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NextGen Education Review Journal
Published by Institut Pendidikan dan Bahasa Invada
ISSN : -     EISSN : 29884047     DOI : 10.58660
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
NextGen Education Review Journal is a dynamic and influential scholarly publication dedicated to exploring and evaluating the forefront of educational advancements and innovations. As an open-access platform, the journal provides an inclusive space for researchers, educators, policymakers, and practitioners to contribute and engage in critical discussions on next-generation education. The journal covers a diverse range of topics including innovative teaching methodologies, digital learning, educational technology, curriculum design, assessment strategies, and pedagogical approaches that drive transformative learning experiences. With a strong emphasis on evidence-based research and practical implications, NextGen Education Review Journal serves as a valuable resource for educational professionals seeking to stay informed about emerging trends, make informed decisions, and implement effective practices in their respective fields. Through its rigorous peer-review process and commitment to intellectual rigor, the journal strives to advance the field of education and inspire the adoption of future-oriented approaches that prepare learners for a rapidly changing world.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2025): October 2025" : 6 Documents clear
Student's Perceptions on Gender Representation in "English for Nusantara" (A Critical Discourse Analysis Study) Yuanita, Nessa; Rosalina, Utami; Putra Darma, Virga
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/2xbhsz76

Abstract

The purpose of this research is to examine gender representation in the English for Nusantara textbook for Grade VIII and to explore students’ perceptions of these representations. The research method employed is a qualitative approach involving critical discourse analysis and semi-structured interviews. The analysis draws on Van Dijk’s Socio-cognitive Approach to examine how gender is represented semantically, syntactically, rhetorically, and visually. Data was collected from a criteria-based sample of two students at SMP Negeri 10 Cirebon, both of whom demonstrated strong English proficiency. The results showed revealed that male characters are predominantly represented in active, central roles across stories, visuals, and sentence structures.  In contrast, female characters tend to occupy background or passive roles and are often linked with emotional, domestic, or supportive functions. The use of language also shows a significant disparity in pronoun frequency and character traits, with males described using positive and dynamic adjectives, while females are more often associated with personal appearance and social limitations. The findings suggest that textbooks should strive for balanced portrayals to avoid reinforcing traditional gender stereotypes.
UNPACKING CODE MIXING IN ENGLISH SPEAKING: A CASE STUDY ON GENERATION Z LEARNERS Julyan, Reno; Nopiyadi, Dwi; Rosalina, Utami
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/bh91b193

Abstract

This research unpacks the phenomenon of code mixing among Generation Z students and its repercussion on English speaking skills. Using a qualitative descriptive case study, the study was conducted with second-semester English education students at Prima Bangsa Institute, Cirebon. Data were collected through classroom observation and interviews, both directly and via online forms, to capture authentic communication. The analysis applies Soewito’s (1985) and Callhavid’s (2010) theory of code mixing types, including word, phrase, reduplication, hybrid, idiom, and clause insertion, as well as Hoffman’s (1991) theory of functions such as expressing topics, empathy, interjections, clarification, group identity, and quoting others. The results show that students frequently mix Indonesian and English, influenced by digital culture and social media, to communicate more flexibly and naturally. Furthermore, code mixing supports their speaking development by expanding vocabulary, improving pronunciation, enhancing comprehension, and boosting confidence.
STUDENTS' PERCEPTION OF USING CHARACTER AI TO IMPROVE STUDENTS SPEAKING SKILLS AT PRIMA BANGSA INSTITUTE CIREBON Simbolon, Veronika; Sururi Asipi, Lili; Putra Darma, Virga
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/9hvsqz94

