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English Review: Journal of English Education
Published by Universitas Kuningan
ISSN : 23017554     EISSN : 25413643     DOI : https://doi.org/10.25134/erjee
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
English Review: Journal of English Education (ERJEE) is an open-access, peer-reviewed scholarly journal dedicated to the advancement of knowledge in English language education, linguistics, applied linguistics, and English literature. The journal provides a platform for interdisciplinary research that explores the dynamic role of language and literature in shaping contemporary global society. ERJEE welcomes original research articles, theoretical analyses, and critical reviews from scholars, educators, and practitioners worldwide, especially those focusing on EFL (English as a Foreign Language) contexts. The journal seeks to foster a deeper understanding of language-related issues and educational practices across diverse sociocultural settings. The scope of ERJEE includes, but is not limited to, the following areas: English Language Pedagogy English Language Literacy English for Specific Purposes (ESP) English Language Testing and Assessment Teaching English to Young Learners (TEYL) English Literature and Literary Studies Language Policy and Planning Second Language Acquisition (SLA) ELT Materials Development and Evaluation Critical Discourse Analysis (CDA) Language and Media Studies ERJEE particularly encourages contributions that bridge theory and practice, and that reflect innovation, inclusivity, and relevance to the evolving needs of English language education worldwide.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 81 Documents
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TEACHING LITERATURE TO ADOLESCENTS: FROM TEXT TO MULTILITERACIES AND DIGITAL MEDIA Dila Charisma; Rahayu Puji Haryanti; Azran Azmee Kafia
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/b9a1h009

Abstract

In an era when adolescents are immersed in digital spaces, traditional practices of teaching literature in class fail to address their multimodal beings. Multiliteracies pedagogy is growing to be known, yet it has not been extensively developed in tertiary EFL settings, especially in Southeast Asia. There has been little investigation into how undergraduate students make sense of traditional texts in digital spaces. This study investigates the integration of online poster creation and character monologue video production in the teaching of traditional short stories to adolescent EFL students for enhanced literary comprehension and personal identification. With a classroom qualitative design, 24 Indonesian fourth-semester English Education students from Muhammadiyah University in West Java reviewed two stories, Araby and Mademoiselle Fifi, through Canva-based posters and performative video monologues. Student work and interview data were examined thematically to look for engagement and interpretation trends. The results indicate that the students not only accessed deeper symbolic meaning and empathic understanding but also enacted and represented personal and cultural identities through the visual and performative modes. The multimodal tasks enabled critical reading of themes such as disillusionment, gender, and nationalism, and transformed the students into active readers of literature. This research establishes the pedagogic worth of digital technology in teaching literature. By leveraging the digital literacy of adolescent students, instructors can facilitate more sophisticated literary consciousness and construct critical, creative readers in EFL environments.
MULTICULTURAL AND PEACE-THEMED TRADE BOOKS AS IMPETUS FOR INTERCULTURAL LEARNING: A NARRATIVE EXPLORATION INTO STUDENTS’ LIVED EXPERIENCES Ida Musirini; Sary Silvhiany; Rita Inderawati
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/3hjsk049

Abstract

In an increasingly interconnected world, fostering an understanding of multiculturalism and peace education is essential for shaping socially responsible individuals. Schools play a crucial role in equipping students with knowledge and values needed to appreciate diversity and promote harmonious coexistence. This study investigates the perspectives of secondary school students on multiculturalism and peace education through the lens of trade books, aiming to understand their grasp of multicultural concepts and how they perceive diversity's contribution to peace. Employing a qualitative narrative inquiry approach, this research engages eight-grade students from a public school in Sekayu, South Sumatra, purposefully selected for their diverse urban backgrounds to discuss issues of peace and diversity introduced in their English through the selection of trade books on these topics. Using semi-structured interviews, participants were encouraged to share personal narratives that manifested their complex understanding of multiculturalism. The findings reveal a multifaceted perspective: while students acknowledge diversity as a strength that fosters cooperation and mutual support, they are also attuned to the potential conflicts that diversity can incite. This duality encapsulates the critical roles of literature in cultivating social cohesion and understanding among students. Moreover, the research emphasized the necessity for supportive education practices that assist students in navigating and embracing cultural differences effectively. Ultimately, the study highlights the imperative for educational settings to facilitate constructive dialogues that enhance students' ability to thrive in a diverse society.
DEVELOPING CULTURALLY RESPONSIVE ENGLISH E-BOOKS USING SPEECH ACT THEORY FOR YOUNG EFL LEARNERS Irfan Hamonangan Tarihoran; Sartika; Iwan Jazadi
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.27

