English Review: Journal of English Education
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RESEARCH TRENDS OF TECHNOLOGY INTEGRATION IN TEACHING ENGLISH GRAMMAR AS FOREIGN LANGUAGE: BIBLIOMETRIC ANALYSIS IN 2013-2023
Full text linkTechnological developments play an important role in education. To find out about these developments, it is necessary to conduct an analysis. One analysis that can be done to find out the development of technology is through bibliometric analysis. Bibliometric analysis is an analysis that explains the mapping process based on research trends that utilize analysis of metadata processing. Metadata is the main source for research results that researchers take from Scopus as a primary database. Researchers used quantitative and qualitative analysis methods. The purpose of this study is to analyze and determine the development trend of research related to the integration of technology in teaching grammar as a foreign language from 2013-2023. Data search and database analysis using Scopus software, Ms. Excel and supported by VOSviewer. The results of the research analysis show that in the last ten years from 2013-2023, the research trend on technology integration in teaching grammar as a foreign language is still relatively new and began to develop rapidly in 2022. The core topics that are still very new are in the time span between 2020-2022 which discuss multimedia systems, multimedia technology, educational computing. Meanwhile, the topic that is often discussed is multimedia technology which is then concluded to be the latest research map in the future
ANALYZING THE KEY ELEMENTS OF HIGH-QUALITY ABSTRACTS: A COMPREHENSIVE ACADEMIC DISCOURSE STUDY OF ENGLISH EDUCATION
Full text linkThis study aims to explore the Rhetorical moves and use of Metadiscourse in student abstracts from the English Education program at Universitas PGRI Ronggolawe, Tuban. The sample consists of 17 abstracts submitted by English Education students from the 2023 batch of the program. This Research uses mixed methods for the methodology, the quantitative analysis focused on frequency counts, descriptive statistics, and correlation analyses, while the qualitative analysis explored the functional roles of these elements in enhancing clarity, coherence, and reader engagement. The qualitative analysis revealed that students who used more transitions and frame markers produced more coherent and structured abstracts. Students who used a variety of interactive and interactional markers, such as transitions, frame markers, and self-mentions to balance confidence with caution and engage the reader, were more likely to produce more coherent, clear, and engaging abstracts than those who did not. The findings suggest that students would benefit from explicit instruction on the role of Metadiscourse in academic writing, particularly in how to use hedges, boosters, and self-mentions to balance confidence with caution
BEYOND FALLACIES: STRENGTHS AND QUALIFICATIONS FOR ENGLISH TEACHING PROFESSION IN INDONESIA
Full text linkProposing the idea of perception toward native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs), this research was motivated by the historical changes from the ‘fallacies’ in finding the most suitable English teachers between the two categories to discussing their potential if those teachers collaborated in team teaching. This study aimed to reveal a) the top three language skills pre-service English teachers perceived to improve if taught by either NESTs or Indonesian English teachers and b) the priority list of qualifications to meet by them. The quantitative findings from a close-ended questionnaire involving 186 pre-service English teachers in the Department of English Education at an Indonesian university indicated that the respondents tend to view NESTs as good models to teach oral-aural skills such as listening, pronunciation, and speaking. On the other hand, Indonesian English teachers could better-supporting students in teaching written skills such as grammar, vocabulary, and writing skills, which are more related to accuracy and language features. For the second objective, our results indicated that our respondents agreed that the English teaching profession should have fair treatment. Both NESTs and Indonesian English teachers are required to have relevant academic qualifications, and teaching experiences were viewed
ADVANCING ESSAY WRITING WITH DIGLIT: APPLICATION AND EFFECTIVENESS OF A DIGITAL LITERACY TEACHING TOOL
