English Review Journal of English Education最新文献

{"title":"CREATING ENGAGING E-MODULES FOR TEACHING PROCEDURE TEXT WRITING TO SEVENTH GRADERS AT ISLAMIC INTEGRATED JHS HARAPAN MULIA PALEMBANG USING GOOGLE SITES","authors":"Sumiati Sumiati, Sri Indrawati, Ernalida Ernalida","doi":"10.25134/erjee.v11i3.8839","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8839","url":null,"abstract":"Abstract:The development of current e-module for writing procedural text with Google stie was done and applied for seventh graders of Integrated Islamic JHS Harapan Media Palembang This RD applied the development model of Dick, Carey, and Carey to produce a valid, practical, and effective e-module of writing procedure text with Google Site. From the text, the learners and the teachers required creative and innovative e-module for writing procedure text with Google Site to develop learners’ learning independence, interest, and motivation. The research subjects were the 93-seventh graders and 3 Indonesian language teachers of Integrated Islamic JHS Harapan Mulia Palembang taken by saturated sampling. On the other hand, the effectiveness test involved 24 learners from different class within the same grade. The applied sampling technique was saturated sampling technique. The validity test of the e-module with Google site involved three experts. They were material, language, and media experts. The validity with material expert obtained a mean of 4.75, categorized as valid. The validity with language experts obtained a mean of 4.33, categorized as extremely valid. Then, the validity test with the media expert obtained a mean score of 4.92, categorized as very valid. The practicality test of the e-module with Google site was based on the one-to-one, small group, and field tests.The one-to-one test obtained a mean of 4.15, categorized as practical. The small group test obtained a mean of 4.21, categorized as very practical. Then, the field test obtained a mean of 4.14, categorized as practical. The effectiveness test of the e-module for writing procedure text with google sites was based on the pretest-posttest results. The pretest result obtained a mean score of 54.95, categorized unaccomplished while the posttest obtained the results of 81.21, categorized accomplished. From the development of an e-module for writing procedure text with Google site, the result showed that the seventh graders of Integrated Islamic JHS Harapan Mulia Palembang found the developed module valid and practical to learn procedure text writing. The product was also effective to improve the learners' procedure text writing.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"28 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PRAGMATIC ASPECTS OF SPEECH ACTS: A CROSS-LINGUISTIC PERSPECTIVE","authors":"Rita Tanduk","doi":"10.25134/erjee.v11i3.8762","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8762","url":null,"abstract":"Effective intercultural communication is a cornerstone of today's globalized world, necessitating an exploration of the pragmatic aspects of speech acts from a cross-linguistic perspective. This research delves into the complex interplay between language, culture, and politeness strategies within the contexts of Bahasa Indonesia and Malay. Using a comprehensive datasets collected through observational field study in diverse naturalistic settings, including workplaces, educational institutions, and everyday social contexts, research examines the performance and interpretation of requests, apologies, compliments, and refusals. The findings reveal a shared preference for indirect and polite language when making requests in both linguistic communities, underlining the universality of politeness strategies. While Bahasa Indonesia speakers tend to employ explicit expressions of regret in apologies, Malay speakers adopt a more subtle approach. Compliments showcase differences, with Bahasa Indonesia speakers favoring direct expressions of admiration and Malay speakers employing nuanced language. Refusals demonstrate stark contrasts, with Malay speakers utilizing indirect strategies and Bahasa Indonesia speakers opting for directness. This study contributes to the growing discourse on cross-linguistic and cross-cultural pragmatics, emphasizing the importance of considering both linguistic diversity and cultural norms in understanding intercultural communication. This research, grounded in real-world interactions, calls for continued exploration of trans-cultural threads in speech act usage and offers valuable insights for enhancing intercultural competence. While acknowledging the study's limitations, researcher invites future research endeavors to delve deeper into the intricate world of speech acts and intercultural communication.