Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.7549
Riswanto Riswanto
The study's overarching objective is to determine whether or not CSR improves students' reading comprehension. Twenty-five students from one public secondary school in Bengkulu Tengah served as the study's sample. The study used a pre- and post-test to gather data in a quasi-experimental equivalent time-series design. Since there is only one group in the research, a control group is unnecessary. The normality of the data was a prerequisite for using the one sample t-test formula to assess the hypothesis. In this study, the researchers employed the Kolmogorov-Smirnov test to examine whether or not the data were normally distributed. The results of this research showed that the experimental group's class post-test mean score of 83.54 exceeded the class pre-test mean score of 51.94. Based on the findings, it is clear that the Collaborative Strategic Reading (CSR) approach significantly improved students' ability to understand what they read.
{"title":"THE IMPACT OF COLLABORATIVE STRATEGIC READING (CSR) STRATEGY ON READING SKILL AMONG SECONDARY STUDENTS","authors":"Riswanto Riswanto","doi":"10.25134/erjee.v11i1.7549","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.7549","url":null,"abstract":"The study's overarching objective is to determine whether or not CSR improves students' reading comprehension. Twenty-five students from one public secondary school in Bengkulu Tengah served as the study's sample. The study used a pre- and post-test to gather data in a quasi-experimental equivalent time-series design. Since there is only one group in the research, a control group is unnecessary. The normality of the data was a prerequisite for using the one sample t-test formula to assess the hypothesis. In this study, the researchers employed the Kolmogorov-Smirnov test to examine whether or not the data were normally distributed. The results of this research showed that the experimental group's class post-test mean score of 83.54 exceeded the class pre-test mean score of 51.94. Based on the findings, it is clear that the Collaborative Strategic Reading (CSR) approach significantly improved students' ability to understand what they read.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69522558","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}
Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.7137
Ali Mustofa, L. Lestari
The literary genre known as "digital literature" includes works of fiction and nonfiction written only for digital media such as computers, tablets, and smartphones. Because of its convenient qualities, this genre may be read and enjoyed anywhere, especially when it has already been posted to a digital site. Such literary works might not offer universal traits like those of works on paper. This is just unusual in that it is solely made with digital tools. Digital literature may provide particular techniques to reading and analyzing it, since the academic world likewise moves toward paperless resources. The current study examines the difficulties, limitations, and potential solutions for seeing digital literary works as online resources, using some novel methods from literary and cultural studies and multimodality that may be used to evaluate digital literary texts. The article presents and examines a few ideas that will significantly improve the actions and reactions of EFL students’ active participation in literary criticism and analysis
{"title":"LITERARY CRITICISM IN THE DIGITAL AGE: ADDRESSING THE PROBLEMS AND OPPORTUNITIES OF DIGITAL LITERATURE IN EFL PEDAGOGY","authors":"Ali Mustofa, L. Lestari","doi":"10.25134/erjee.v11i1.7137","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.7137","url":null,"abstract":"The literary genre known as \"digital literature\" includes works of fiction and nonfiction written only for digital media such as computers, tablets, and smartphones. Because of its convenient qualities, this genre may be read and enjoyed anywhere, especially when it has already been posted to a digital site. Such literary works might not offer universal traits like those of works on paper. This is just unusual in that it is solely made with digital tools. Digital literature may provide particular techniques to reading and analyzing it, since the academic world likewise moves toward paperless resources. The current study examines the difficulties, limitations, and potential solutions for seeing digital literary works as online resources, using some novel methods from literary and cultural studies and multimodality that may be used to evaluate digital literary texts. The article presents and examines a few ideas that will significantly improve the actions and reactions of EFL students’ active participation in literary criticism and analysis","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47698409","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}
Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.6339
Yenni Anggraini, E. Eryansyah, Sary Silvhiany
Most of the students decided to invest in learning English was because of the perceived capital that provided them with benefits for their academics as well as their future careers. This study used a qualitative narrative inquiry by using interviews and documentation instruments. This study was included the interviewed with seven participants of ninth grader at one of SMPN in Musi Rawas. This study was aimed to investigate the factors affecting the students’ investment in learning English at one of SMPN in Musi Rawas invested in learning English during online learning. The students invested in learning English was because of From the interviews, the results of this study was indicated that: (1) the most dominant factors affecting the ninth students invested in learning English was family support, the second dominant factor was better English achievement, and the last dominant factor was past experience. This study findings confirmed that the seven students had been put some efforts in their investment in learning English in order to acquire their goals in the present and also future. Then, they also wanted to improve their English language skill. Furthermore, this study may help the students understand about the importance of learning English in the present and also in the future.
