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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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LEARN TO TEACH WRITING THROUGH WRITING Svetlana Suchkova; Gulnara Dudnikova
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract: This paper discusses some major issues concerning teaching writing to future teachers. There are a lot of EFL/ESL textbooks focused on teaching writing. However, those that are intended for trainee teachers are rare on the market. The goal of this paper is to share the result of several years of work on the writing syllabus and materials that is effective in the process of teaching future teachers. It contains sample of tasks based on certain principles that may promote teachers to become effective writers for themselves and, at the same time, to acquire initial professional skills necessary in their future career. A course book can not address any audience in general. It must focus on a particular learner, the objectives, and content of the process of learning. In the situation when no textbook meets these requirements, the problem of providing students with an appropriate textbook must be solved by creating new textbooks. Keywords: writing skills, strategies, professional needs, syllabus, teaching/learning materials. 
ENDORSING REFLECTIVE TECHNIQUES TO PROLIFERATE STUDENTS’ INTERACTIONS AND UTTERANCES IN A DISCUSSION FORUM Marwito Wihadi
English Review: Journal of English Education Vol 1, No 1 (2012)
Publisher : University of Kuningan

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Abstract: High Intermediate-2 students’ brief responses in a discussion forum cause a long-expected discussion last in a couple of minutes in mixed-ability classes, depicting a minority of students are overtly dominant, while others are precisely passive. What yields discussions endure immaturely stems from both unclear roles of participants and their inadequate techniques to expand both interactions and  spoken discourse. Therefore, Teacher-researcher assigned each participant in a discussion group of three to put reflection into practice, referring to the self-selected and discussed topics. The data were gained through non-participant observations, in which the teacher-researcher observed and recorded a singled-out group. A sample recording was, subsequently, transcribed and analyzed regarding with the number of exchanges in a five-minute discussion intake and the number of content words that students generated. It was found that employing  reflective techniques, students were able to keep a particular topic being discussed at full. As a result, the number of content words multiplied. These findings resulted classroom teachers in insightful use of  reflective techniques as one of the ways to proliferate students’ benefits in a discussion forum. Adequately practiced, students would be able to employ the techniques preponderantly,  multiplying interactions among discussion members.Keywords:  reflective techniques, students’ interactions, utterances, discussion forum.
THE USE OF PAIR COMPOSITION METHOD ON STUDENTS’ DESCRIPTIVE WRITING SKILL Maya Nurmayanti
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: This research was aimed to find out roles of pair composition method on students’ behaviour in learning processes and their writing assessment, and also to find out students’ attitude toward learning process of pair composition method in writing descriptive text in the classroom. Descriptive qualitative method was used in this research. The participants were 33 students of X grade of Senior High School. The data were collected from observation, the result of analysis showed that 66% of the seriousness of students during learning process was high, 78% of enthusiasm of students in doing task was high, and 58% of students’ participation was high. The increasing of students’ assessment was 18,7 from the average score before. The data collected from interview and questionnaire indicated that pair composition method provided the opportunities for sharing ideas, developing text, corresting writing errors, motivating students being active, and 50% students strongly agreed that pair composition method on writing descriptive text was lively and enjoyable.Keywords: Active learning strategy, cooperative learning, pair composition method, descriptive writing, descriptive text.
ASSISTING STUDENTS TO ATTACK WRITING TASKS ON IELTS TEST WITH “PROBING TECHNIQUE” Tedi Rohadi
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

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Abstract:  Writing section on IELTS test is commonly considered one of the most difficult parts of test.  The test takers can’t even understand what to do with the tasks provided. They eventually write without clearly knowing the expected direction. Therefore, there should be a fastest way to well equip students to successfully cope with such hindrances. This paper is an action research report of how to make students better understand and answer writing tasks on IELTS test by employing probing techniques  as one of test taking strategies. The paper will preliminarily elaborate the characteristics or nature of  IELTS test in general and  writing section consisting two different tasks in particular including its indicators of what expected kind of writing the testees  should be aware of. It will then discuss probing techniques in details. The attack strategies and their  sequential implementation  will afterward be discussed. The technique will assist students to respectively understand what and how to plan and write effectively on the test.Keywords: IELTS test, writing section, writing tasks, probing, attack strategies
INVESTIGATING THE PROBLEMS OF TEACHING AND LEARNING ENGLISH IN MIDDLE SCHOOLS IN IRAN Saloumeh Khodabakhshi; Ali Rahimi
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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Abstract: The present research aimed to investigate the problems of teaching and learning English in middle schools in Esfahan, Iran. These problems are associated with the learner, teacher, textbook, syllabus, and language policy. The instrument used was a self-constructed likert scale questionnaire. All the variables had a hand in the problems among which textbook, syllabus and language policy had the most effect. Twenty five problems were distinguished among which some are as follows: students do not consider pair work important; most of the time, most teachers  do not speak in English in the classroom; the textbook does not include CDs or cassettes, does not consists of all the English Skills; the syllabus does not include one or two projects for students apart from the midterm or final test, Language Policy being not completely familiar with the steps of EFL teaching, does not selecting the most qualified and proficient teachers in EFL teaching. It can be concluded that the language policy should take a practical step in reducing the problems by changing the textbooks and providing more teaching aids for the teachers.Keywords: teaching and learning English, problems of teaching and learning English, middle school, Iran
TEACHERS’ PERCEPTIONS ON THE USE OF ICT IN INDONESIAN EFL LEARNING CONTEXT Sophia Fithri Al-Munawwarah
English Review: Journal of English Education Vol 3, No 1 (2014)
Publisher : University of Kuningan