Full text linkWriting an essay is still a challenge for students even for those at the university level. There are many difficulties they find when they try to write it. First, especially in non-English speaking countries, students lack vocabulary, they do not have ideas to write, they are still confused about the mechanics, and they find it difficult to organize the writing. Since the problems are complex, giving only the theories of writing to the students is not adequate. Teachers have to ‘arm’ the students with tools. There are many tools available today on the internet, yet not many students are able to use them correctly. They need guidance to use them in the correct way. This research aims at developing a digital teaching tool to assist students in writing an essay. The research is done by doing need analysis, designing the digital tool, and finally testing the designed teaching tool. The digital teaching tool is named as Diglit which stands for Digital Literacy. It is named so since the tool guides the students to use their literacy skills for constructing a better essay. The research employed ASSURE design to develop the teaching tool. At the end of the process, the tool is tested for its effectiveness using quasi experimental research and it is found out that there is an effect of the use of Diglit on the students’ writing skill. Hence, the result shows that the digital tool created from the research is able to help the students construct an essay
A GENRE-BASED APPROACH IN TEACHING MULTIMODAL TEXTS
No full textAbstract: This research aims to investigate how the teaching and learning processes of English Education Program Students occur in creating multimodal texts using the Genre Based Approach teaching method. The study seeks to demonstrate that Genre Based Approach, as a teaching method for academic reading and writing courses, can assist students in creating their own multimodal texts, which combine words and images. Participatory Case Study is employed as the research design, aiming to delve deeper into the phenomenon of teaching and learning processes within it. The use of field notes in each phase of the learning activities is crucial in this research as it clearly records interactions between lecturers and students in the classroom. This study provides evidence that the analysis based on the Image Framework analysis (O'Halloran, 2008) in collaboration with the Transitivity System from Systemic Functional Linguistics (Emilia, 2014) enables students to comprehend multimodal texts, analyze them, and ultimately create their own multimodal texts using the genre of analytical exposition. The results of this research demonstrate that the Genre Based Approach teaching process, conducted over 14 sessions from February 21 to April 10, 2024, has improved the reading and writing abilities of fourth-semester students who will be undertaking the PLP program in their fifth semester. This improvement is evidenced by the pre-test and post-test results, which measured understanding of multimodal texts and the production of multimodal texts
LEARNING STYLES AND TEXTBOOK DESIGN: A CASE STUDY OF 'BAHASA INGGRIS WORK IN PROGRESS' FOR TENTH GRADE
No full textTextbooks can provide effectiveness and efficiency in the learning process for both teachers and students. Meanwhile, learning styles are individual or student preferences in processing information, which are generally categorized into visual, auditory, and kinesthetic. Therefore, textbooks should accommodate learning styles in a balanced way for a more efficient and effective learning process. This study aims to analyze the learning styles accommodated by the textbook 'Bahasa Inggris Work in Progress' for grade ten. The approach used was descriptive quantitative, with research instruments developed based on Priyatna's (2013) and Bobbi & Mike's (2015) theories. Data analysis was conducted by three independent analyzers to ensure the accuracy and consistency of the results. The research findings show that this textbook accommodates visual learning styles by 39%, auditory by 31%, and kinesthetic by 30%. This result shows a relatively balanced distribution in supporting the three types of learning styles. This research highlights the importance of diversifying teaching methods in textbooks to create an inclusive and effective learning environment. As such, it makes a meaningful contribution to the development of textbooks and teaching strategies that are more responsive to students' learning needs
EVALUATING TOEFL PREDICTION TEST PROFICIENCY AMONG LECTURERS AND STUDENTS AT THE UNIVERSITY OF SAMUDRA
Full text linkThe TOEFL test to measure English language skills is an important determinant of educational success and admission to the university. The aim of study is to measure Toefl ability by lecturers and students at University of Samudra. This study used a test method with a quantitative-descriptive approach. With regard to the analysis of data from lecturers' TOEFL test results in various study programs, this study compared the scores for listening comprehension, reading comprehension and finally structure and written expression as well as showed the highest score, lowest scores and average scores obtained by the lecturers and students across disciplines. Meanwhile, analyzing data from the TOEFL test for students, this study demonstrated the highest, lowest and average scores of each study program in 5 faculties such as faculty of teacher training and education, faculty of engineering, faculty of law, faculty of agriculture, and faculty of economics. There were 16 lecturers who participated and 1.792 students. Finding found that the highest score of the lecturer's TPT test was 497 by P-15 from Accountancy. However, this highest score is not enough to pass doctoral studies with a minimum score of 500. So all lecturers must repeat the TPT test. Meanwhile, only Chemical and Technical Information managed to get an average score above 450 in order to meet the requirements of the thesis trial. Therefore, many lecturers and students did not pass the TPT test, so they repeated the TPT test