{"title":"THE FACTORS OF STUDENTS’ INVESTMENT IN LEARNING ENGLISH DURING ONLINE LEARNING AT ONE OF SMPN IN MUSI RAWAS","authors":"Yenni Anggraini, E. Eryansyah, Sary Silvhiany","doi":"10.25134/erjee.v11i1.6339","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.6339","url":null,"abstract":"Most of the students decided to invest in learning English was because of the perceived capital that provided them with benefits for their academics as well as their future careers. This study used a qualitative narrative inquiry by using interviews and documentation instruments. This study was included the interviewed with seven participants of ninth grader at one of SMPN in Musi Rawas. This study was aimed to investigate the factors affecting the students’ investment in learning English at one of SMPN in Musi Rawas invested in learning English during online learning. The students invested in learning English was because of From the interviews, the results of this study was indicated that: (1) the most dominant factors affecting the ninth students invested in learning English was family support, the second dominant factor was better English achievement, and the last dominant factor was past experience. This study findings confirmed that the seven students had been put some efforts in their investment in learning English in order to acquire their goals in the present and also future. Then, they also wanted to improve their English language skill. Furthermore, this study may help the students understand about the importance of learning English in the present and also in the future.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42224820","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}
Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.7069
Tri Wintolo Apoko, Alfaruqi Alalwani Dunggio, S. Chong
The use of Duolingo as one of free online applications by students in learning English is essential. More studies on Duolingo app were conducted. However, in the context of university students of Indonesia in improving vocabulary mastery in the online learning setting, this current study was rare. This research was aimed to investigate the students’ perceptions on Mobile-Assisted Language Learning through Duolingo Apps to improve vocabulary mastery. The research used a mixed method. There were 95 undergraduate students from some private and public universities in Indonesia. Online questionnaire and semi-structure interview were conducted to collect the data. The finding revealed that Duolingo apps improved the students’ vocabulary mastery in their English learning. It is then recommended that Duolingo be used for EFL and non-EFL students in the university to increase their English proficiency, mainly in vocabulary mastery as it is simple, easy to use, and available to access. In addition, it provides interesting and informative features. Therefore, it implies that Duolingo promotes the students’ willingness and motivations to practice English better.
{"title":"THE STUDENTS’ PERCEPTIONS ON THE USE OF MOBILE-ASSISTED LANGUAGE LEARNING THROUGH DUOLINGO IN IMPROVING VOCABULARY MASTERY AT THE TERTIARY LEVEL","authors":"Tri Wintolo Apoko, Alfaruqi Alalwani Dunggio, S. Chong","doi":"10.25134/erjee.v11i1.7069","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.7069","url":null,"abstract":"The use of Duolingo as one of free online applications by students in learning English is essential. More studies on Duolingo app were conducted. However, in the context of university students of Indonesia in improving vocabulary mastery in the online learning setting, this current study was rare. This research was aimed to investigate the students’ perceptions on Mobile-Assisted Language Learning through Duolingo Apps to improve vocabulary mastery. The research used a mixed method. There were 95 undergraduate students from some private and public universities in Indonesia. Online questionnaire and semi-structure interview were conducted to collect the data. The finding revealed that Duolingo apps improved the students’ vocabulary mastery in their English learning. It is then recommended that Duolingo be used for EFL and non-EFL students in the university to increase their English proficiency, mainly in vocabulary mastery as it is simple, easy to use, and available to access. In addition, it provides interesting and informative features. Therefore, it implies that Duolingo promotes the students’ willingness and motivations to practice English better.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43154274","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}
Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.7675
Hero Gunawan, P. Sari
This research-based article discusses appositives containing reformulation which is very important in the context of meaning particularly in the form of clarification to the anchor as the antecedent. This reformulation is viewed from the two aspects, i.e., semantic equivalence and coreference. Therefore, this research serves two aims: 1) to elucidate the forms of clarification provided by reformulation as semantic equivalence that makes anchors more comprehensible, and 2) to elaborate whether reformulation and its anchor are coreferential in the appositional constructions. The data sources are taken from English printed media within three levels of distributional coverage, i.e., national, regional and international coverage. The data are analysed through employing the method of qualitative research, that is, the method presenting descriptive data, both written and oral data. To analyse such descriptive data, the distributional method of analysis with the two techniques is used, namely, extracting techniques, and inserting techniques. The results of this research uncover that 1) the forms of clarification provided by the reformulation cover: a) metaphorical expression, b) factual knowledge, c) expression of revision, d) simplified expression, e) short forms (acronyms), f) emphasis through negative reformulation, and g) equivalence in other language; and 1) not all reformulations have coreferences. All of the reformulation forms are given to make the anchor more comprehensible.