Abstract

This study explores the application of speech act theory in the development of culturally responsive English-language e-books for young EFL learners. Employing a modified Research and Development (R&D) methodology, ten short stories rooted in Sumbawanese cultural themes were created by novice authors and iteratively refined through expert validation and learner feedback. Dialogues were constructed using Searle’s five illocutionary types, with representative and directive acts emerging as the most dominant. Initial field trials revealed that indirect speech acts hindered reader comprehension, prompting revisions toward more direct and pragmatically transparent expressions. The revised e-books demonstrated marked improvements, with over 85% of participants accurately interpreting dialogue functions and moral messages. Embedding localized content enhanced learner engagement, supported cultural identity formation, and aligned with principles of culturally responsive pedagogy. These findings affirm that speech act-informed, culturally grounded materials can significantly improve pragmatic literacy and narrative comprehension in early-stage English language learning. The study offers practical insights for ELT practitioners and material developers aiming to integrate local culture and pragmatic awareness into language instruction.
ARTIFICIAL INTELLIGENCE TOOLS FOR JUNIOR HIGH SCHOOL STUDENTS IN ENGLISH LANGUAGE LEARNING CONTEXT Sherly Eki Winanda; Wisma Yunita; Ira Maisarah
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.45

Abstract

With the rapid advancement of technology, Artificial Intelligence (AI) has become a key tool in education. This study investigates the types of AI used by students and their perspectives on AI in English language learning at state and private junior high schools in Rejang Lebong Regency. Using a quantitative approach, 235 students participated in a questionnaire with a four-point Likert scale. Data were analyzed using the Kolmogorov-Smirnov test, Levene’s test, one-way ANOVA, and mean interval scale. Findings showed that while most AI applications, including Quizziz, Kahoot, Grammarly, Google Translate, Google Classroom, and Duolingo, had no significant differences in usage (p > 0.05), Babbel and ChatGPT exhibited significant variations (p < 0.05), suggesting differences in adoption. ANOVA results indicated no significant difference in students' perspectives on AI (p = 0.137), with an overall positive perception. Educators can integrate AI tools like Babbel and ChatGPT for targeted language learning while using widely accepted applications such as Google Translate and Duolingo to enhance accessibility. Understanding students' shared perspectives on AI helps educators create more inclusive learning environments, optimizing technology’s role in language acquisition.
ENHANCING ACADEMIC WRITING SKILLS THROUGH PODCAST CREATION: A QUALITATIVE CASE STUDY OF EFL STUDENTS AT SRIWIJAYA UNIVERSITY Tamara Shelvy Maharani; Rita Inderawati; Hamdi Akhsan; Tita Ratna Wulan Dari
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.49

Abstract

This qualitative case study focused on examining scientific article writing process. Scientific article writing is a crucial skill for university students, yet it is often taught through conventional approaches that do not fully engage learners. To encourage more interactive learning, the English Education Study Program at Sriwijaya University introduced a podcast project in the Article Writing course. This study employed a qualitative case study design, drawing data from student podcast transcripts and questionnaires. Findings showed that while all groups completed the brainstorming stage, many struggled to advance with drafting, revising, and editing, and none discussed publishing. Students most frequently addressed the Introduction and Conclusion, while the Theoretical Overview and Literature Synthesis were less developed. In terms of language features, academic vocabulary was used most consistently, with partial strengths in grammar, coherence and cohesion, and clarity and precision. However, students demonstrated weaknesses in referencing style and objectivity, and no evidence of hedging or formal tone was found. The main challenges reported were teamwork, technical barriers, and time management. These findings suggest that podcasts can serve as effective learning media for academic writing if supported by structured guidance in revision and publication, strengthened academic literacy, and systematic technical and project management support. 
MULTICULTURAL AND CULTURALLY RESPONSIVE PEDAGOGY IN PRACTICE: A VISUAL ANALYSIS OF INDONESIAN EFL TEXTBOOKS Nuskhan Abid; Azizah Maulina Erzad; Muhammad Noor Sulaiman Syah
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/20d7cx88

Abstract

This study explores how multicultural values are visually represented in Indonesian English as a Foreign Language (EFL) textbook. The findings reveal that textbook illustrations depict diverse students interacting harmoniously across ethnic, religious, and cultural backgrounds. Key images illustrate inclusive educational environments, interfaith friendships, and culturally respectful behavior. These depictions support students’ language development and shape civic values and intercultural competence. Drawing from theories of multicultural and culturally responsive pedagogy, the study finds that textbooks function as ideological tools that internalize social ethics aligned with Pancasila and Bhinneka Tunggal Ika. This research highlights the importance of visual literacy in language learning and recommends a stronger integration of intercultural values through multimodal and digital representations.
SPEAK UP®: DEVELOPING INDONESIAN EFL LEARNERS’ VOCABULARY AND IMPROVING THEIR SPEAKING SKILLS Ima Normalia Kusmayanti
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.60

