English Review Journal of English Education最新文献

{"title":"INVESTIGATING THE COLLOCATION OF THE WORDS 'MOM' AND 'DAD' IN ALEC GREVEN'S NOVELS: A CORPUS LINGUISTIC ANALYSIS OF SEMANTIC PREFERENCES AND PROSODY","authors":"Ida Zuraida, Ervina CM Simatupang","doi":"10.25134/erjee.v11i3.8818","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8818","url":null,"abstract":"This research delves into the collocation and semantic analysis of the words \"Mom\" and \"Dad\" in two novels, \"How to Talk to Mom?\" and \"How to Talk to Dad?\", authored by a teenage male writer, Alec Greven. The primary objective is to investigate the frequency of occurrence of these parental terms and explore their semantic preferences and prosody within the context of dictions used in the novels. The study uses a mixed-method design, incorporating both quantitative and qualitative approaches to achieve a comprehensive understanding of the research topic. Using corpus linguistic methods, the study examines the frequency of the words \"Mom\" and \"Dad\" in each novel, revealing that \"Mom\" occurs more frequently than \"Dad.\" Through concordance hits, the collocational patterns of the parental terms are analyzed, shedding light on the contexts in which they are commonly used. The collocation analysis demonstrates that \"Dad\" is frequently associated with family, friendship, and engaging activities, while \"Mom\" is linked to family, household chores, and maternal preferences. Furthermore, the research explores the semantic prosody of \"Mom\" and \"Dad\" revealing that \"Dad\" is portrayed more positively compared to \"Mom.\"","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"119 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136376246","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":"DUET THIS: STORYTELLING THROUGH SOCIAL MEDIA VIDEO FOR TEACHING ENGLISH","authors":"Ika Lestari Damayanti, Iyen Nurlaelawati, Lulu Laela Amalia, Nindya Soraya Dharma, Sri Ratnaningsih","doi":"10.25134/erjee.v11i3.7706","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7706","url":null,"abstract":"This case study aimed to investigate the use of the social media video application, TikTok, to support ten EFL teachers in Indonesia to develop videos for storytelling with their students. During the emergency remote teaching, these teachers found difficulty in designing learning materials easy to share on various online platforms. In this study, a two-week training program consisting of face-to-face and online sessions was conducted to facilitate the teachers to explore TikTok affordances and tell stories in the form of TikTok’s Duet. The data were collected from TikTok videos produced during the program and the teachers’ pre- and post-training reflective notes. The findings show the teachers’ shifted view of TikTok as non-educational entertainment to an educational platform that could facilitate interactive and interesting storytelling with students. The teachers were aware that while the short duration of the TikTok video was beneficial for easy sharing and engagement with students, it affected the length of the unfolding stages of the story. In creating a TikTok video for storytelling, the teachers found modifying original stories into a one-minute interactive video challenging. More support is thus required to provide teachers with pedagogical, technological, and language content knowledge that allows them to develop teaching resources relevant to their student’s language learning needs and social and economic backgrounds.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"16 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319961","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":"PERSPECTIVES AND EXPERIENCES OF INDONESIAN PRE-SERVICE ENGLISH TEACHERS IN DEVELOPING DIGITAL LEARNING RESOURCES","authors":"Lala Bumela Sudimantara","doi":"10.25134/erjee.v11i3.7919","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7919","url":null,"abstract":"The adoption of the 2022 Emancipated Curriculum in Indonesia has prompted a need for pre-service English teachers to acquire new skill sets. These skill sets entail the integration of technology and pedagogy, aligning with UNESCO's transformative pedagogy approach to learning, which emphasizes a new paradigm of learning with a focus on essential elements of language learning. This qualitative study aims to investigate the perspectives and experiences of pre-service English teachers in Indonesia in developing digital learning resources for English learners that resonate well with the nature of the Emancipated Curriculum. A phenomenological research approach was adopted, and data were collected through a questionnaire and semi-structured interviews with 16 pre-service English teachers who had completed their final research project on the development of digital learning resources that promote a holistic English language learning. The data was analysed using both corpus analysis and thematic analysis techniques. The findings reveal that pre-service English teachers in Indonesia encounter substantial obstacles when it comes to developing and utilizing digital resources. These challenges include limited access to technology, resistance from schools to embrace digital learning, and students' inadequate English proficiency levels. Despite these constraints, the pre-service teachers generally express satisfaction and confidence in creating their digital learning materials. They also view digital technology as a valuable resource that can enrich the teaching and learning experience. In conclusion, the paper emphasizes the need to equip preservice English teachers in Indonesia with the necessary skills and knowledge to navigate the digital age and work as curriculum engineers effectively. This study suggests that by integrating digital pedagogy and providing access to digital resources, preservice English teachers can become competent curriculum engineers who can deliver quality English language instruction in the 21st century. Ultimately, this will enhance the quality of English language instruction in Indonesia and ensure that preservice teachers are well-prepared to navigate the digital age and provide quality education to their students.