{"title":"SEMANTIC REVIEW ON THE REFORMULATION AS THE FORM OF CLARIFICATION IN APPOSITIONAL CONSTRUCTIONS","authors":"Hero Gunawan, P. Sari","doi":"10.25134/erjee.v11i1.7675","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.7675","url":null,"abstract":"This research-based article discusses appositives containing reformulation which is very important in the context of meaning particularly in the form of clarification to the anchor as the antecedent. This reformulation is viewed from the two aspects, i.e., semantic equivalence and coreference. Therefore, this research serves two aims: 1) to elucidate the forms of clarification provided by reformulation as semantic equivalence that makes anchors more comprehensible, and 2) to elaborate whether reformulation and its anchor are coreferential in the appositional constructions. The data sources are taken from English printed media within three levels of distributional coverage, i.e., national, regional and international coverage. The data are analysed through employing the method of qualitative research, that is, the method presenting descriptive data, both written and oral data. To analyse such descriptive data, the distributional method of analysis with the two techniques is used, namely, extracting techniques, and inserting techniques. The results of this research uncover that 1) the forms of clarification provided by the reformulation cover: a) metaphorical expression, b) factual knowledge, c) expression of revision, d) simplified expression, e) short forms (acronyms), f) emphasis through negative reformulation, and g) equivalence in other language; and 1) not all reformulations have coreferences. All of the reformulation forms are given to make the anchor more comprehensible.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44321917","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}
Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.7878
Magdahalena Tjalla, Marlina Syamsir, Z. Zulfah, Abdul Haris Sunubi, Arqam Arqam
Abstract: This study analyzed classroom interaction patterns in four EFL virtual learning classes at IAIN Parepare: speaking, listening, writing, and reading. The purpose of this study was to give an overview of classroom interaction involving lecturers and students during the learning process. The researchers used a video recorder and field notes to capture the spoken and written interaction during the learning process. Data were transcribed and codified based on the intuitive taxonomy of the discourse act framework of Tsui. Data showed that both in spoken and written interaction, patterns of Initiation-Response (IR), Initiation-Response-Follow up (IRF), and Initiation-Response-Follow Up-Follow Up 2 (IRFF) occurred. In detail, the complete interaction patterns were in listening class, both in spoken and written form. In reading and writing classes, the Initiation-Response (IR) and the Initiation-Response-Feedback (IRF) occurred. However, in speaking, only Initiation-Response (IR) was produced. In written interaction, except in the listening class, only Initiation-Response (IR) occurred. Data also showed that utterance categories occurred less in written interaction than in spoken. Most of the interactions were done when the lecturer provided information on learning material and instructions on how to do assignments. Thus, there was no feedback given by the lecturer in this interaction. The study also found that the interaction was lecturer-centered, and both the lecturers and the students employed the L1 in the classroom interaction.
