English Review: Journal of English Education
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CHALLENGES IN PUNCTUATION USAGE AMONG LIBYAN EFL SECONDARY STUDENTS
No full textAbstract: This study investigates the challenges in punctuation usage among Libyan EFL secondary students, with the primary objective of identifying specific types and underlying causes of punctuation errors in their writing. A qualitative descriptive methodology was employed, involving a sample of 20 first-year secondary students at Zlitin Central School who participated in narrative writing tests. These tests were specifically designed to identify and categorize punctuation errors. Additionally, semi-structured interviews were conducted with four experienced English language teachers from the same school to gain deeper insights into instructional practices and their perceptions regarding students' punctuation difficulties. Data analysis included thematic analysis techniques, resulting in the identification of three main categories of punctuation errors: omission, misinformation, and addition. Among these categories, omission errors, particularly the omission of commas, were most prevalent, reflecting significant gaps in students' punctuation understanding and application. Interviews revealed critical contributing factors, including linguistic interference from the students' first language (Arabic), insufficient explicit instruction regarding punctuation rules, limited practical writing exercises, and a general lack of awareness of punctuation's role in effective written communication. This study highlights the necessity of targeted instructional strategies and curriculum improvements aimed at addressing these challenges. Recommendations include integrating explicit punctuation instruction into the Libyan EFL curriculum, employing error analysis techniques in classroom activities, and enhancing practical writing exercises and feedback mechanisms. By focusing on these pedagogical interventions, educators can significantly improve students' punctuation proficiency, thereby enhancing their overall writing skills and academic performance
EXPLORING STUDENTS’ VOICES ON SNBT ENGLISH LITERACY: A NARRATIVE INQUIRY APPROACH
Full text linkThis research study examines the challenges encountered by high school students in Indonesia while acquiring English literacy skills for the National Selection Based on Test (SNBT) examination. The research uses a narrative inquiry methodology to gather qualitative data from two participants who come from diverse backgrounds. The researcher aims to gain a thorough understanding of the participants' experiences, perceptions, and challenges associated with the SNBT examination. Using open-ended questions and probing techniques, the researcher was able to identify recurring themes, patterns, and significant insights. Thematic analysis was employed to identify and analyze the main themes and sub-themes that emerged from the respondents' narratives. The findings of the research indicate that language, psychological, and environmental challenges were identified as the primary obstacles. The findings underscore the significance of catering the varied learning needs of students, including language support and personalized instruction. Moreover, offering explicit guidance on the format and requirements of the SNBT test can better prepare students for success. Additionally, integrating technology, such as online resource and tools, into the language curriculum can enhance engagement and provide valuable learning opportunities. These recommendations aim to empower students by equipping them with the necessary tools and support to navigate the challenges of English literacy acquisition and excel in the SNBT examination.
RELOADING THE DRAGON LADY: READING THE CHARACTER OF CHUN LI IN STREET FIGHTER: THE LEGEND OF CHUN LI
No full textStreet Fighter: The Legend of Chun Li movie revolves around the journey of Chun Li, a Chinese female fighter of the Street Fighter series, and her eventual fight against Bison. This study focuses on the portrayal of Chun Li as a representative of Asian women in an American movie, and compares it to her original portrayal in the game. There are two big groups of representation of Asian women in the Western media: the submissive ‘lotus blossom baby’ and the aggressive ‘dragon lady.’ As a form of content analysis, this study analyzes both textual and visual elements of the Street Fighter: The Legend of Chun Li movie and Street Fighter game series which represent the portrayal of an Asian woman character named Chun Li. Result shows that Chun Li character in the movie leans more towards the ‘dragon lady’ group with her strong and seductive characteristics, while her game self exhibits a broader range of qualities
THE PERCEPTION OF STUDENT AND TEACHER OF NETFLIX ENGLISH TO ENGLISH SUBTITLE: CORRELATING ENGAGEMENT, MOTIVATION, AND LISTENING ABILITY
