English Review: Journal of English Education
Not a member yet
666 research outputs found
Sort by
FOUR STRATEGIES IN TEACHING SPEAKING DURING COVID -19 PANDEMIC AT SMA N 04 PALEMBANG
Get PDFTeaching and learning activities for speaking at SMA N 04 Palembang were conducted online, as one of the efforts to suppress the spread of Covid-19. The process of teaching and learning speaking online was conducted was through a web-based application and internet network. In situations like this, teachers had a very important role because they were the ones responsible for motivating, guiding, and correcting mistakes made by students when speaking English. Therefore, teachers of this school had to think critically and use appropriate strategies to ensure that the teaching process during online learning ran well. The purpose of this study was to describe teacher's strategies of SMA N 04 Palembang in teaching speaking during the current Covid-19 Pandemic. This study used a qualitative narrative inquiry method. The participants in this study were four English teachers in SMA N 04 Palembang. Data collection techniques in this study were observation and interviews. The results showed that the teachers at SMA N 04 Palembang used four strategies, namely roleplaying, storytelling, discussion and reporting. Thus, from those strategies, roleplaying and storytelling seemed to be the most commonly used as they were considered to improve students’ English speaking skills during online learning
WHY DO THEMES MATTER? THE TEACHERS’ VOICES ABOUT THEMATIC UNITS FOR TEACHING ENGLISH TO YOUNG LEARNERS
Get PDFTeaching English to Young Learners (TEYL) in Indonesia has been an intriguing field that there never been ending studies about it. As a locally-tailored school subject that can be local content or elective subject without curriculum guideline, English for Young Learners (EYL) program is carried out in various ways by the primary schools in Indonesia. This present study aims to discover the essential role of implementing thematic model in TEYL. This paper discusses a phenomenological investigation of five EYL teachers who employ thematic units for teaching the pupils in different cities of Indonesia. Graduated from English education department, all participants have been teaching young learners English more than five years and planning their teaching based on their students’ needs by utilizing themes. Using semi-structured interview questions, the teachers were guided to explain their experience in valuing the themes for teaching English thematically, how to incorporating themes into TEYL, and challenges in implementing EYL thematic units. The data were analyzed thematically to get the emerging themes which correspond to this research topic. The results revealed that teaching English thematically is critical for young learners as their English learning scaffolding to achieve language skills and ability to communicate in particular discourse. All participants agreed that their students enjoyed the EYL thematic activities for gaining new knowledge using English despites challenges faced by the teachers in preparing the lessons
RHETORICAL MOVES ANALYSIS ON SCOPUS-INDEXED RESEARCH ARTICLE ABSTRACTS BY NATIONAL AND INTERNATIONAL AUTHORS
Get PDFAbstracts in research articles are important for readers in determining whether to continue reading the article or not. A plethora of studies involving abstracts’ rhetorical moves has previously been published, but scant attention has been given to the relationship between the rhetorical moves and authors’ nationalities. This study is aimed at comparing the rhetorical moves and linguistic realizations of abstracts by authors of different nationalities. This study analyzed 30 hard sciences abstracts written by national and international authors published in the International Journal of Science and Technology (IJoST). Hyland’s (2000) model of rhetorical moves was employed as the framework of analysis. Findings showed that both groups similarly spent more space in manifesting the method and findings moves. However significant differences were evident in the steps of the introduction and method moves. National authors considered the conclusion move as optional, whereas the other moves in both groups were considered conventional. International authors considered topic generalization step as conventional, while all other steps in the introduction move of both groups were optional. No difference was found in the voices used. However, tense-wise, the international authors favored present tenses in describing the research purpose while the national authors favored past tenses. This study concludes that the differences in the rhetorical organizations between the international and national authors can mostly be found in the steps, instead of the moves. Additionally, as the use of voice does not show any difference, the use of different tenses in each move distinguishes the two groups of authors
THE CORRELATION AMONG RETICENCE, PERSONALITY TYPES AND SPEAKING PROFICIENCY OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF PGRI UNIVERSITY PALEMBANG
Get PDFThis study aims to investigate the correlations among reticence, personality types and speaking proficiency. For this purpose, the Unwillingness-to-Communicate Scale (UCS) questionnaire and the IPIP Big-five questionnaire were used. Moreover, speaking proficiency test to the sample was employed to find the correlation among students’ reticence, personality types and speaking proficiency. The questionnaire and speaking test result revealed students’ reticence tend to reflect attitudes toward communication, and the students’ dominant personality type was agreeableness, and students’ speaking proficiency was in moderate category. The results revealed that, there was a significant correlation between traits (agreeableness, emotional stability, openness of experience) of personality type and speaking proficiency and there was a significant correlation between personality types and (vocabulary) aspect of speaking proficiency
PISA READING LITERACY: ENCOUNTERING FEMALE AND MALE’ READING LITERACY ABILITY
Get PDFMuch research sounds that male students’ reading competency is lower than females’. This article, then, uncovers the cognitive processes of male and female students seen from the sample questions in the 2018 PISA. This descriptive research involved fifteen male and sixteen female students. They were tested to answer PISA sample test consisting 21 items. It was found that the students score in reading literacy is poor. The highest score was 76; the lowest score was 10; the average score was 31. The result proved that female students are better in reading literacy than males are. Among eight cognitive process, female students are good at accessing and retrieving information, integrating and generating inferences across multiple sources, assessing quality and credibility, reflecting on content and form, and detecting and handling conflict. While, male students are better in integrating and generating inferences. The implication of the research is the teachers should provide HOTS instructional methods.
