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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 23 Documents
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Search results for , issue "vol. 14 no. 1 (2026)" : 23 Documents clear
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.
MAPPING SOFT SKILLS IN MANAGEMENT ESP: A CONTENT ANALYSIS OF SYLLABUS INTEGRATION AND GAPS Luluk Iswati; Abd. Rajab
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.v14i1.89

Abstract

In the context of English for Specific Purposes (ESP) for management students, integrating soft skills into the curriculum has become increasingly essential. This study investigates the extent to which soft skills are embedded in an Intermediate Business English syllabus using a single-case qualitative content analysis. The analysis is guided by a predefined soft skills framework comprising five categories: communication, lifelong learning, teamwork, initiative, and problem solving. Document evaluation was conducted by a panel of seven experienced ESP teachers and triangulated with semi-structured interviews to enhance methodological credibility.  The findings reveal that the syllabus strongly promotes verbal communication and demonstrates moderate integration of teamwork, initiative, and lifelong learning. However, aspects such as written communication, peer feedback, and open-ended critical thinking are underrepresented. Problem solving was identified as the weakest integrated skill. These results highlight the need to revise and enrich ESP syllabi to ensure balanced development of both language and essential soft skills. This study offers a detailed evaluative framework for examining soft skills integration in ESP curricula and provides practical implications for syllabus designers and educators seeking to align instructional practices with 21st-century workforce demands.
EXAMINING RELATIONSHIPS AMONG CIPP COMPONENTS IN SENIOR HIGH SCHOOL ENGLISH CLASSES UNDER THE MERDEKA CURRICULUM Eva Meidi Kulsum; Revi Nur Ridwan; Ayang Winda Sri Widianingsih; Rina Mutiarawati; Astried Intan Aprilliana
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.v14i1.110

Abstract

With the establishment of the Merdeka Curriculum, education in Indonesia is stepping into a new chapter, aiming to place students at the center of the learning process, encourage differentiated instruction, and strengthen essential 21st-century skills. Despite its promising vision, most existing studies focus mainly on descriptive accounts of policy implementation, offering little empirical evidence on how curriculum implementation relates to learning outcomes remains limited, particularly in senior high school English classes. This study addresses that gap by applying the CIPP evaluation model to explore the relationships among Context, Input, Process, and Product components. Using a mixed-methods approach, data were collected from students and teachers in four senior high schools in Kabupaten Bandung through a questionnaire and semi-structured interviews. The results indicate that, among the three components, process exhibits the strongest relationship with product, followed by input and context. Qualitative findings further indicated that effective classroom practices play a central role in supporting student learning. Overall, the results suggest that the successful implementation of the Merdeka Curriculum in English classes is closely related to supportive learning environments, adequate instructional resources, and well-managed teaching–learning processes.
TEACHING APPRAISAL MODEL AS AN ALTERNATIVE MODEL TO IMPROVE STUDENTS’ACADEMIC WRITING COMPETENCE Magdalena Ngongo; Eltina Maramon; Tiarma Marpaung
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.v14i1.113

Abstract

This study aims to find out whether teaching appraisal model improves students’ competence in academic writing and describe the effect size for pair sample test. It was realized that students still had difficulties in using variety of appraisal features in their academic writing, including thesis writing. Therefore, this study was important to be studied in order to know whether appraisal model improved students’ competence in academic writing text. This study applied pre-experimental design to treat the students in writing academic focusing on appraisal features. The subjects of this study were 30 seventh semester students who were taking research method course or those who were in process of writing thesis as their final project. Students were treated by teaching appraisal features and asked them to identify appraisal features in text and then they were asked to use appraisal features in their own writing. Data were analyzed quantitatively by applying the paired sample t-test and omega squared. The result showed that appraisal model improved students’ competence. It was proved that the calculated value was 13.23. It was higher than the critical value table 1.70 based on the critical value table for t at α = .05. Referring to this fact, H0 was rejected because the calculated was more than critical value table; whereas H1 was accepted. The result of the effect for the paired samples t-test was 0,85, it could be interpreted this indicated about 85 % of the variance in writing self-efficacy was explained by the change from pre- test to post test. Therefore, it could only be suggested that 85% of the variance in writing self-efficacy was explained by the change from pre- test to post test. It was suggested the lecturers of academic writing, semantic, discourse analysis and research method courses could include the appraisal language as one of the topics to be discussed.
THE REFLECTIVE JOURNEY: INVESTIGATING EFL PRE-SERVICE TEACHERS’ REFLECTIVITY ACROSS MICROTEACHING STAGES Alfu Nikmah; Rudi Hartono; Issy Yuliasri; Widhiyanto
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.v14i1.122

