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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 15 Documents
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Search results for , issue "vol. 14 no. 3 (2026)" : 15 Documents clear
FROM LEARNERS TO PROFESSIONALS: IDENTITY CONSTRUCTION THROUGH CONTEXTUAL TEACHING AND LEARNING IN TRANSLATION INTERNSHIP Agung Dwi Nurcahyo; Issy Yuliasri; Hendi Pratama; Muh Syafei
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.191

Abstract

Translation pedagogy has shifted from teacher-centered to practice-oriented approaches, yet a gap remains between theoretical knowledge and professional practice in translator education. While Contextual Teaching and Learning (CTL) has been applied in general language education, few studies have integrated CTL principles into translation instruction through internship programs. This qualitative case study examined the integration of CTL principles into a translation internship program and its impact on students' translation competence and professional identity formation. Twelve undergraduate translation students at Universitas Muria Kudus, Indonesia, participated in a three-month internship program. Data were collected through reflection questionnaires and supervisor assessments. Findings revealed significant improvement in translation competence, with self-assessment ratings shifting from "fair" to "good" or "very good." Supervisor evaluations confirmed high achievement in both working attitude (average 80.42) and translation quality (average 79.17). Students reported increased on-task relevance, improved project management skills, and enhanced professional identity formation. The study concludes that CTL-based internship programs effectively bridge the gap between theoretical knowledge and professional practice. Recommendations include integrating structured internships into translation curricula and providing sustained mentorship for professional identity development.
LEARNING TOGETHER, THINKING DEEPER: ONLINE PEER ASSESSMENT AND THE DEVELOPMENT OF LEARNER AUTONOMY IN AN INDONESIAN EFL WRITING CLASS Silih Warni; Tri Wintolo Apoko; Ji Hye Jaime Chung; Hamzah Puadi Ilyas
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.199

Abstract

Online peer assessment is one of the strategies in authentic assessments in English class. However, few studies investigate the impacts of online peer assessment to foster EFL learner autonomy for writing class in higher education context. This study aims to explore online peer assessment on the promotion of learner autonomy in an EFL writing class. Drawing on Cotterall's (1995) learner autonomy dimensions, the research employed a qualitative design using semi-structured interviews with six participants selected purposefully and classroom observations of 22 undergraduate students enrolled in an English writing class at a reputable private university in Eastern Jakarta. The study employed Braun & Clarke's (2006) thematic analysis framework to analyze the data. The findings revealed that online peer assessment positively impacted five key aspects of learner autonomy: students’ perceptions of the teacher’s role, goal-setting behavior, responsibility for learning processes, use of learning strategies, and capacity for self-evaluation. Additionally, online peer assessment served as a motivational catalyst, enhancing students’ engagement and confidence in writing. Online peer assessment also enhanced deep learning by guiding students beyond surface corrections toward analysis, synthesis, and evaluation, fostering reflective practices, higher-order thinking, stronger writing strategies, and long-term knowledge retention. Implications for practice and future research are also discussed.
INTEGRATING ISLAMIC VALUES INTO ENGLISH LANGUAGE TEACHING FOR CHARACTER BUILDING Hasbullah Hasbullah; Misnariah Idrus; Miftahulfadlik Dabamona; Mukhlash Abrar; Sanitah Bte. Mohd. Yusof
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.217

Abstract

This study examines the integration of Islamic teaching values into English language learning to build students’ character at the Tarbiyah Faculty of IAIN Sorong. Using an explanatory sequential mixed-methods design, it combined quantitative and qualitative data. The population comprised 563 students; 56 English Education students completed a 40-item Likert-scale questionnaire, and six were purposively selected for semi-structured interviews based on high, medium, and low engagement. Quantitative data were analyzed descriptively, while interview data were thematically analyzed. The findings show overwhelmingly positive responses, with mean scores above 4.10. The highest score was the relevance of Islamic ethics to ELT (4.35), followed by motivation through Islamic-themed texts (4.30), Amanah in assignments (4.25), discipline (4.16), and Siddiq/honesty (4.13). Students viewed English not as a secular threat but as a medium for spiritual and character reinforcement. Qualitatively, participants reported reduced foreign-language anxiety and a culturally safe learning environment when Islamic values, Quranic parables, and Adab were integrated. They also emphasized the lecturer’s role as Uswah Hasanah in modeling honesty, responsibility, and discipline. The study concludes that spiritually grounded English instruction can bridge linguistic proficiency and moral development, helping produce globally competent and spiritually rooted educators. It recommends formalizing an English syllabus incorporating Wasathiyah and Islamic ethics and training lecturers as moral role models.
STRATEGIC CODE MIXING IN DIGITAL HATE SPEECH: A FORENSIC LINGUISTIC ANALYSIS OF IMPLICIT MEANING AND EVALUATION Dheni Budiman; Chen Die
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.223