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"2015 353","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320230","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":"EXPLORING EFL STUDENTS' VIEWS ON USING YOUTUBE VIDEOS FOR IMPROVING LISTENING SKILLS IN ENGLISH","authors":"Sayit Abdul Karim, Ramli Ramli, Genta Rusmanto, Rendra Miftahul Fadhila, Danang Fauzi Alamsyah, Muhammad Ashari Putra","doi":"10.25134/erjee.v11i3.7763","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.7763","url":null,"abstract":"English videos on YouTube can be utilized as an alternative medium for learning listening subjects. This research attempts to explore EFL students’ perspectives on using English videos on YouTube as a learning medium to enhance students’ listening skills. A mix-method research design was used to explore students’ perceptions of using English video to enhance their listening skills. The data in this study were obtained from questionnaires and semi-structured interviews which were administered online to thirty-two students of the English Language Education Study Program (ELESP) at Universitas Teknologi Yogyakarta using a convenience sampling technique. The findings revealed that of 32 respondents, 31 of them viewed the English video platform on YouTube to help them a lot in learning listening subjects. Of 32 respondents, 30 of them utilized the platform for learning vocabulary. Of 32 respondents, 29 of them thought that their listening skills improved a lot after watching and listening to videos on YouTube. It indicates that the majority of respondents have positive perceptions of the utilization of this platform because it helps them in facilitating their learning needs. However, 2 respondents disagree about the statements for some reasons.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319953","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":"ASSISTING STUDENTS’ WRITING IMPROVEMENT THROUGH READING TO LEARN (R2L) PROGRAM: A REVIEW OF STUDIES","authors":"Noviarti Rahayu, Harni Kartika Ningsih","doi":"10.25134/erjee.v11i3.8680","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8680","url":null,"abstract":"This paper aims to survey the implementation and the implication of Reading to Learn (R2L) for improving students' writing to inform future teaching practices. Reading to Learn (R2L) is a teaching methodology based on a language theory, Systemic Functional Linguistics (SFL), which has been reported as a successful program to improve students' literacy in different classroom contexts across the globe. This paper systematically reviews 14 studies on the implementation of R2L and its implications on students’ writing development from 2012 to 2023. This review indicates several key findings: 1) Most studies on R2L applied R2L to teach writing an argumentative genre, given that this genre is widely considered the most formidable genre for students; 2) The implementation of R2L exhibited various modifying strategies from the R2L cycles. Most studies modify the first layer of the cycles; 3) The final result shows the impact on students’ writing development. Thirteen out of the fourteen studies reviewed reported an increase in students’ textual organization, written literacy skills, students’ engagement in the classroom, and critical thinking.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320225","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":"THE INFUSION OF CRITICAL THINKING SKILLS INDICATORS AND MICROLEARNING PRINCIPLES IN THE ENGLISH READING Materials for Vocational School Students: A Content Analysis","authors":"Sri Sumarni, Farah Salsabila","doi":"10.25134/erjee.v11i3.8819","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8819","url":null,"abstract":"This study aims to reveal the critical thinking skills indicators and microlearning features integrated in the English reading materials for vocational school students in Indonesia. A content analysis was employed to examine reading materials available in the English Coursebook Work in Progress for SMA/SMK/MA Grade X published by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia 2022. The critical thinking skills analysis was meant to capture to what extend do the reading materials coverage signify to the lifelong learning, while the microlearning features investigation was meant to portray how the reading materials are presented to support self-directed learning. 8 critical thinking skills indicators proposed by Anderson and Krathwohl. (2001) were hired as the parameters in determining the integration of the critical thinking skills. Microlearning framework proposed by Allela (2021) were used to determine the reading lesson sequences, with which instructional methods associating each sequence. The results revealed that the reading materials for grade X are presented in 8 printed texts covered descriptive, recount, procedures, expository and narrative. These texts have potentially carried critical thinking skills indicators. The contexts are all pictures and instructions that have potentially presented 3 critical thinking skill indicators. The activities cover 15 comprehension activities and 4 beyond the comprehension activities; 7 Critical thinking indicators are potentially embedded in this part. The reading materials presentation, one set are clearly sequenced in the framework of microlearning covers pre-text, text, and post-text. While the other 7 sets sequenced text and post-text. The analysis indicated most of the critical thinking indicators integrated in the reading materials are under analysis and evaluation.