Abstract

Microteaching serves as a practical method in teacher education that helps pre-service teachers develop pedagogical competence through structured teaching practice, reflection, and feedback. This study explores the conduct of pre-service teachers in English as a Foreign Language (EFL) program, and evaluate their teaching practice during microteaching sessions at an Islamic State university in Indonesia. Drawing on Amobi’s (Amobi, 2005) four-stage framework of reflectivity: describing, informing, confronting, and reconstructing. The study explores patterns of reflection emerging from student teachers’ self-reflections and peer evaluations. The participants consisted of 12 sixth-semester undergraduate students (three males and nine females) enrolled in a compulsory microteaching course. Using a qualitative grounded theory approach, data were composed from written self-reflections and peer feedback, and analyzed through content analysis. Findings revealed that participants demonstrated varying levels of reflective engagement across the four stages, showing progress from descriptive awareness of teaching actions to reconstructive insights for future practice. The dominant themes included awareness of teaching design, critical responses to peer feedback, and explicit strategies for improving classroom instruction. The results also indicated that reflective microteaching encouraged professional self-awareness and pedagogical growth among student teachers. The study concludes that reflective teaching practice in microteaching benefits student teachers, lecturers, and institutions by enhancing the quality of teacher preparation and fostering continuous professional development.
ENHANCING EFL STUDENTS’ RECOGNIZING ASSUMPTION SKILL THROUGH PROBLEM-BASED LEARNING IN INDONESIAN HIGH SCHOOLS Sumartono; Sri Wuli Fitriati; Sri Wahyuni; Zulfa Sakhiyya
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.v14i1.123

Abstract

Education plays a pivotal role in fostering higher-order thinking skills that enable learners to navigate complex social and epistemic realities. Within the Indonesian educational reform agenda particularly the Merdeka Belajar (Freedom to Learn) curriculum there has been an explicit shift from teacher-centered to student-centered pedagogies that promote inquiry, reasoning, and learner autonomy. This study investigates the impact of Problem-Based Learning (PBL) on students’ assumption recognition skills, a critical subcomponent of higher-order thinking essential for argument evaluation and reflective judgment in English language learning. Employing a quasi-experimental design, the research involved senior high school students in Brebes Regency who were divided into experimental and control groups. The experimental group received PBL instruction enriched with scaffolds for identifying and questioning assumptions, while the control group engaged in conventional teacher-led learning. Quantitative data were collected through the Assumption Recognition Subscale of the Watson–Glaser Critical Thinking Appraisal and analyzed using inferential statistics, complemented by qualitative classroom observations to examine facilitation dynamics and discourse patterns. Results revealed that the PBL group demonstrated statistically significant improvements in assumption recognition compared to the control group, indicating that structured inquiry and collaborative reasoning effectively enhance critical subskills. Qualitative findings further suggested that teacher facilitation, peer dialogue, and problem authenticity were key mediators of cognitive engagement. These results highlight the potential of PBL as a pedagogical model that operationalizes the Merdeka Curriculum’s vision of student-centered learning by cultivating reflective, autonomous, and epistemically responsible learners. The study concludes with pedagogical implications for teacher education, curriculum design, and assessment practices aimed at strengthening critical thinking in English language classrooms.
LEVELS OF LEARNER AUTONOMY IN ONLINE LEARNING AMONG INDONESIAN EFL TERTIARY STUDENTS Daflizar Daflizar; Okti Wilymafidini
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.v14i1.124

Abstract

In the 21st century, promoting learner autonomy has become a central objective in education, especially in the context of language learning. Encouraging students to take responsibility for their learning is believed to enhance their motivation and engagement in learning English. One increasingly popular tool that supports this goal is the English Online Platform, which facilitates autonomous learning by offering easily accessible resources and opportunities to improve English proficiency. Although many studies on learner autonomy have been conducted in Indonesia, most have focused on conventional classroom settings, with relatively few addressing autonomy in online learning contexts. This study investigated the readiness of Indonesian EFL undergraduate students for autonomous learning in online English courses and examined whether their perceptions of autonomy differed by gender or year of study. Data were obtained from 164 English education students across seven higher education institutions in three provinces in Indonesia through an online questionnaire. Both descriptive and inferential statistics were used to analyze the data. The findings revealed that students demonstrated moderate to high levels of autonomy across the four dimensions: self-control, self-reflection, self-interaction, and self-motivation. Among the dimensions, self-reflection was rated the highest, which indicates that students strongly perceived themselves as reflective learners who could assess their performance and articulate reasons behind their successes and failures, while self-interaction was the lowest, suggesting their limited confidence in online communication and collaboration. While gender did not significantly affect students’ perceptions, differences were noted based on years of study. The study offers implications for EFL teachers and higher education institutions in the Indonesian context.
FROM DIGITAL PROFICIENCY TO COMMUNICATIVE CONFIDENCE: THE MEDIATING ROLE OF ATTITUDES IN AI-ASSISTED LANGUAGE LEARNING Lalita Vistari; Issy Yuliasri; Yuliati
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.v14i1.126

