his presidential interviews and the functions of the flouts were. The research revealed that SBY flouted all the CP maxims and the maxim of Quantity was frequently flouted. Meanwhile, there were four ways used by SBY in flouting the CP maxims, i.e. hedging, indirectness, open answer and detailed element. The function of the flouts, i.e. face saving acts (FSA), selfprotection, awareness, politeness, interestingness, control of information, elaboration and ignorance. This research also revealed that CP maxims of Grice are not universal. The phenomena of CP Maxim flouts in SBY’s presidential interviews did not reduce the cooperativeness. Over- information may help interviewers to achieve a rich backgrounds andin-depth understanding of a phenomenon. Keywords: flouts, maxim, cooperative principles, SBY, presidential interview
LINGUISTIC FEATURES ANALYSIS OF THE ENGLISH ELECTRONIC COMMERCE WEBSITES Siti Nurani; Risa Mufliharsi; Larisa Yohanna
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: This research aims at identifying linguistic features used in the English electronic commerce websites used in correlation with the field, tenor and mode of discourse as parts of Systemic Functional Linguistics (SFL) approach. Findings have shown that in the field of discourse, the linguistic features are largely appeared in the experiential domain analysis which shows that all terms of registers function as technical terms, of which the two major forms of nouns and verbs were the most frequent categories among other kinds of technical terms. The goal orientation is considered to be as a long term and the social activity is exchange. In the tenor of discourse, the linguistic features are highly appeared in the social distance analysis which shows that the social distance between participants is considered minimal. The agentive role is said to be equal and the social role is considered as non-hierarchic. In the mode of discourse, the linguistic features are excessively occurred in the language role analysis which exists equally of both constitutive and ancillary. The channel is in graphic mode. The medium is in written with a visual contact as its device.Key words: systemic functional linguistics, register, discourse
THE ARABIC ORIGINS OF ENGLISH AND INDO-EUROPEAN "URBAN TERMS": A RADICAL LINGUISTIC THEORY APPROACH Zaidan Ali Jassem
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

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Abstract: This paper traces the Arabic origins of English, German, French, Latin, Greek, and Sanskrit "urban terms" from a radical linguistic (or lexical root) theory perspective. The data comprises 130 such terms like abide, building, city, construction, courtyard, hotel, house, live, mansion, mason,  palace, metropolis, residence, road, rural, sedentary, sojourn, stay, structure, tent, town, urban, villa, village, zoo, and so on. The results clearly show that all such words have true Arabic cognates with the same or similar forms and meanings, whose differences are due to natural and plausible causes and different routes of linguistic change. Moreover, the results support the adequacy of the radical linguistic theory according to which, unlike the Comparative Method and/or Family Tree Model, Arabic, English, German, French, Latin, Greek, and Sanskrit are dialects of the same language or family, renamed Eurabian or Urban family, with Arabic being their origin all for sharing the whole cognates with them and for its huge phonetic, morphological, grammatical, and lexical variety and wealth. Also, they indicate that there is a radical language from which all human languages stemmed and which has been preserved almost intact in Arabic as the most conservative and productive language, without which it is impossible to interpret its linguistic richness and versatility on all levels.  Keywords: urban terms, Arabic, English, German, French, Latin, Greek, Sanskrit, historical linguistics, radical linguistic (lexical root) theory, language relationships 
NOTICING: A FACTOR TO IMPROVE IRANIAN PRE-INTERMEDIATE EFL LEARNERS’ STRUCTURAL ACCURACY Faezeh Nemati; Hamid Ashraf
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: The present study was conducted to investigate the effect of noticing, explicit focus on form on linguistic accuracy. To fulfill the purpose of the study, 44 Iranian pre-intermediate EFL learners of one of the language institutes were chosen by means of administering the KET homogeneity test. These learners were pretested through a structured interview to check their current accuracy level regarding the oral production of five structures. Based on the results of the pretest, two matched groups, one as the control group and the other as experimental group, were formed. Then, two groups were provided with tasks through listening about the target structures in the study. Of course, the experimental group underwent focus on form explicitly through noticing, while the control group was not provided with it. After twenty sessions of treatment, each ninety minutes, the two groups were post tested through another structured interview. The data obtained from instruments used in the present study indicated that the instructional treatment, noticing, had a significant effect on the acquisition of the target forms. The scores of the participants demonstrated that in experimental group outperformed the control group in terms of the average accuracy gains. Finally, it was concluded that explicit focus on form, noticing, can lead to higher accuracy in oral production in comparison to control groupKeywords: explicit focus on form, noticing, accuracy