{"title":"EXPLORING CLASSROOM INTERACTION PATTERNS IN EFL VIRTUAL LEARNING","authors":"Magdahalena Tjalla, Marlina Syamsir, Z. Zulfah, Abdul Haris Sunubi, Arqam Arqam","doi":"10.25134/erjee.v11i1.7878","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.7878","url":null,"abstract":"Abstract: This study analyzed classroom interaction patterns in four EFL virtual learning classes at IAIN Parepare: speaking, listening, writing, and reading. The purpose of this study was to give an overview of classroom interaction involving lecturers and students during the learning process. The researchers used a video recorder and field notes to capture the spoken and written interaction during the learning process. Data were transcribed and codified based on the intuitive taxonomy of the discourse act framework of Tsui. Data showed that both in spoken and written interaction, patterns of Initiation-Response (IR), Initiation-Response-Follow up (IRF), and Initiation-Response-Follow Up-Follow Up 2 (IRFF) occurred. In detail, the complete interaction patterns were in listening class, both in spoken and written form. In reading and writing classes, the Initiation-Response (IR) and the Initiation-Response-Feedback (IRF) occurred. However, in speaking, only Initiation-Response (IR) was produced. In written interaction, except in the listening class, only Initiation-Response (IR) occurred. Data also showed that utterance categories occurred less in written interaction than in spoken. Most of the interactions were done when the lecturer provided information on learning material and instructions on how to do assignments. Thus, there was no feedback given by the lecturer in this interaction. The study also found that the interaction was lecturer-centered, and both the lecturers and the students employed the L1 in the classroom interaction. ","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44081998","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}
Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.7540
E. Barus, Saiful Anwar Matondang, M. Manugeren, P. Purwarno, Purwanto Siwi, S. Ekalestari, S. Wulan
In the process of democratization in a state, the position of university students is decisive. Every student must be responsible to the society, able to see what is happening and to provide the best solutions to the societal problems as well as being a mouthpiece from the common people to the government, nation and state. In addition to developing their cognitive abilitie0s, students are required to participate actively in everything that is social in nature to foster a social spirit in the community. This picture is reflected in the political activist community in the novel Laut Bercerita by Leila S. Chudori. The research was conducted using a literary sociology approach related to the author's relationship with society and texts revealing problems in society. The focus of the research is related to the disclosure of social phenomena. Holistically, a qualitative descriptive research method is implemented. The data source is the novel and data collection is based on documentation techniques, obtained from the novel in the forms text referring to the attitudes of the students in their struggle for reform in all areas of public life and also based on the content analysis techniques with an objective approach. The results of the study show that the attitudes reflected in the political activist movement are social awareness, hard work and tolerance.
{"title":"POLITICAL ACTIVIST COMMUNITY PORTRAIT IN LEILA S. CHUDORI’S NOVEL LAUT BERCERITA","authors":"E. Barus, Saiful Anwar Matondang, M. Manugeren, P. Purwarno, Purwanto Siwi, S. Ekalestari, S. Wulan","doi":"10.25134/erjee.v11i1.7540","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.7540","url":null,"abstract":"In the process of democratization in a state, the position of university students is decisive. Every student must be responsible to the society, able to see what is happening and to provide the best solutions to the societal problems as well as being a mouthpiece from the common people to the government, nation and state. In addition to developing their cognitive abilitie0s, students are required to participate actively in everything that is social in nature to foster a social spirit in the community. This picture is reflected in the political activist community in the novel Laut Bercerita by Leila S. Chudori. The research was conducted using a literary sociology approach related to the author's relationship with society and texts revealing problems in society. The focus of the research is related to the disclosure of social phenomena. Holistically, a qualitative descriptive research method is implemented. The data source is the novel and data collection is based on documentation techniques, obtained from the novel in the forms text referring to the attitudes of the students in their struggle for reform in all areas of public life and also based on the content analysis techniques with an objective approach. The results of the study show that the attitudes reflected in the political activist movement are social awareness, hard work and tolerance.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41655458","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}
Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.6801
T. Rohadi, L. Ikawati, M. Aisyiyah
This qualitative descriptive study intends to investigate how student agency skills were affected by online EFL instruction during the COVID-19 epidemic, as well as how it would have affected future learning and teaching. The study focuses on pre-service student teachers in Indonesia, aiming to equip them with the necessary skills for academic success and the modern job market. The results show that learners' agency was essential to their adjustment to the online learning environment, especially when taking into account elements like choice, fairness, participation, interest, motivation, self-efficacy, teacher support, and peer support. Moreover, the study highlights the importance of fostering student agency in EFL teaching and learning activities, which not only provide content-based learning but also create collaborative language learning environments that empower learners to utilize a variety of online resources and tools. Overall, this study provides insights into the effective implementation of online language education during unprecedented times while emphasizing the importance of student agency for successful EFL learning and teaching.