EXPLORING THE USE OF ANIMATED TRAPEZIUM IN TEACHING ENGLISH DIPHTHONGS AT SENIOR JUNIOR HIGH SCHOOL STUDENTS
Full text linkThe main purpose of this study was to examine Animated Trapezium to teach the English Diphthongs as one of some important and complicated aspects, the articulation of diphthongs is often treated as the “stepchild of language learning aspects” compared to that of grammar and vocabulary. Further than that, as one of the phonetic systems, articulating diphthongs is not usually taught explicitly in secondary schools. Indeed, articulating diphthongs is often problematic for the EFL/ESL teachers as well. This study found that most (if not all) English teachers adopted some approaches by relying on materials that, as a matter of fact, lack grounding but expect good results. In Indonesia, particularly in West Nusa Tenggara for the secondary school level, articulating diphthongs is one most difficult parts of the English sound systems to learn. It is commonly known that the difficulties are caused by the fact that in the Indonesian language, diphthongs are usually (if not always) articulated by monophthongize. As such, in trying to articulate the English diphthongs, secondary school students also tend to monophthongize them. Designed by giving animation to the common English vowel trapezium, this paper is intended to discuss how this ‘Animated Trapezium’ can be used by English teachers as the medium of teaching and how this medium can help students easier to understand and practice articulating the English diphthongs
TEACHING ENGLISH USING ICE BREAKING TO TAIWANESE STUDENTS: EFL TEACHER’S EXPERIENCES
Full text linkThis research examined the challenge, strategy, advantages, and disadvantage of using icebreakers when learning English among Taiwanese students. This research used narrative inquiry as its research design. Data collection was done through interviews conducted with an EFL teacher who was completing a doctoral program in Taiwan. Data analysis included identifying key themes from interview data. The research results stated that the use of ice breaking has challenges, strategies, advantages, and disadvantages when learning in class. The challenge was that students felt bored when the teacher used the same type of icebreaker over and over again. The strategy was to use technology-based icebreakers. The advantage was that it could improve a conducive learning environment. The disadvantage was that teachers had to have various types of icebreakers. This research underlines the complexities of employing icebreakers in English language instruction, as well as the significance of continued efforts, teacher flexibility, and creative variation to accommodate students' particular needs. In conclusion, a balanced and thoughtful approach to using icebreakers is critical to fostering a successful enjoyable classroom for Taiwanese student
READING STRATEGY IN FOCUS: NAVIGATING THE MEANING-MAKING PROCESSES IN READING MULTIMODAL TEXT
Full text linkIndonesian EFL learners’ trouble comprehending multimodal texts was the main reason for this research. This study highlighted the reading strategy use in meaning reconstruction processes of multimodal reading. In this case, the meaning reconstruction process focused on the thinking processes of readers (EFL learners). This study applied a qualitative design (multiple case study) involving three readers studying at a private university in Indonesia. The triangulation data gained through verbal reports, non-participant observations, and interviews were analysed qualitatively. The findings show that all readers read the text while verbalizing their thoughts during the meaning reconstruction processes of the multimodal text. In the process, they segmented their verbal reports into many thought units. Each reader differently processed the thought units’ meanings through integrated reading strategies (i.e., monitoring comprehension, activating and connecting to background knowledge, questioning, inferring and visualizing meanings, determining the importance of text, summarizing and synthesizing). The use of the simultaneous integrated reading strategies is reflected in three stages of the meaning reconstruction process of reading print-based multimodal text, i.e., 1) Preparation, 2) Synchronization, and 3) Interpretation of the meaning. The complete meaning of each thought unit is reconstructed as a reader is able to implement the integrated reading strategies to find out the congruence of the multimodal information or knowledge of all reading elements (i.e., the reader’s prior knowledge, information of text, and context). Thus, reading strategies are crucial tools for reconstructing meanings of multimodal text