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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 37 Documents
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STUDENTS' PERCEPTION OF USING CHARACTER AI TO IMPROVE STUDENTS SPEAKING SKILLS AT PRIMA BANGSA INSTITUTE CIREBON Veronika Simbolon; 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: 10.58660/9hvsqz94

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 Chelsea Chahya Ningrat; Lili Sururi Asipi; Utami Rosalina
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 Amelia Christianti Hutagaol; Dwi Nopiyadi; Lili Sururi Asipi
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.
INVESTIGATING ENGLISH LANGUAGE TEACHERS’ TPACK COMPETENCIES ON THE STUDENTS’ WRITING SKILL Rahma Ayuditya Putri; Virga Putra Darma; Utami Rosalina
NextGen Education Review Journal Vol. 4 No. 1 (2026): April 2026
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/7sfm2h24

Abstract

This research aims to investigate senior high school English teachers’ TPACK (Technological Pedagogical Content Knowledge) competencies in teaching writing and to examine their influence on students’ writing skills. This study employed a qualitative approach using interviews, classroom observations, and document analysis of students’ written works. The findings revealed that although teachers had no formal training in TPACK, they were able to integrate technological, pedagogical, and content knowledge into their instructional practices. Teachers utilized digital tools such as PowerPoint, Quizizz, Kahoot, and Wordwall, which not only facilitated content delivery but also enhanced student engagement, reinforced grammar and vocabulary, and supported text organization. The integration of these tools contributed to students’ improved confidence, the ability to produce more structured writing, and greater participation in writing activities. This study highlights that the principles of TPACK can naturally emerge from reflective teaching practices, although their sustainability and effectiveness would be strengthened by formal training, adequate school infrastructure, and access to relevant digital resources. Keywords: TPACK, English Teachers, Writing Skills, Technology Integration, Language Learning
AN ANALYSIS OF USING SUPER MINDS LEVEL 4 PRESENTATION PLUS ON ENHANCING STUDENTS’ ENGLISH SKILL Sarah Salsabila; Dwi Nopiyadi; Utami Rosalina
NextGen Education Review Journal Vol. 4 No. 1 (2026): April 2026
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/hc25gt93

Abstract

The rapid development of digital technology in education brings many opportunities and challenges in improving the teaching and learning process, especially in developing English language skill. This research aims to evaluate the use of digital learning media, namely Super Minds Presentation Plus from Cambridge. This study specifically focuses on the main features of Super Minds Level 4 Presentation Plus and how these features are used to improve students’ receptive skills (listening and reading) and productive skill (speaking and writing). To obtain complete data, this study uses a qualitative approach with observation, semi-structured interviews, and document analysis method. The result show that interactive features such as audio-visuals, animations, and exercise-based games can increase student participation, enthusiasm for learning, and understanding. However, teachers still face obstacles in mastering the technology and in adapting the material to the diverse abilities of their students. The study concludes that Super Minds Level 4 Presentations Plus can contribute positively to the development of English language skill if supported by effective teaching strategies and teacher readiness.
EFL STUDENTS’ PERCEPTIONS OF LEARNING VOCABULARY USING YOUTUBE SHORTS IN CARO KOWANZ ENGLISH CHANNEL Adillah Suroyyah Fuadi; Adillah Suroyyah Fuadi
NextGen Education Review Journal Vol. 4 No. 1 (2026): April 2026
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/sp310k86

Abstract

This study aims to explore EFL students’ perceptions of learning vocabulary through the Caro Kowanz English YouTube Shorts channel and to explore the challenges they face. Employing a qualitative method, the research involved seven second-semester students at Prima Bangsa Institute. Data were collected through observation, interviews, and a vocabulary test. The findings reveal that students hold positive perceptions of using YouTube Shorts as a vocabulary learning tool. They found the platform easy to use, practical, and effective in enriching vocabulary, while its engaging content featuring humor, storytelling, and visuals enhanced motivation and learning experience. Students also demonstrated good digital literacy. Challenges included unstable internet connections and fast speech pace, which some students mitigated using subtitles and playback adjustments. Overall, YouTube Shorts, particularly the Caro Kowanz English Channel, is an effective supplementary resource for vocabulary learning.

Page 4 of 4 | Total Record : 37

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