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Abstract: This study aims to investigate teachers’ perceptions towards the implementation of ICT in EFL teaching and learning process. The present study applied descriptive qualitative method, and the data were collected through open-ended questionnaire and interview to gain relevant data. The results of the present study were in line with the previous findings from the studies conducted by Park Son (2009); Barnawi (2009); and others. The research findings of the present study discovered that there were three benefits of using ICT in English teaching and learning process; namely, helping the teachers to conduct interesting and enjoyable learning activities, promoting learner autonomy, and motivating the students to learn. The present study also reveals some challenges encountered by the teachers in using ICT in EFL classes and strategies to overcome the challenges. Overall, the teachers’ perceptions towards the utilization of ICT in English teaching were positive. Thus, it is recommended to use ICT in English teaching and learning process.Keywords: English language teaching, ICT, teachers’ perceptions.
PATTERNS OF RESPONSES TO COMPLIMENTS ON PHYSICAL APPEARANCE IN SUNDANESE WOMEN Refdi Akmal
English Review: Journal of English Education Vol 1, No 2 (2013)
Publisher : University of Kuningan

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Abstract:  Complimenting as a speech event has been one of the major areas on which linguists have focused their attention and drawn insights into the phenomenon of linguistic politeness in the last two decades (Zanrong 2004).  Some previous research – among others are by Davis (2008); Heidari (2009); Matsuoka (2009) – revealed that gender give rise variations of strategies on compliment responses (CR). This paper examines Sundanese women responses to compliments on appearance addressed by the same and different gender.  The research applied Naturalized Role Play method in collecting the data by observing the way of 68 women giving response to the compliment addressed on their physical appearance. The respondents were native Sundanese women living around Bandung.  The study found that most women respond differently to compliments addressed to them by women and by men.  This study also reveals that most of them considered the compliments – particularly when addressed by men – as a way of either maintaining social hospitalities or joking, and thus, the speech acts of compliments appear more to be a way of consolidating solidarity among them. Keywords: politeness, compliments, patterns of response
APOLOGIZING STRATEGIES REALIZATION OF INDONESIAN: A CASE STUDY OF THE UNIVERSITY OF KUNINGAN STUDENTS Ayang Winda SW
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract: This study examines the apologizing strategies used by 20 Indonesian students of the Kuningan University. A 8-item  Discourse Completion Task and interview are used to collect the data to know the apologizing strategies and the dominant strategies they used. This research applied the apologizing speech act of Indonesian in apologizing which is analyzed by using Blum-Kulka (1984). The findings show that there are various strategies used by then when apologizing. That strategies including IFID, addressed, an explanation or account of situation, acknowledgement of responsibility, offer of repair and promise forbearance, phatic and interjection. IFID was used by them as a favorite strategy. Generally, they used different ways when apology depend on power, social distance and ranking of imposition. Keywords: apology, strategy, Indonesian students
IMPROVING THE QUALITY OF LANGUAGE CENTRES IN SALATIGA THROUGH GOOD RECRUITMENT PROCESS AND TEACHING EFFECTIVENESS STANDARD Sesillia Rani Setyo Sari
English Review: Journal of English Education Vol 1, No 1 (2012)
Publisher : University of Kuningan

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Abstract: The focus of this study is improving the quality of recruitment and teaching standards at three language centres in Salatiga. The purposes of this study are helping the managers of language centres in Salatiga to find an appropriate way to recruit new teachers and helping teachers to be more effective in teaching. This research is qualitative descriptive interpretive and quantitative with a simple calculation. The data were collected by means of interview, questionnaire, and observation. The researcher suggests that researches on other samples and population on similar area need to be done so that the development of  knowledge will improve sustainably.  It was also found the fact that all teachers were not really up to date with the latest research, articles, journals, and books in terms of language teaching and teacher education. They should be encouraged to be more independent in searching for sources containing current teaching materials. Keywords: quality, language centres,  recruitment process,  teaching effectiveness standard
DIRECTIVE SPEECH ACTS REALIZATION OF INDONESIAN EFL TEACHER Cucu Suhartini; Yulianti Wulansari
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

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Abstract: This research examines the types and functions of directive speech act performed by an Indonesian EFL teacher in one senior high school in Kuningan, Indonesia. This study uses qualitative method. The data of this research were taken from the video transcription which contains directives spoken by the EFL teacher and analyzed based on Kreidler’s (1998) theory. The findings show that there are three types of directives used by the teacher. They are commands, requests, and suggestions. The most frequent type of directives performed is commands with 233 occurrences (94.8%). It was also found that there are five functions seized by the directives, they are elicitation, instruction, advice, threat, and attention-getter. The most frequent function of directives used is elicitation with 108 occurrences (44%). From the findings, it is concluded that the using of commands shows teacher’s dominance. Yet, this type of directives is not easily understood by the students. Therefore, it is suggested that the teacher should use other types of directives more, such as requests and suggestions, to encourage students’ participation.Keywords: pragmatics, speech act, directive speech act. 

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