Abstract

The growing complexity of digital communication has transformed hate speech practices on social media, particularly within multilingual societies where code mixing functions as a strategic resource for constructing implicit, concealed, and context-dependent meaning. This poses significant challenges for forensic linguistic analysis and legal enforcement, since offensive meaning is not always explicitly encoded at the surface level of language. This study aims to (1) identify the forms and patterns of code mixing in digital hate speech, (2) analyze its strategic functions in terms of meaning obfuscation, intensity regulation, and indirectness, and (3) examine its implications from forensic linguistic and legal perspectives. Employing a qualitative descriptive design with an interpretative approach, the study draws on code-mixed hate speech data collected from social media platforms, analyzed through an integrated framework combining sociolinguistics, pragmatics, discourse analysis, and forensic linguistics. The findings show that code mixing occurs systematically at the lexical, phrasal, and clausal levels, predominantly through insertion and alternation patterns; that it operates strategically to obscure meaning, regulate evaluative intensity, and convey hostility indirectly; and that its use produces semantic ambiguity and plausible deniability that complicate the identification of speaker intention and the classification of utterances as legitimate criticism or harmful speech. The study concludes that code mixing constitutes a deliberate discursive strategy with significant implications for forensic linguistic analysis and the regulation of hate speech in multilingual digital communication, offering practical value for law enforcement, forensic linguists, and content moderation system developers.
TRADITIONAL WRITING AND E-WRITING USING GEN-AI TO EMPOWER STUDENTS’ CRITICAL THINKING IN ARGUMENTATIVE TEXT: A CASE STUDY IN INDONESIAN EFL HIGHER EDUCATION Dedeh Rohayati; Etika Rachmawati; R. Bunga Febriani; Bambang Ruby Sugiarto
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.235

Abstract

The high increase in utilizing Generative AI (Artificial Intelligence) has become a concern as it may potentially impede the development of students’ cognitive skills, particularly critical thinking skill. This may occur if students have less frequent of traditional writing process to train students’ memory and retention. Model of academic writing activity preceded by traditional writing, followed by e-writing with the assistance of Generative AI, such as ChatGPT, Gemini, Meta AI, etc., is worth conducting. With the utilization of case study, the present study explores the procedure of and the students’ experiences in traditional writing and e-writing using Gen-AI assistance to empower students’ critical thinking in argumentative text. The 24 third year students enrolling Academic Writing Class in English Education Program were selected purposively. Nine students’ argumentative documents text, and semi-structured interview administered to nine students were utilized to obtain the primary data. The findings showed that the model of writing argumentative text traditionally followed by e-writing argumentative text using Gen-AI resulted in a powerful students’ critical thinking in writing argumentative. Generative AI assisted students in incorporating critical thinking elements in argumentative text, particularly in formulating thesis statements and presenting clear facts and logical arguments. Whereas, students experienced the model of writing positively, i.e., students were aware of 1) traditional writing that could maintain brain retention, 2) e-writing leading to innovative work, 3) Gen-AI use in polishing the mechanics aspects of students’ written work, 4) generic structure of argumentative text, and 5) basic notion of critical thinking. Future research is recommended to broaden the present research and to investigate a more comprehensive research result on related topic by using specific interview questions category of feeling (emotion focus), contrast (comparison) and construct forming (building the concept/ meaning) with the type of both structured and semi structured interview.
THE EFFECTS OF DUAL-CODED VIDEO INSTRUCTION ON ENGLISH VOCABULARY LEARNING AND RETENTION AMONG LIBYAN EFL LEARNERS Adel Ali Miftah Salih; Arso Setyaji; Jafar Sodiq
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.263

Abstract

This mixed-methods experimental study examined the effects of dual-coded short-form video instruction on vocabulary learning and retention among 60 intermediate Libyan EFL learners. Participants were assigned to an Experimental Group (n = 30) receiving videos with visual imagery, audio narration, and on-screen target text, or a Control Group (n = 30) viewing identical videos without text support. Quantitative data were collected through pretest, immediate posttest, and 3-week delayed posttest measures, analyzed using t-tests and repeated measures ANOVA. Qualitative data were gathered via Think-Aloud Protocols from 12 participants and analyzed thematically. The Experimental Group significantly outperformed the Control Group on the immediate posttest (M = 18.65 vs. 15.32, t(58) = 5.12, p < .001, d = 1.32), with a significant Group × Time interaction (F(2, 116) = 14.38, p < .001, ηp² = .199). Crucially, the Experimental Group maintained stable retention at delayed posttest (t(29) = 1.28, p = .210), while the Control Group showed significant decay (t(29) = 2.94, p = .006). Qualitative findings revealed that dual-coded input facilitated simultaneous processing and cross-modal mapping, whereas text-free input led to L1 translation and rote rehearsal. Triangulation confirmed that on-screen target text serves as a critical anchor for stabilizing long-term retention. These findings support Dual Coding Theory and offer practical implications for ELT curriculum design and teacher training in resource-constrained contexts.
SPEAKING AND LISTENING DIFFICULTIES AMONG LIBYAN EFL STUDENTS IN HIGHER EDUCATION: CHALLENGES AND IMPLICATIONS FOR INSTRUCTIONAL REFORM Sanad Mustafa Mohammed Bin Naji; Jafar Sodiq; Arso Setyaji
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.264