Abstract

Artificial Intelligence (AI) is an influential factor in improving the speaking and communication skills of students in language learning. And yet, there is a knowledge gap in relation to students’ self-reported readiness levels for communication vis-à-vis their prediction on preparedness for AI-assisted digital learning, alongside their technological literacy and attitudes towards AI. The present study uses TAM for the context of digital learning and adopts a quantitative approach with a correlation research design using SEM. The subjects of the study were English education students in Indonesia, and several aspects, such as Technology readiness, Attitudes towards AI, & Communicative readiness, were measured using a structured questionnaire. The results highlighted the statistically significant direct and indirect links of technology readiness with positive AI attitudes, as well as communicative readiness. The standardized path estimates showed that students with high technical skills and strong attitudes towards the AI tool reported more communication-enhanced confidence. AI communication tools can contribute to the development of students’ communicative competence, but they are not simply a reflection of some specific purpose without emotional and cognitive engagement between learners and AI products. This research offers novelty by integrating TAM and TRI to test the mediation of attitudes towards AI on the communicative readiness of English language education students in Indonesia, filling an empirical gap in developing countries. State of the art highlights AI development, such as chatbots in Southeast Asia, but there is little exploration of the emotional roles and local infrastructure, which is completed by this validated SEM model. Yet, this study suggests that attention to students’ perceptions and readiness, including how they perceive ICT in their social networks and are ready for using ICT for learning, is a key factor to enhance digital learning environments. This study adds to this work by showing AI-enhanced technology can productively augment communicative competence when students are well-prepared and motivated.
TECHNOLOGY INTEGRATION IN INDONESIAN EFL CLASSROOMS: PATTERNS, CONSIDERATIONS, AND IMPACTS Annisa Nurul Lestari; Sofendi; Machdalena Vianty
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.v14i1.137

Abstract

This study examines how educational technologies are integrated into English as a Foreign Language (EFL) teaching and learning at a public senior high school in Indonesia from both teacher and student perspectives. Data were collected through open-ended questionnaires from 306 students and semi-structured interviews with seven English teachers and analyzed using Braun and Clarke’s (2006) Thematic Analysis. The findings reveal that a wide range of technologies including hardware, communication tools, learning platforms, AI tools, online dictionaries, presentation tools, and social media support EFL learning. Teachers’ technology use is influenced by pedagogical clarity, practicality, device compatibility, and school-supported facilities, while students utilize digital tools to enhance comprehension, vocabulary, pronunciation, and assignment completion. Technology improves students’ motivation, engagement, and participation, but challenges such as unstable internet, limited devices, technical disruptions, and lack of dedicated multimedia spaces remain. Coping strategies include preparing backup materials, sharing devices, using school Wi-Fi, employing offline alternatives, and seeking peer or teacher support. Overall, technology positively contributes to learning effectiveness, but strengthening digital readiness and school infrastructure is essential to maximize its potential. This study uniquely triangulates teacher and student perspectives in a resource-constrained context, offering practical implications for EFL classrooms.
CRITICAL PEDAGOGY PRINCIPLES FOR DEMOCRATIC INDONESIAN SENIOR HIGH SCHOOL EFL CLASSROOMS Slamet Wahyudi Yulianto; Muhammad Anjar Nugraha; Anggiana Yulyanti; Diki Rosadi; Noni Trisna Putri; Abdillah Mubarrok Lathief
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.v14i1.139

Abstract

There are two primary objectives of this study. First, investigating how the four Critical Pedagogy (CP) principles, consisting of dialog, problem-posing, praxis, and conscientization, are integrated in the Teaching English as a Foreign Language (TEFL) for the purpose of establishing the more Democratic Classroom (DC) and assisting students’ Critical Thinking (CT) development. Second, uncovering the students’ responses toward the integration and what impact they perceive as a result of it. Participants included 213 eleventh-graders from a public senior high school in Subang, West Java, Indonesia. The data were obtained through questionnaire, interviews, and classroom observations from May until October 2025 and were then analyzed through transcribing, coding, categorizing, interpreting, comparing, and concluding. Findings indicate that CP principles are incorporated through ten specific activities designed to foster a DC atmosphere and enhance CT skills. These activities include involving students in classroom decision-making, presenting relevant learning materials, helping students distinguish facts from opinions, and discussing solutions for controversial social issues. Toward the ten activities, the students respond positively and claim that, they are motivated to participate in co-creating classroom decisions and are facilitated in developing their CT skills, including analysis, open-mindedness, and decision-making. The study suggests that EFL teachers should integrate these ten CP-based activities into their daily pedagogical practices. Additionally, it is recommended for policy-makers to promote and support the incorporation of CP principles in TEFL.

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