ENHANCING EFL IN-SERVICE TEACHERS’ TEACHING SKILL THROUGH THE ROLE OF VIDEO-BASED REFLECTIONS
Get PDFThe essential purpose of the research was to examine EFL in-service teachers’ perceptions after watching their teaching video recording. This research attempted to explore more insight of the video-based reflections roles focusing on teacher development. The research applied a qualitative design with eight EFL in-service teachers as participants. The data were conducted through semi-structured interviews, journal reflective, and video recording. All these data were then analyzed using thematic analysis. The result demonstrates that video-based reflection is an accomplished way to gain self-evaluation. These in-service teachers have gained new views, and have chances to analyze both deficiencies and potencies using video-based reflections in their teaching experiences. Conclusively, video-based reflections can promote teachers’ professional development
EFL STUDENT’S DIFFICULTIES IN EXTENSIVE LISTENING ACTIVITIES: A THEMATIC CONTENT ANALYSIS
Get PDFThe study of extensive listening (EL) is a comparatively new field in comparison to its peer, extensive reading (ER). Extensive listening itself can be defined as an engaging and enjoyable listening activity that is beneficial in increasing one’s listening comprehension. Although there have been extensive studies in regards to the field of listening in general, the field of extensive listening receives relatively little attention. This study aims to uncover the difficulties encountered by EFL students in their extensive listening activities, and to contribute itself to the present gap of studies concerning extensive listening, specifically difficulties encountered in it. This study involves twenty-three EFL students under the class of listening for General Communication 1, and conducts a thematic analysis on the participants’ questionnaire and interview responses. The findings showed that the difficulties encountered by the participants in their extensive listening activities can be divided into three major categories, namely comprehension difficulties, technical difficulties, and motivational difficulties
PRACTICE ASSESSMENT OF ENGLISH TEACHERS IN STATE MADRASAH SCHOOL IN MATARAM CITY
Get PDFThis study aims to describe the assessment practices carried out by English teachers of state madrasah schools in Mataram City at the stages of planning, implementation, supervision, and recording. In this descriptive study, the researcher used qualitative and quantitative descriptive approaches. A total of 18 teachers from both state MTS and MA in the city of Mataram participated in the study. The data collection technique used a questionnaire in the form of a google form containing a number of statements related to the assessment practice at the four stages of the assessment with the answer format using a Likert scale with a range of answers strongly disagree, disagree, not sure, agree, and strongly agree. The data were the results of the average calculation of each item was analyzed descriptively. The results of the study showed that (1) teachers were not sure to ask for parental approval before the assessment was carried out, (2) teachers agreed that the assessment was carried out within a certain time, according to the situation and conditions and accompanied by feedback, (3) teachers felt hesitant to share the findings of the assessment with fellow teachers and the involvement of parents in the assessment process, and (4) the teacher felt aware and responsible for recording or documenting the results of the assessment that were carried out. Thus, assessment is an important part that cannot be separated from learning activities and teachers are expected to keep conducting assessments
EXPLORING TEACHERS’ ABILITY IN DEVELOPING PISA-LIKE READING TASKS
Get PDFThis study is a part of a joint study, aiming to develop a teacher professional development program on training teachers to teach PISA-like reading. The bigger program focuses on a pedagogical intervention that incorporates PISA reading into English and Indonesian subjects based on Systemic Functional Linguistics Genre-Based Approach (SFL GBA) and has been reported in Emilia et al. (2022). Meanwhile, this study centred around the observation of English teachers’ ability to develop PISA-like reading tasks. The intervention is framed within PISA reading (OECD, 2019a,b), and SFL GBA (Halliday & Matthiesen, 2014; Derewianka & Jones, 2016; Emilia, 2011). The study employed a case study design. The findings show that teachers were able to develop PISA-like reading tasks, evidenced from the collected reading items that follow PISA 2018 cognitive processes and response format (OECD, 2019 a, b). Moreover, teachers’ responses from interviews were likewise positive, indicating their increased awareness of PISA and their ability to design similar reading tasks. It is recommended that the training be conducted in a variety of settings with a larger number of teachers for them to eventually assist Indonesian students in improving their reading literacy as suggested by PISA
UTILIZING CLUSTERING TECHNIQUE TO ENHANCE STUDENTS’ ENGLISH WRITING PERFORMANCE
Get PDFThis present study aims at exploring the utilization of the clustering technique to enrich students’ performance in writing a descriptive text in English, discovering students’ participation in learning-teaching descriptive text writing using the clustering technique, and finding out the improvement of students’ English writing performance using the clustering technique. This research implies a Mixed-Method Action Research design where researchers act as teachers. The respondents consisted of 30 Vocational High School students. This research uses qualitative and quantitative data. The qualitative data were obtained by observing the learning-teaching process of writing descriptive text using the clustering technique and interviewing students. Quantitative data were acquired through the pre-test, post-test I, and post-test II. The results show that implementing the clustering technique in the learning-teaching process enriches students’ performance and attracts students’ participation, attention, activeness, motivation, and seriousness in learning English writing. Pre-test and post-tests prove that the clustering technique enhances students’ English writing performance. The technique helps students to express ideas in English text writing. Students gain 67.49 in the pre-test, up to 75 in the post-test I, and up to 79.87 in the post-test II. The mean improvement percentage shows about 16.6% enhancement from the pre-test, 36.6% from the post-test I, and 86.6% from the post-test II