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"24 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DEVELOPING READING ASSESSMENT INSTRUMENT FOR INTERMEDIATE EFL LEARNERS: AZWAR MODEL","authors":"Fitriatul Masitoh, Ima Fitriyah, Nur Mukminatien","doi":"10.25134/erjee.v11i3.7461","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7461","url":null,"abstract":"The study was inspired by the fact that teachers of an intermediate English reading course employed a pre-made reading instrument particularly tests obtained from the internet, the TOEFL, or a textbook without consulting the learning objectives. Therefore, they cannot meet the demand of the teaching and learning objectives and the classroom-based assessment that should be tailored to the unique circumstances of the course. The objective of this study is to create intermediate reading comprehension test items for EFL students that adhere to the \"good test\" criterion generated utilizing the Azwar Model (1996). Second-semester students of English Language department in one of institutions in Kediri, Indonesia were meant to take a reading test using this instrument. The results of the try-out from 75 EFL students from the same level demonstrates that the test met the requirements of being valid, reliable, and practical, had moderate difficulty level, good discrimination levels as the most, and 73 functional distractors of the total. Meanwhile, five-invalid test items are not going to be included to be utilized in assessing EFL students’ reading comprehension. Intermediate reading course lecturers could then utilize the 35 items which are considered as valid, reliable, and moderately difficult to measure their students’ reading achievement.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HOW EFL STUDENTS COPE WITH ILL-FORMED SOURCE-LANGUAGE SENTENCES IN ENGLISH-TO-INDONESIAN SIGHT INTERPRETING","authors":"Dian Budiarti, Andang Saehu","doi":"10.25134/erjee.v11i3.7288","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7288","url":null,"abstract":"This research investigates how English as a Foreign Language (EFL) students cope with ill-formed source-language sentences in English-to-Indonesian sight interpreting. In line with the objective, students’ interpretations of sentences with linguistic errors were collected as the data via video-based observation and qualitatively analyzed using content analysis. The findings reveal that most students were aware of the occurrence of typographical errors in the assigned source documents and able to sight interpret those parts as targeted, especially when dealing with mix-up letters and middle-letter omission. However, many of them seemed to have difficulties in identifying the occurrence of grammatical errors, such as subject-verb disagreement and improper use of a certain part of speech and punctuation errors, such as the presence of unnecessary punctuations, which then leading to inaccurate interpretations. It is assumed that the primary cause of these interpretation problems is attributed to students’ limited understanding of the source texts, highlighting the critical need for enhanced fast-reading comprehension skills among students.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"107 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ENCHANCING DESCRIPTIVE MATERIAL LEARNING AT PUBLIC JUNIOR HIGH SCHOOL THROUGH DIFFEREFTIATED LEARNING AND WIZER.ME E-WORKSHEET","authors":"Dian Eka Sari, Mulyadi Eko Purnomo, Sri Indrawati","doi":"10.25134/erjee.v11i3.8837","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8837","url":null,"abstract":": The aim of this research was to address the challenges posed by changes in regulations for admitting new learners at Public JHS 54 Palembang, where test scores or reports were no longer the primary criteria for enrollment. This research employed a modified model based on the work of Gall, Gall Borg, and Tessmer. The initial phase involved analyzing the diverse needs of seventh-grade students, encompassing their intentions, profiles, and readiness for learning. The curriculum changes had led to an increased reliance on textbooks, resulting in a need for supplementary worksheets. The researcher used the Canva application to design content within the Wizer.me platform. The validation process included expert validation of the prototype, focusing on material substance. Validation results indicated a high level of approval, with a percentage of 97.3% and a mean score of 4.86. The language aspect received an 86% approval rate, equivalent to an average score of 4.3. Material presentation in the learning materials received a 90% approval rate, with an average score of 4.5, affirming the validity of the developed worksheet.Following expert validation, a small group evaluation was conducted to assess the practicality and reliability of the developed worksheet for descriptive text materials employing differentiated learning. The expert validation results demonstrated that the developed worksheet, created using the Wizer.me application, was highly valid. Additionally, the small group evaluation confirmed that the worksheet was practical and reliable for use in an educational setting. In conclusion, this research successfully addressed the challenges posed by changes in admission regulations at Public JHS 54 Palembang by introducing differentiated learning materials. The use of electronic worksheets, implemented through the Wizer.me platform, proved to be an effective solution for catering to the diverse student profiles. The expert validation and small group evaluation affirmed the validity, practicality, and reliability of the developed worksheet, making it a valuable addition to the educational resources available for seventh-grade students.