Abstract

Research indicates that incorporating educational games can significantly enhance second or foreign language learning. This study examines the effectiveness of the board game Speak Up® in improving English vocabulary and speaking skills among Indonesian EFL learners. Over eight weeks, the research involved 30 high-beginner EFL learners, employing vocabulary tests, speaking tests, and a survey for data collection. The analysis utilized paired t-tests for the test results and descriptive analysis for the survey findings. The results demonstrated notable improvements in both vocabulary and speaking skills, with a t-value of -13.772 for vocabulary and a z-value of -4.816 for speaking, confirming that Speak Up® effectively enhanced learners' abilities. Additionally, a positive correlation was identified between vocabulary acquisition and speaking fluency, with an effect size of 0.85, indicating a substantial impact. Survey results reflected favorable perceptions of Speak Up®, with mean scores of 4.56 for effectiveness, 4.59 for usability, and 4.62 for satisfaction. Based on these findings, it is recommended that EFL teachers incorporate Speak Up® into their teaching strategies to improve vocabulary and speaking skills. Future research could investigate the long-term effects of Speak Up® on vocabulary retention and explore its benefits for improving speaking skills with a larger, more diverse sample, while also considering external factors that may influence vocabulary development and speaking skills.
ENGLISH AS A MEDIUM OF INSTRUCTION IN EFL CLASS: A STORY FROM TWO EFL TEACHERS IN A RURAL AREA IN PESANTREN IN EAST JAVA Inayatus Sholichah; Dewi Nurul Qomariyah; Khoiriyah; Moch. Imam Machfudi
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/008fdk93

Abstract

Numerous academics have advocated using English as a medium of instruction (EMI). However, little focus has been placed on how an EFL teacher used EMI in a rural area in Pesantren in East Java. This study details the usage of EMI in EFL classes with students of various ethnic backgrounds, in particular. This study employs a narrative inquiry to examine two teachers' experiences teaching English as a second language over their roughly 16 years in senior high schools and teachers who spend approximately four years teaching English in the pesantren. The information was gleaned from a narrative mediated by a voice note and video call. Thematic analysis was used to examine the data. The findings indicate that there are two aspects to using EMI in EFL classes: (1) looking back, (2) looking both internally and externally, and (3) looking forward. The study's implementation is that the teacher's pedagogical expertise and language ability become the primary supports in EMI classes.
CULTIVATING LITERACY AND WELL-BEING: THE ATIPS AI CHATBOT FOR RAMADAN Suciana Wijirahayu; Zahra Aulia; Emilia Roza; Eko Digdoyo
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.64

Abstract

While Artificial Intelligence (AI) has transformed English Language Learning (ELL), generic platforms often suffer from a cultural mismatch that ignores the physiological and spiritual rhythms of diverse learners. This study introduces ATIPS (Adaptive Theological Information & Physical Support), a Holistic Digital Companion designed for Muslim students. Utilizing a mixed-methods case study at a private university in South Jakarta (N=68), the research evaluates a Triple-Integration Model that synchronizes English literacy tasks with the unique demands of the Ramadan fast. The system employs Just-in-Time Adaptive Intervention (JITAI) architecture to deliver Contextualized Scaffolding, strategically shifting from high-cognitive linguistic drills in the morning to low-stakes wellness support in the afternoon. Data from surveys, interviews, and backend telemetry reveal a significant 82% engagement rate and a 69.2% increase in perceived productivity. These results indicate that ATIPS effectively mitigates the participation tax and techno stress typically associated with intensive study during ritual periods. By bridging the Affective-Linguistic Gap, ATIPS achieves Affective-Linguistic Synchrony, where academic excellence and spiritual observance become mutually reinforcing. This research provides a critical blueprint for the transition from Responsible AI to Resonant AI, advocating for digital tools that respect the Cultural Sovereignty and well-being of the global communities they serve.
BLENDED CPROT AS A CATALYST FOR DEVELOPING EFL TEACHERS’ PEDAGOGICAL COMPETENCIES Yulia Nur Ekawati; Issy Yuliasri; Mursid Saleh; Rahayu Puji Haryanti
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ymdrvx67

Abstract

Developing pedagogical competence among EFL pre-service teachers is essential for ensuring effective instruction in today’s communicative English classrooms. This study examines the effectiveness of the Blended Collaborative Peer Review of Teaching (B-CPRoT) model in enhancing the professional competencies of Indonesian pre-service teachers enrolled in a microteaching course. The model integrates face-to-face microteaching sessions with digital tools such as Elsakti and Google Meet, enabling structured cycles of observation, feedback, reflection, and revision. Grounded in Shian’s four-dimensional framework, the study compared two cohorts of English Education students, one implementing B-CPRoT and another following conventional microteaching without peer review. Quantitative data from performance-based assessments and paired-sample t-tests revealed that students who engaged in B-CPRoT showed significant improvements in teaching skills, classroom management, material presentation, and professional attitudes, particularly in teaching confidence and English fluency. Conversely, participants in the control group displayed stagnation and a slight performance decline. These findings underscore that B-CPRoT not only strengthens technical pedagogical abilities but also nurtures reflective and affective dimensions of teacher professionalism. The study concludes that structured, technology-supported peer review offers a sustainable framework for advancing EFL teacher education in blended learning contexts. 

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