A SELF-ASSESSMENT MODEL IN TEACHING ACADEMIC WRITING FOR INDONESIAN EFL LEARNERS Taufiqulloh Taufiqulloh
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This self-assessment model is developed to help EFL students improve their achievement in academic writing, more particularly essay writing. In English department of Pancasakti University Tegal, academic writing is the course subject which develops models and practices of essay writing in order that students are actively engaged in rhetorical problem-solving. The development of this self-assessment model was derived from the analysis of both theoretical and empirical studies of self-assessment in EFL writing. The self-assessment model developed in this study  consists of four kinds of self-assessment instruments: self-edit checklist of writing dimensions (CWD), checklist of writing strategies (CWS), survey questionnaire of writing interest and awareness (SWIA), and questionnaire of learning monitoring strategies (QLMS). This self-assessment model can be an alternative model in teaching academic writing to EFL students at university level, more particularly the students of English Department, Pancasakti University Tegal.Keywords: self-assessment model, academic writing, Indonesian EFL learners
BRIDGING THE GAP BETWEENNEEDS ANALYSIS ANDCOURSE EVALUATION INSIGHTS Rubina Khan; Tazin Aziz Chaudhury
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: The “Advancing English Skills”, textbook was compiled and introduced about a decade ago, at the Faculty of Humanities, Dhaka University, Bangladesh, to teach the foundation English courses, to freshmen students from thirteen departments, including English.  Today the course is still being taught at some departments. The department of English scrapped the foundation course, but the textbook is still being used for another compulsory course. This paper presents the findings of a study conducted to determine the English language needs of students (60) and teachers (30) at the Humanities Faculty of Dhaka University. Additionally a two prong evaluation of the course and materials from the viewpoints of both students and teachers of the Humanities faculty was carried out, in order to shed light on the nature, effectiveness, and objectives of the course. Strengths and shortcomings of the present course, and areas of mismatch between the students’ needs and the course, were identified. Suggestions have been made, to improve the English language courses based on these findings, and implications for pedagogy have been highlighted. Keywords: needs analysis, course evaluation, perceptions, ability, mismatch
TEACHING COMMUNICATIVE TRANSLATION: AN ACTIVE RECEPTION ANALYSIS BETWEEN THE TRANSLATION AND READER'S RECEPTION Venny Eka Meidasari
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: Literary theory sees reception theory from the reader response that emphasizes the reader's reception of a literary text. It is generally called audience reception in the analysis of communications models. In literary studies, reception theory originated from the work of Hans-Robert Jauss in the late 1960s. Communication only means that the original message will be clearly sent in its equivalent context to the target receptor. Similarly, the main role of translators is to send the message across without any form of distortion or emphasis. It is delivering the genuine context of the message to the language that the active receptor understands. A single mistake in a context translation can result to offensive message that can eventually lead to misunderstandings between active receptors. This paper proposes on the role of translator as the mediator between a writer of the original text and the active target language receptors of translated version in the course of communication which definitely affects the process and result of translation practice. It also reveals the emphasis on the creation text of the translation theories originated from the strategic communication theories, which hopefully leads to a dream of the most equivalence between the text and the translated version.Keywords: translator, active receptor, mediator, strategic communication, equivalence. 

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