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"21 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":"136320229","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":"COOPERATIVE LEARNING FOR ENHANCED READING COMPREHENSION: A STUDY WITH FIRST-YEAR STUDENTS","authors":"Mustamir Mustamir, Sitti Jauhar, Sudarto Sudarto, Sidrah Afriani Rachman","doi":"10.25134/erjee.v11i3.8820","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8820","url":null,"abstract":"This research aimed to determine the effectiveness of teaching reading comprehension using a cooperative learning model for first-year students at Universitas Muhammadiyah Bone. The study employed a quasi-experimental design, involving two groups: an experimental group (30 students) and a control group (30 students). Both groups underwent pre-test assessments, material presentations, and post-test evaluations. The data, collected through multiple-choice items, were analyzed using mean scores and the t-test formula. The research revealed that reading comprehension improved significantly in the experimental group (mean score 83.11) compared to the control group (mean score 61.56). The t-test also indicated a significant difference between the two groups, favoring the cooperative learning model. In conclusion, the use of the cooperative learning model effectively enhances students' reading comprehension.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136319967","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":"CRITICAL LISTENING IN HIGHER EDUCATION: INSIGHTS FROM INDONESIAN EFL LEARNERS","authors":"Aninda Putri Gunawan, Gin Gin Gustine, Muhammad Handi Gunawan","doi":"10.25134/erjee.v11i3.8236","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8236","url":null,"abstract":"This research aims to examine the practice of critical listening in higher education. This investigation involves fourth-semester students in the English Education Department of an Indonesian public state institution. This research utilized a qualitative case study. This study's data were collected using a triangulation method incorporating classroom observation, questionnaires, and semi-structured interviews. In this research, the data were analyzed thematically. According to the data analysis, students benefited from implementing critical listening in the classroom because the critical listening practice focused on essential listening competencies, helped them develop critical thinking, and promoted critical listening in the classroom. Students believed that critical listening aids in developing their language skills and allows them to exercise critical thinking skills that have yet to be covered in class. The findings of this study can provide educators with a starting point for implementing critical listening with EFL students. In other words, the findings may cast light on implementing critical listening, including the general benefits and challenges students encounter.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320223","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":"EXPLORING THE PRACTICAL APPLICATION AND APPRAISAL OF THE 2013 ENGLISH CURRICULUM IN A STATE JUNIOR HIGH SCHOOL: A QUALITATIVE INVESTIGATION","authors":"Farrah Dina Milyarni, Sofendi Sofendi, Soni Mirizon","doi":"10.25134/erjee.v11i3.8310","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8310","url":null,"abstract":"The constant enhancement of Indonesia's educational curriculum is aimed at improving the overall quality of education. This research specifically investigates the application of the 2013 English Curriculum at a state yunior high school in Palembang, South Sumatra, Indonesia, utilizing a qualitative evaluative approach. The study, conducted at SMP Negeri 1 Palembang, involved two English teachers and eighth-grade students. The findings revealed that the English teachers adhered to standard content and government syllabi when developing lesson plans. Teaching methods and assessments also aligned with government policies. Additionally, factors such as teacher quality, resource accessibility, and community involvement were identified as potential influencers on curriculum effectiveness. Although the curriculum has evolved, evaluating the 2013 curriculum can provide valuable insights for future improvements in Indonesia's educational curriculum.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"12 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320220","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":"NARRATIVE RECONSTRUCTION OF TRAUMATIC MEMORY IN THE NOVEL OF REDEMPTION AT HACKSAW RIDGE","authors":"Neisya Neisya, Fitria Aprilia, Anisa Syafiah Rahmah","doi":"10.25134/erjee.v11i3.8378","DOIUrl":"https://doi.org/10.25134/erjee.v11i3.8378","url":null,"abstract":"This research discusses the traumatic memory of Desmond Doss and analyzes Herndon’s narrative reconstruction of Desmond’s traumatic memory in his novel. This research uses the post-memory theory by Hirsch, through Freytag’s pyramid approach. The qualitative method and literary memory are use in this research. Data were acquired from the documentary interview, and the paragraphs that existed on every page of the novel. The researchers collected the date through four steps: exploration, reduction, abstraction, and read intensively. This research reveals that Desmond Doss experienced seven traumatic memories; he was frightened of the gun, intimidated, humiliated, lost his friend, Japanese Army strategies, and the aftermath. To make it entertaining to read, Herndon caught Desmond’s traumatic memory and reconstructed the narratives into his novel. To fulfill Herndon's and the reader’s satisfaction, he exaggerates and lessens some of the actual events. The purpose of narrative reconstruction in this novel was to modify what the author could not do in the past and fix it in the novel through his imaginative investment, along with highlighting the heroic story of Desmond Doss.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"1 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136320231","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}