No full textThis study examines the perceptions of students and teachers regarding the use of Netflix’s English-to-English subtitles to enhance engagement, motivation, and listening skills among intermediate EFL learners. Using a mixed-methods approach, quantitative data were gathered from 50 learners using structured questionnaires and listening evaluations, while qualitative insights were gained from interviews with three Universitas Airlangga graduates who teach EFL. A Structural Equation Modeling Partial Least Squares (SEMPLS) study found a high relationship between motivation and engagement, implying that motivated students actively participate in subtitled activities. Subtitles were proven to lower anxiety related with authentic hearing materials supporting Krashen’s Affective Filter Hypothesis theory, hence increasing engagement by making challenging subjects more approachable and enjoyable. Teachers underlined that subtitles improve students' confidence by offering a framework for comprehending complex dialogues and accents, progressively preparing them for real-world listening tasks. However, the SEMPLS model revealed a reduced direct association between involvement and listening performance, implying that subtitles alone may not entirely meet the requirements of standardized tests such as the TOEFL. Teachers suggested integrating subtitles with targeted listening activities to increase efficacy. This study focuses on the transformative function of Netflix subtitles in EFL learning, demonstrating their potential to boost motivation and engagement while also providing practical solutions for closing listening competence gaps
PERCEPTIONS, PRACTICES, AND ASSESSMENT LITERACY NEEDS OF EFL TEACHERS: ENHANCING READING LITERACY INSTRUCTION UNDER AKM POLICY
Full text linkSince the discontinuation of national examinations (UN) in 2020, the Indonesian Government introduced the Minimum Competency Assessment (Asesmen Kompetensi Minimum-AKM) to assess students' fundamental abilities. Consequently, teachers are pivotal in integrating AKM-based reading literacy questions to enhance students' reading skills. This study aims to explore teachers' perceptions, practices, and assessment literacy needs concerning teaching and assessing students' reading literacy based on AKM. Ten EFL junior high school teachers participated in interviews. Findings revealed varying perceptions among teachers regarding AKM. While some supported the policy for its positive impact on students and learning, others doubted its effectiveness for certain reasons. In terms of teaching and assessment practices, most teachers partially integrate the three components of AKM reading literacy into their classrooms. They also utilize various stimuli and question types similar to those in AKM, yet complex multiple-choice assessments are underutilized. Lastly, teachers expressed diverse literacy assessment needs, including strategies for teaching reading, designing critical reading questions, creating stimulus materials, gaining AKM knowledge, enhancing student interest in reading, and identifying intended learning outcomes to improve their teaching and evaluation of students' literacy
ENHANCING STUDENT ENGLISH WRITING SKILLS THROUGH PROJECT-BASED LEARNING
Full text linkWriting becomes one of the most difficult skills to be experted by the students, especially in high school level. Therefore, Project Based-Learning is offered to solve the difficulties that were faced by the students in writing. Some experts believed that Project Based-Learning could help students to develop their writing skills through the projects given by the teacher. This research reports on the implementation of Project Based-Learning in teaching writing, especially news text. The objectives of this research were to describe the improvement of the student’s writing skill through Project Based-Learning and to describe the students’ attitudes in learning English writing skill through Project Based-Learning. This research used qualitative method and classroom action research as a research design. The participants of the research were 21 students of tenth grade of MA Diponegoro Yogyakarta. The collected data were obtained through observation, writing test, and interview. The data were analysed based on triangulation. As result, it was found that the implementation of Project Based-Learning in teaching writing worked well. It could be seen from the students’ responses and development during the implementation of this method
INCORPORATING HIGHER ORDER THINKING SKILLS INTO ENGLISH SUMMATIVE ASSESSMENTS
Full text linkHigher-Order Thinking Skills (HOTS) are considered as one of the 21st-century skills in education. One of the most efficient strategies to promote HOTS is through assessment. This study aims to find out the percentage of Higher-Order Thinking Skills (HOTS) used in English teachers’ summative assessment in an Islamic junior high school in Banda Aceh. In this qualitative study, Anderson's (2001) taxonomy, which divided thinking skills into two categories: lower-order thinking skills (remembering, understanding, and applying) and higher-order thinking skills (analyzing, evaluating, creating) were applied. The object of this study was three documents of English teachers’ summative assessments containing 150 test items with 145 questions in multiple-choice form and 15 questions in essay form. The questions were listed on a checklist table and calculated into percentages that corresponded to each cognitive level. The result showed that HOTS obtained a lower distribution than LOTS in the English teachers’ summative assessments. Specifically, the percentage of HOTS was only 4.6% (7 questions) from 150 questions analyzed. In conclusion, most questions of English teachers’ summative assessment in the Islamic junior high school can be categorized mostly into Lower-Order Thinking Skills (LOTS). The findings suggest that teachers should be more conscious of HOTS implementation while creating questions. Ultimately, this will improve students’ critical and creative thinking as well as problem-solving.
