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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 29 Documents
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The Effectiveness Of Powtoon Aplication On The Student’s Listening Comprehension At Ma Al-Hijrah Cimaung nur aliyani, fanny; Nopiyadi, Dwi; Putra darma, Virga
NextGen Education Review Journal Vol. 3 No. 1 (2025): April 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v3i1.128

Abstract

This study examines the challenges of teaching English, specifically listening comprehension, at MA Alhijrah Cimaung. Conventional teaching methods often fail to engage students effectively, leading to disinterest and a gap between learning objectives and achievement. To address this, the study explores the integration of technology, specifically the Powtoon app, as an innovative solution to improve the learning process. The research reveals a significant improvement in listening comprehension for students using Powtoon compared to those in the control group using traditional methods. While the effect size is relatively small, this finding provides concrete evidence of Powtoon's potential in enhancing English language learning at the high school level. Incorporating Powtoon into the curriculum at MA Alhijrah Cimaung can greatly benefit students' understanding of narrative text. The study recommends further integration of technology in English language teaching and suggests conducting additional research to explore the impact of technology on student learning. These efforts aim to enhance educational practices and improve the overall quality of education in schools.
EVALUATION OF MERDEKA CURRICULUM IN ENGLISH SUBJECTS AT JUNIOR HIGH SCHOOL: A CASE STUDY ON WRITING SKILLS Saifan, M. Ardyansyah; Rosalina, Utami; Asipi, Lili Sururi
NextGen Education Review Journal Vol. 3 No. 1 (2025): April 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v3i1.129

Abstract

The formulation of the problem in this study is The influence of Merdeka Curriculum on students' ability to write in English language learning. The background to this study is the frequent changes in the education curriculum in Indonesia since the 1952 curriculum (Rentjana Pembelajaran Teruai) which replaced the 1947 curriculum (Rentjana Pelajaran) to the current Merdeka Curriculum in accordance with the Decree of the Minister of Education, Culture, Research and Technology (Mendikbudristek) of the Republic of Indonesia number 56 of 2022 concerning Guidelines for Curriculum Implementation in the Context of Learning Recovery, this curriculum is designed to overcome learning loss and learning gaps that occurred during the COVID-19 pandemic. The purpose of this study is to determine the factors of implementing Merdeka Curriculum in teaching English writing skills in junior high schools and to find out the perceptions of teachers and students towards Merdeka Curriculum in teaching English writing skills in junior high schools. The method used in this research is descriptive qualitative research with a case study method or approach. The theoretical foundation used is the theory of Writing Theory (Hargrove & Poteet (1984: 239). The results of this study obtained eight findings which were divided into two core findings, namely the influencing factors and perceptions of teachers and students regarding the implementation of the Merdeka curriculum at SMPN 2 Banjaran.
The IMPLEMENTATION OF CANVA AS A LEARNING MEDIA IN PROJECT-BASED ENGLISH LEARNING AT SMAN 1 BANJARAN: A QUALITATIVE STUDY Brata, Gagan
NextGen Education Review Journal Vol. 3 No. 1 (2025): April 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v3i1.134

Abstract

This research investigates the use of Canva in English language project-based learning (PBL) at SMAN 1 Banjaran. The study aims to understand how Canva influences students' engagement, creativity, and motivation in learning English. The research methodology includes observations and interviews with both teachers and students to gather comprehensive insights into their experiences with Canva in the PBL context. The findings reveal that the implementation of Canva significantly enhances the learning process. Teachers find Canva to be a user-friendly and versatile tool that facilitates the creation of visually appealing and engaging instructional materials. The integration of Canva into PBL encourages collaborative learning and improves students' digital literacy, critical thinking, and language skills. Students report increased motivation and enjoyment when using Canva, as well as enhanced creativity and the ability to express ideas more effectively. Teachers adopt various strategies to integrate Canva, including blended learning approaches, collaborative group projects, and project-based assessments. The use of Canva in PBL activities, such as poster creation, presentation design, and infographic development, provides students with opportunities to improve their vocabulary, writing, speaking, and presentation skills. The visual and interactive nature of Canva projects also serves as an effective formative assessment tool for teachers. Despite the positive outcomes, challenges such as limited access to technology and the need for ongoing teacher training were identified. Overall, the research highlights the potential of Canva as a valuable tool in enhancing the effectiveness of English language PBL and fostering a more engaging and interactive learning environment.
A English Teachers Skill in Using the Canva Application as a Learning Media at SMK Assalaam Bandung Rosliyani, Mira
NextGen Education Review Journal Vol. 3 No. 1 (2025): April 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v3i1.135

Abstract

In this era of globalization, teachers are required to become professional teachers. Professional teachers certainly have competencies that show their quality in teaching. These competencies are manifested in the form of mastery of knowledge, skills, and professionalism in carrying out as a teacher. One of the skills that teachers must have is the skill of using learning media so that the teaching and learning process is not monotonous and can attract students' attention. Of the many learning media available, Canva is one of the digital visual applications that provides various kinds of learning media. With this, this study was conducted to determine the skills of English teachers in using the Canva application as a learning medium at SMK Assalaam Bandung. In this study, the researcher revealed that teachers at the school were already proficient in using the Canva application as a learning medium. This is evidenced by the special training attended by teachers. Canva is effectively used for learning media, which is proven to increase students' interest in learning and students become interactive during the learning process.
EMPOWERING GEN Z: ENHANCING ENGLISH SPEAKING SKILLS THROUGH TECHNOLOGY AND AUTHENTIC COMMUNICATION Sumartono, Sumartono
NextGen Education Review Journal Vol. 3 No. 1 (2025): April 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/2qar8d03