Abstract

The purpose of this study is to explore students' perceptions of the use of Character AI in improving English speaking skills and to identify the limitations or problems encountered by students when practicing speaking with this technology. This study used a qualitative descriptive method conducted in the English Education Study Program at the Prima Bangsa Institute in Cirebon. The participants were eighth-semester students who had used Character AI. Data were collected through observation, interviews, and speaking test. The results of the study show that students have a positive perception of the use of Character AI because it helps improve fluency, pronunciation, and confidence, while also providing more opportunities for practice. However, there are also problems such as technical issues, limited response accuracy, and a lack of natural communication nuances compared to direct interaction. In conclusion, this study confirms that Character AI has great potential as an innovative learning medium for improving speaking skills.
THE EFFECT OF AUDIO-LINGUAL REPETITION DRILLING ON EFL LEARNERS' SPEAKING AND LISTENING COMPREHENSION Chahya Ningrat, Chelsea; Sururi Asipi, Lili; Rosalina, Utami
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tgm9e184

Abstract

This study investigates the effectiveness of Audio-Lingual Repetition Drills (ALRD) in improving speaking and listening skills of EFL learners. A quantitative design was conducted with 60 vocational high school students in West Java, Indonesia, using speaking and listening tests along with questionnaires. Data were analyzed through IBM SPSS Statistics 26. The speaking test, assessed by an analytic rubric, recorded an average score of 79.53, while the listening test, consisting of 20 multiple-choice items, showed an average of 77.85. Both results fall into the “good” category, with improvements especially in fluency, pronunciation, and comprehension. A strong positive correlation (r = 0.691, p < 0.05) was found between speaking and listening, showing that improvement in one skill supported gains in the other. Students also indicated that repetition drills increased their confidence and focus. This study highlights the practical application of ALRD in English teaching, particularly in vocational schools, and provides new evidence of its integrated effect on both speaking and listening skills
THE EFFECT OF LEARNING MOTIVATION AND WORDWALL MEDIA TOWARDS VOCABULARY ENHANCEMENT IN EFL LEARNERS Devi Nurhayati; Lili Sururi Asipi; Virga Putra Darma
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/wa93wy24

Abstract

This study investigates the effect of learning motivation and the use of WordWall media on vocabulary enhancement among EFL learners. Conducted at SMPN 2 Jatiwangi and SMPN 2 Dawuan, the research involved 224 students who had experience using WordWall in English lessons. Employing a quantitative method with a survey design, data were collected through questionnaires and vocabulary tests. The coefficient of determination (R²) shows a value of 0.648, indicating that 64.8% of students’ vocabulary enhancement can be explained by the combined influence of learning motivation and WordWall media. The remaining 35.2% is influenced by other factors not covered in this study. These results suggest that while digital media like WordWall plays an important role in engaging students, intrinsic factors such as motivation remain the dominant contributor to vocabulary development. This highlights the importance of integrating psychological and technological aspects in EFL learning to foster more effective outcomes.
ENGLISH IN A MULTILINGUAL CLASSROOM: A MINI-ETHNOGRAPHY STUDY AT BPK PLUS PENABUR CIREBON Christianti Hutagaol, Amelia; Nopiyadi, Dwi; Sururi Asipi , Lili
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/zf0phv72

Abstract

This study aims to analyze the use of English in the context of multilingual classrooms at BPK Plus Penabur Cirebon Junior High School. The focus of the study is on student interaction patterns, factors that influence the use of English, and the linguistic dynamics that are formed in the learning process. This study uses a qualitative approach with a mini-ethnographic design. Data were collected through classroom observation, interviews with teachers and students, and documentation. Data analysis was carried out through the stages of reduction, categorization, and interpretation to find patterns of language use in classroom interactions. The results show that the use of English is influenced by students' linguistic backgrounds, social contexts, and teachers' pedagogical strategies. Translanguaging practices emerged as the dominant communication strategy that aided conceptual understanding and increased student participation. These findings are relevant for the development of English language learning strategies in multilingual environments, the formulation of school language policies, and the strengthening of EFL curricula. This study contributes new insights into understanding the practice of English language use at the junior high school level through a mini-ethnographic approach, which has rarely been used in the Indonesian context.

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