{"title":"EXPLORING EFL LEARNERS’ AGENCY IN ONLINE ENGLISH LANGUAGE TEACHING DURING THE COVID 19 PANDEMIC","authors":"T. Rohadi, L. Ikawati, M. Aisyiyah","doi":"10.25134/erjee.v11i1.6801","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.6801","url":null,"abstract":"This qualitative descriptive study intends to investigate how student agency skills were affected by online EFL instruction during the COVID-19 epidemic, as well as how it would have affected future learning and teaching. The study focuses on pre-service student teachers in Indonesia, aiming to equip them with the necessary skills for academic success and the modern job market. The results show that learners' agency was essential to their adjustment to the online learning environment, especially when taking into account elements like choice, fairness, participation, interest, motivation, self-efficacy, teacher support, and peer support. Moreover, the study highlights the importance of fostering student agency in EFL teaching and learning activities, which not only provide content-based learning but also create collaborative language learning environments that empower learners to utilize a variety of online resources and tools. Overall, this study provides insights into the effective implementation of online language education during unprecedented times while emphasizing the importance of student agency for successful EFL learning and teaching.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48565226","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}
Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.7753
S. Budiyono, F. Fadhly
Abstracts are essential components of academic research articles, providing a concise summary of the study's purpose, methods, results, and conclusions. This qualitative evidence synthesis examines the quality, structure, and content of abstracts in the fields of English Language Teaching (ELT) and Literature. A systematic search of relevant databases identified 15 peer-reviewed articles published in English with a focus on abstract writing. Thematic analysis was used to analyze the studies for their research findings, methodologies, and recommendations related to abstract writing. The findings reveal that abstracts tend to be descriptive, with a focus on presenting the research problem, methodology, and main findings. However, there is a lack of consistency in structure and content across journals, and the quality of abstracts varies widely. Based on the analysis, several key recommendations for improving abstract writing in ELT and Literature journals are proposed, including greater consistency and standardization across journals, and improved training for authors and reviewers. This qualitative evidence synthesis offers a thorough overview of the body of knowledge on the subject of writing effective abstracts for ELT and literature journals and makes suggestions for further study and practice in this field. The study highlights the need for greater attention to abstract writing quality, structure, and content, and provides practical recommendations for improving the quality of abstracts in ELT and Literature research articles using thematic analysis as a data analysis technique.
{"title":"A QUALITATIVE EVIDENCE SYNTHESIS OF ARTICLE ABSTRACT WRITING IN ELT AND LITERATURE JOURNALS","authors":"S. Budiyono, F. Fadhly","doi":"10.25134/erjee.v11i1.7753","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.7753","url":null,"abstract":"Abstracts are essential components of academic research articles, providing a concise summary of the study's purpose, methods, results, and conclusions. This qualitative evidence synthesis examines the quality, structure, and content of abstracts in the fields of English Language Teaching (ELT) and Literature. A systematic search of relevant databases identified 15 peer-reviewed articles published in English with a focus on abstract writing. Thematic analysis was used to analyze the studies for their research findings, methodologies, and recommendations related to abstract writing. The findings reveal that abstracts tend to be descriptive, with a focus on presenting the research problem, methodology, and main findings. However, there is a lack of consistency in structure and content across journals, and the quality of abstracts varies widely. Based on the analysis, several key recommendations for improving abstract writing in ELT and Literature journals are proposed, including greater consistency and standardization across journals, and improved training for authors and reviewers. This qualitative evidence synthesis offers a thorough overview of the body of knowledge on the subject of writing effective abstracts for ELT and literature journals and makes suggestions for further study and practice in this field. The study highlights the need for greater attention to abstract writing quality, structure, and content, and provides practical recommendations for improving the quality of abstracts in ELT and Literature research articles using thematic analysis as a data analysis technique.