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"32 5-6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FOSTERING LEARNING AUTONOMY AND CREATIVITY IN CROSS CULTURAL UNDERSTANDING THROUGH PROJECT-BASED LEARNING","authors":"Lutfi Istikharoh, Sulasih Nurhayati","doi":"10.25134/erjee.v11i3.7739","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7739","url":null,"abstract":"Teachers require instructional resources to assist students in learning. This research met the material requirements of students and evaluated 21st-century learning and the analysis of popular literary works in various countries. Thirty students in English Education and Literature participated in this study. The research was primarily concerned with three topics: design of Booklet Journey to the World, the 21st century skills in project-based learning, and literary work analysis as one of the booklet's sections. Three instruments were used to gather data from the field. Document analysis, a Focused-Group Discussion (FGD) interview, and a questionnaire indicate students' perspectives of their writing process through the implementation of project-based learning. Three points disclosed: 1) The booklet displayed good creativity, idea courage, and language; 2). Concerning the compatibility of learning models and instructional materials, creativity; and self-directed learning, the three criteria were met by 53.34 percent, 63.34 percent, and 56.67 percent of respondents, respectively which means that the students' perception on the implementation of project-based learning was rated as excellent; 3) The majority of works included in the booklet were collected, paraphrased, and commented on, demonstrating sufficient, effective, and thorough literary comprehension.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"32 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"NON LINGUISTIC ASPECT CAUSED STUDENTS’ FOREIGN LANGUAGE ANXIETY IN SPEAKING ENGLISH","authors":"Yuwin Rustam Saleh, Enni Akhmad, Zulkifli Akhmad","doi":"10.25134/erjee.v11i3.7803","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7803","url":null,"abstract":"Foreign language anxiety is a type of anxiety that is experienced by individuals when learning, speaking, or interacting in a foreign language. Some scholars have been interested to investigate the foreign language anxietyin the classroom and identified the cause of students’ foreign language anxiety, either in international context or Indonesia context. Most of the factors related to the linguistic aspect, such as students lack vocabulary, students lack of pronunciation, and do not understand of teacher’s talk. However, the research about factors of foreign language anxiety is caused by non-linguistic aspect was still undergrown. This research came to stipulate the gap of knowledge. This research used qualitative method and study case design. It took 20 students of English Education Department FITK IAIN Sultan Amai Gorontalo who have Upper-Intermediate proficiency level. The instruments of research used foreign language anxiety scale to identify factors of students’ foreign language anxiety and in-depth interview to know the students’ reason of being anxiety in foreign language classroom. It used triangulation method in analysing data, namely reducing data, displaying data, and drawing conclusion. The results showing that there were 3 non-linguistic aspects in causing students’ foreign language anxiety. First, they felt worried if they had to speak in front of the class and answered the lecturer's questions voluntarily. Second, they felt worried if they do not understand what the lecturer is talking about. Third, they felt worried if they did not prepare before the lesson started. Fourth, students felt worried if they would get a bad score. This result implied to the teacher’s technique in asking the students to speak in front of the classmate. Therefore, the research suggested to apply small group discussion in teaching and learning speaking skill in foreign language classroom.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"43 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"APPLYING GENDER DIFFERENCES IN PHONOLOGICAL AWARENESS TO ENHANCE STUDENTS’ READING ABILITY","authors":"Eline Rozaliya Winarto, Fitri Aprianti","doi":"10.25134/erjee.v11i3.8216","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8216","url":null,"abstract":"Phonological awareness is the first stage in enhancing kids' reading skills. Phonological awareness provides the foundation for youngsters to associate written letters with their voices, which will help them understand the reading process. Primary school reading abilities provide the groundwork for subsequent reading success. The research technique that utilized to conduct study on phonological awareness and reading ability of male and female primary school pupils is a research method that combines quantitative and qualitative data, commonly known as the Mixed-Method. To obtain quantitative data, this