Abstract

This research article explores effective strategies to enhance English speaking skills among Generation Z (Gen Z) learners, known as the first truly digital-native generation. Despite their extensive exposure to English media, many Gen Z individuals face challenges in developing their English speaking proficiency. This mixed-methods study employs surveys and qualitative interviews to collect data on the perceived effectiveness of various strategies. The findings highlight the crucial role of technology in English speaking development, with digital language learning applications and online language exchange platforms being recognized as potent tools. Moreover, the study emphasizes the significance of authentic communication experiences, such as role-plays and debates, and the value of peer collaboration in improving English speaking skills. Common challenges identified include time constraints and the influence of informal language use. Consequently, the implications of this research underscore the integration of technology, the promotion of authentic communication, the facilitation of peer collaboration, and the implementation of strategies to address time constraints in English language instruction for Gen Z learners. By adopting these approaches, educators and policymakers can establish engaging learning environments that empower Gen Z learners to thrive in our interconnected society.
ASSESSING CROSS-CULTURAL UNDERSTANDING AND INTERCULTURAL COMMUNICATION SKILLS IN EFL CLASSROOMS: CHALLENGES, BEST PRACTICES, AND PERCEPTIONS Rahmawati, Yusi
NextGen Education Review Journal Vol. 3 No. 1 (2025): April 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v2i2.25

Abstract

This research study explores the challenges and best practices in assessing cross-cultural understanding and intercultural communication skills in English as a Foreign Language (EFL) learners, considering both formative and summative assessment methods. Employing a mixed-methods research design, quantitative and qualitative data were gathered from EFL teachers and learners in diverse cultural settings. The findings reveal a variety of assessment tasks commonly used, such as written assignments, oral presentations, group discussions, and cultural projects, to evaluate cross-cultural competence. Formative assessment methods, including self-reflection, peer feedback, and teacher-student conferences, were prevalent in assessing cross-cultural understanding. Challenges in cross-cultural assessment include developing culturally sensitive tasks and rubrics, addressing biases in assessment instruments, balancing language proficiency and cultural understanding, and ensuring fairness and inclusivity. Best practices identified include providing clear assessment criteria, incorporating authentic tasks, promoting self-reflection and peer feedback, integrating multiple assessment methods, and offering professional development for teachers. The study emphasizes the positive perceptions of both teachers and learners regarding the effectiveness of cross-cultural assessment in promoting intercultural competence. By addressing these challenges and implementing recommended practices, educators can enhance the quality of EFL education and better prepare learners for effective communication in diverse cultural settings.
UNDERSTANDING THE STRATEGIES EMPLOYED BY EFL LEARNERS TO OVERCOME SPEAKING ANXIETY IN THE CLASSROOM Theriana, Ana
NextGen Education Review Journal Vol. 3 No. 1 (2025): April 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i2.27

Abstract

This research study aims to investigate the strategies employed by English as a Foreign Language (EFL) learners to overcome speaking anxiety in the classroom. Speaking anxiety is a significant challenge faced by EFL learners, hindering their development of fluency and confidence in speaking. However, there is limited understanding of the specific strategies used by EFL learners to cope with and overcome this anxiety in the classroom context. This study adopts a qualitative research design, utilizing interviews and observations to gather in-depth data from EFL learners. The findings reveal a range of strategies employed by participants, including cognitive strategies (positive self-talk, visualization, and reframing anxious thoughts), preparation and practice, a supportive learning environment, gradual exposure and desensitization, and emotional regulation techniques. These strategies contribute to the effective management of speaking anxiety and the promotion of speaking proficiency among EFL learners. The insights from this study provide valuable implications for educators and practitioners, enabling the development of targeted interventions and instructional approaches to support EFL learners in managing their anxiety and enhancing their speaking skills. By addressing speaking anxiety effectively, language teaching and learning practices in the EFL context can be improved, fostering a positive and inclusive environment for EFL learners to develop their speaking abilities with confidence.
IMPLEMENTATION OF THE USE OF QUIZLET BASED ENGLISH LEARNING MEDIA IN CLASS VIII OF MTS NURUL HUDA Mazyd, Hasim Mazyd; Nopiyadi, Dwi
NextGen Education Review Journal Vol. 3 No. 1 (2025): April 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v2i2.114

Abstract

Learning cannot be separated from the application and use of learning media. Quizlet digital flashcard media can be used as an alternative learning media to achieve learning objectives. The problems in this research are: (1) how to implement digital flashcard-based Quizlet learning media in English language learning at MTS Nurul Huda? (2) how to implement digital flashcard-based learning media Quizlet in English language learning at MTS Nurul Huda? (3) what is the impact of implementing digital flashcard-based learning media Quizlet in English language learning at MTS Nurul Huda. This study used qualitative research methods. Research location at MTS Nurul Huda. Data collection techniques in this research used several techniques, namely (1) direct observation, (2) in-depth interviews, (3) documentation. Analysis was carried out using an interactive analysis model. The data validity techniques in this research are technical triangulation and source triangulation. This research is limited to the implementation stage. The instruments in this research consisted of teacher and student interview guidelines. Student interviews/analysis, as well as teacher and student response questionnaires. Media data processing techniques show that the Quizlet flashcards developed obtained a percentage of 83% and 92% so they were included in the 'Very Eligible' category. The teacher and student response questionnaire also showed that the Quizlet flashcard about Degrees of Comparison received a positive response from teachers and students because the percentage of assessment of this media by teachers was 96% and by students was 88% in the 'Very Good' category. Therefore, Quizlet flashcards in the Degree Of Comparison material are suitable for use as an alternative medium for learning English.
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.

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