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49340322","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}
Pub Date : 2023-02-28DOI: 10.25134/erjee.v11i1.7575
A. Purba, T. Nasution, Marhaeni Kd Matondang, Z. Zulkarnain, Ridwin Purba
This research discussed about politeness strategies in Joe Biden’s victory speech. The researcher used theory of Brown and Levinson (1987). This theory to analyzed the types of politeness strategy and the dominant types in Joe Biden victory speech. The source of the data was taken from Joe Biden’s speech in YouTube Its about 15 minutes, 19 seconds. This speech was published at 8 November 2020. The researchers chose Joe Biden’s speech because the researcher found that the types of politeness strategy in this speech. the researcher found 22 data and three types of politeness strategy namely positive politeness 18 (81.8%), negative politeness 1 (4.5%) and off record indirect strategy 3 (13.6%). Positive politeness that found in this speech namely: uses promise, intensifity interest to the hearer, be optimistic, repetition, joke, assume or assert reciprocity, offer, and use rhetorical strategy, negative politeness that found in this speech was use pessimistic and off record indirect strategy namely use metaphors and give hints or directions. The most dominant types in Joe Biden Victory speech was positive politeness strategy. Positive politeness used in the speech so that make good communications between the speaker and the hearer and also make the situations comfortable, relax and make a pleasant situation in doing communication.
本研究探讨了拜登在胜选演说中的礼貌策略。研究者使用了Brown and Levinson(1987)的理论。本理论分析了拜登获胜演说中礼貌策略的类型和优势类型。数据来源于乔·拜登在YouTube上的演讲，大约15分19秒。这篇演讲发表于2020年11月8日。研究人员选择了拜登的演讲，因为研究人员发现，在这篇演讲中礼貌策略的类型。研究人员发现了22个数据和三种礼貌策略，即积极礼貌18(81.8%)，消极礼貌1(4.5%)和非正式间接策略3(13.6%)。该演讲中的积极礼貌表现为:对听者使用承诺、加强兴趣、乐观、重复、开玩笑、假设或断言互惠、提供和使用修辞策略;消极礼貌表现为使用悲观和不记录的间接策略，即使用隐喻和给予暗示或指示。在乔·拜登的胜选演讲中，最主要的类型是积极礼貌策略。在演讲中使用积极的礼貌，使说话者和听话者之间进行良好的沟通，也使情况舒适，放松，在进行交流时创造一个愉快的局面。
{"title":"APPLICATION OF BROWN AND LEVINSON’S MODEL ON JOE BIDEN’S VICTORY SPEECH: A CASE ON POLITENESS STRATEGY","authors":"A. Purba, T. Nasution, Marhaeni Kd Matondang, Z. Zulkarnain, Ridwin Purba","doi":"10.25134/erjee.v11i1.7575","DOIUrl":"https://doi.org/10.25134/erjee.v11i1.7575","url":null,"abstract":"This research discussed about politeness strategies in Joe Biden’s victory speech. The researcher used theory of Brown and Levinson (1987). This theory to analyzed the types of politeness strategy and the dominant types in Joe Biden victory speech. The source of the data was taken from Joe Biden’s speech in YouTube Its about 15 minutes, 19 seconds. This speech was published at 8 November 2020. The researchers chose Joe Biden’s speech because the researcher found that the types of politeness strategy in this speech. the researcher found 22 data and three types of politeness strategy namely positive politeness 18 (81.8%), negative politeness 1 (4.5%) and off record indirect strategy 3 (13.6%). Positive politeness that found in this speech namely: uses promise, intensifity interest to the hearer, be optimistic, repetition, joke, assume or assert reciprocity, offer, and use rhetorical strategy, negative politeness that found in this speech was use pessimistic and off record indirect strategy namely use metaphors and give hints or directions. The most dominant types in Joe Biden Victory speech was positive politeness strategy. Positive politeness used in the speech so that make good communications between the speaker and the hearer and also make the situations comfortable, relax and make a pleasant situation in doing communication.","PeriodicalId":31456,"journal":{"name":"English Review Journal of English Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42444383","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}
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