method employs one experimental group, whereas to obtain qualitative data, classroom observation, questionnaires, and interviews conducted on experimental. The subjects of this study were low-grade male and female pupils at primary schools in Cirebon. A basic random sampling procedure is used to determine the samples. There were four types of data gathering procedures used in this study: phonological awareness, observation, questionnaires, and interviews. This study leads to several findings. First, the findings are broadly consistent with previous research in the field of PA in primary children. The study discovered a consistent developmental trajectory in the majority of the PA tasks in favor of primary children. In addition, females outperformed males in some PA subtests. In order to eliminate obstacles to advancing their reading abilities, elementary students must be trained on PA exercises.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"12 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EVALUATING THE EFFECTIVENESS OF ANIMAKER AS A PEDAGOGICAL TOOL IN TEACHING RECOUNT TEXTS: STUDENTS’ INSIGHTS","authors":"Sania Alinda Mouli Asnas, Dwi Fita Heriyawati, Mutmainnah Mustofa","doi":"10.25134/erjee.v11i3.8128","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8128","url":null,"abstract":"This qualitative research delves into the perspectives of English as a Foreign Language (EFL) students regarding the utilization of Animaker as an educational tool for recount text materials. The study involved interviews with three EFL students hailing from an Indonesian private junior high school. The findings of this investigation unveiled six significant advantages associated with using Animaker in the learning process. Firstly, it simplified subject matter comprehension for students. Secondly, it facilitated the retention of lesson details. Thirdly, it contributed to improved classroom performance, ultimately resulting in higher grades. Fourthly, it rendered the learning process enjoyable, fostering a sense of motivation among students. Lastly, it streamlined vocabulary acquisition, making it more accessible. However, despite these advantages, students encountered challenges, particularly in dealing with complex vocabulary found within the recount text materials. To overcome these hurdles, they devised four strategies. These strategies encompassed seeking clarifications from teachers and peers, consulting bilingual and monolingual dictionaries, and deducing word meanings from contextual clues. Furthermore, the research revealed that Animaker effectively enhanced 21st-century literacy skills by combining digital literacy, global literacy, technological literacy, visual literacy, and information literacy. This, in turn, equipped students with valuable skills for thriving in today's technologically advanced society. In conclusion, the study highlighted the overwhelmingly positive perception of EFL students towards the use of Animaker as an educational medium for recount text materials. While students did encounter vocabulary challenges, they were proactive in employing various strategies to overcome these obstacles. This research holds implications for the development of technological resources in English language learning, benefiting both EFL students and educators.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"60 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EXAMINING TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARDS THE INTEGRATION OF TECHNOLOGY IN ASSESSMENT PRACTICES","authors":"Wahyu Restu Indayani, Slamet Asari, Nirwanto Maruf","doi":"10.25134/erjee.v11i3.8817","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8817","url":null,"abstract":"The integration of technology in education has become increasingly important, and understanding how teachers perceive and approach online assessment is crucial for effective implementation in the field of EFL teaching. This study investigates the perceptions and attitudes of EFL teachers in Junior High Schools in East Java towards online assessment. Despite the potential benefits of online assessment, there is a research gap in how EFL teachers in this context perceive and utilize it. This research aims to explore EFL teachers' beliefs and views about online testing and the specific challenges they encounter when adopting online assessment. Employing a mixed-methods approach, data were gathered from 100 EFL teachers through surveys and semi-structured interviews. Findings reveal that EFL teachers generally hold a positive perception and attitude towards online assessment, acknowledging advantages like faster grading and accurate measurement of learning outcomes. However, they face challenges related to technological proficiency, student competence assessment, and teacher confidence in using ICT. These findings contribute to the field by emphasizing the importance of supporting teachers' technological proficiency and fostering an inclusive learning environment, optimizing the potential benefits of online assessment in EFL classrooms.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"54 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}