POSITIVE POLITENESS STRATEGIES IN BUSINESS CORRESPONDENCE BETWEEN DETRACK SYSTEMS AND ITS CLIENTELE
Full text linkPositive politeness is crucial in business communication as it fosters respectful rapport, enhances trust through assurances, and mitigates conflicts, thereby promoting effective interactions and fostering successful relationships. This study investigates the specific politeness strategies employed in business correspondence between Detrack Systems and its clientele and their roles in facilitating effective communication. The method used is qualitative analysis. Results reveal that several types of positive politeness strategies were used; specifically, strategy 1 was employed in ten cases, strategy 2 in five cases, strategy 3 in one case, strategy 5 in three cases, strategy 6 in six cases, strategy 9 in two cases, strategy 10 in five cases, strategy 11 in three cases, strategy 13 in three cases, strategy 14 in four cases, and strategy 15 in seven cases. In total, these strategies were observed 49 times across the analyzed emails. Through this analysis, it's clear that Detrack Systems and its clients consistently use these strategies. The roles of these positive politeness strategies in effective communication are to foster trust, facilitate collaboration, enhance customer satisfaction, promote transparency, assert reciprocity and help maintain positive relationships
NEEDS ANALYSIS: DEVELOPING AN ESP SPEAKING MOOC MODEL IN HIGER EDUCATION CONTEXT
Full text linkThis study aims to investigate the needs and learning requirements of English for Specific Purposes (ESP) students in the context of developing a Massive Open Online Course (MOOC) model for ESP speaking skills. The research employed a qualitative approach, utilizing Comprehensive Needs Analysis (CNA) techniques. Data was collected through document analysis, Forum Group Discussions (FGDs) with students, interviews with lecturers, and meetings with experts. Data analysis followed qualitative methodologies, including data reduction, display, and conclusion drawing. The study reveals significant insights into students' backgrounds, English proficiency levels, and experiences with MOOCs. Participants primarily perceive their English proficiency as intermediate. While MOOCs are viewed as valuable supplementary resources, students desire more diversity and interactivity in their online learning experiences. Furthermore, the research highlights students' desires for comprehensive speaking skills development, integrated learning experiences, supportive learning environments, and user-friendly technology platforms. This study fills a gap in the literature by investigating the specific needs and learning requirements of ESP students for developing an ESP Speaking MOOC model, particularly in Indonesian context. The findings suggest the importance of prioritizing speaking skills, integrating various language skills, fostering supportive learning environments, and leveraging user-friendly technology platforms in the development of ESP Speaking MOOC models. Addressing these needs is crucial for maximizing learning outcomes and student engagement in online language learning environments
DEVELOPMENT OF PICTURE WORD CARD MEDIA USING MODELING THE WAY METHOD IN LEARNING ENGLISH VOCABULLARY TO IMPROVE CLASS 4 LEARNING OUTCOMES
Full text linkThis research aims to develop a picture card product and apply a modeling approach to learning English vocabulary, aimed at improving the academic performance of fourth grade students at SDN Wonosari 01, Semarang City. The utilization of picture cards serves to facilitate teachers in delivering English lessons effectively in a classroom setting. These picture cards are organized based on the ADDIE model, which includes phases such as analysis, design, implementation, and evaluation. The rationale behind this study stems from the substandard academic performance of students in English language schools, which can be attributed to various factors, including the lack of diverse learning resources, ineffective teaching methodologies, and insufficient motivation of students towards learning English. The research methodology adopted for this study is quantitative in nature, using a research and development (R&D) framework. Data collection methods included observations, interviews, and questionnaire surveys. The data analysis process involved conducting the normality test, homogeneity assessment, and n-gain evaluation. After examining the findings, picture cards are considered very useful, categorized as “very valuable” to help the learning process. Picture cards were implemented using the modeling-the-way method to make learning more effective and interactive