Abstract

Speaking and listening comprehension remain among the most challenging language skills for English as a Foreign Language (EFL) university students in Libya, despite years of continuous formal instruction across primary, secondary, and tertiary settings. This study critically evaluates the core systemic, psychological, cognitive, and instructional barriers hindering oral language development in Libyan tertiary education and synthesizes evidence-based strategies for instructional reform. Utilizing a qualitative narrative literature review framework, a systematic search protocol was carried out across major academic databases including Scopus, Web of Science, ERIC, and Google Scholar for studies published between 2022 and 2026. A total of 50 peer-reviewed articles were evaluated and analyzed through reflexive thematic analysis. The main findings indicate that teacher-centered pedagogy, exam-oriented curricula, severe foreign language speaking anxiety, working memory cognitive overload during real-time listening processing, and underdeveloped self-regulated learning strategies are the primary impediments to oral proficiency. Grounded in Communicative Language Teaching, Cognitive Load Theory, and Self-Regulated Learning, the study proposes sustainable reform pathways, including flipped classroom frameworks, mobile-assisted language learning, multimodal scaffolding, and performance-based continuous assessment.
INTEGRATING EDU-TOURISM WITH CULTURAL HERITAGE AND LOCAL WISDOM INTO ENGLISH FOR TOURISM Moch. Malik Al Firdaus; Issy Yuliasri; Dwi Rukmini; Hendi Pratama
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.273

Abstract

Educational tourism (Edu-tourism) offers opportunities to enhance English as a Foreign Language (EFL) learning by connecting language instruction with authentic cultural experiences. However, the integration of cultural heritage and local wisdom into English for Tourism (EFT) courses remains underexplored, particularly in the Indonesian higher education context. This study investigates how cultural heritage and local wisdom can be integrated into an English for Tourism course through an edu-tourism framework and how such integration influences students’ engagement, language learning, and cultural awareness. Using a qualitative case study design, the research involved 15 fifth-semester EFL students and three lecturers from an English Education Department at a state university in Central Java, Indonesia. Data were collected through semi-structured interviews, classroom and field-based observations, and document analysis, and were analysed using thematic analysis. The findings reveal that integrating cultural heritage and local wisdom into EFT through contextualized lesson plans, experiential learning, and collaborative Edu-tourism projects enhanced students’ engagement, cultural awareness, confidence in using English, and appreciation of local culture. Field-based activities provided authentic opportunities for language use, while collaborative projects fostered critical thinking and creativity. Nevertheless, the implementation encountered several challenges, including limited resources, insufficient culturally integrated teaching materials, students’ initial hesitation during field activities, and time constraints within the academic schedule. These findings suggest that integrating Edu-tourism with cultural heritage and local wisdom provides an effective contextualized approach to English for Tourism instruction while simultaneously promoting cultural preservation and sustainable tourism education. The study also highlights the need for greater institutional support and curriculum development to facilitate the wider implementation of culturally responsive EFL learning.
UNRAVELLING DEEP LEARNING THROUGH THE TEACHING AND LEARNING CYCLE MODEL IN AN EFL LESSON IN TIMOR, INDONESIA Yakob Metboki; Alfred Snae; Magdalena Ngongo
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.276

Abstract

This study revisits a case study on the application of the Teaching and Learning Cycle (TLC) model in EFL learning in Timor, Eastern Indonesia, aiming to identify how the TLC model integrates Deep Learning (DL) principles into English language teaching. Guided by two research questions — (1) how the DL framework is integrated into the TLC model in EFL learning in Timor, and (2) what aspects of DL-related learning experiences emerge through the application of the TLC model — the study specifically examines how the learning experiences generated within the TLC model align with the underlying features of the DL approach. Data were drawn from reflective journals collected from 25 students during the Digital Learning course at the English Education Study Program of Artha Wacana Christian University (AWCU), a sample whose consistent engagement across the course underscores their active participation. Thematic analysis was employed to identify the range of learning experiences produced through this integrated DL–TLC approach and to examine how these experiences shaped students' digital literacy ability. The findings show that the TLC model facilitates a clear progression from teacher-supported instruction toward learner autonomy, with DL–TLC integration correspondingly promoting active, collaborative, and reflective learning. However, digital learning exposure alone did not automatically translate into digital competence, indicating that explicit digital and pedagogical scaffolding remains necessary. Specifically, the Preparing/Developing Context stages were found to support knowledge construction and foster students' independent thinking and creativity; the Modeling stage developed students' awareness of digital tools and application selection, even as many students remained uncertain about their own digital capabilities; the Teacher-Led Construction stage strengthened collaboration and revision, though students still struggled to connect digital tools meaningfully with listening, speaking, reading, and writing skills; and the Student-Led Construction stage promoted autonomous digital-content design, with students' growing autonomy reflected in their capacity for self-diagnosis and identification of their own learning needs. Taken together, these findings affirm the relevance of the TLC model for the Timor EFL context, while pointing to a persistent gap in the holistic integration of digital knowledge and skills that warrants further explicit pedagogical attention.
CONSTRUCTING CONFLICT IN NEWS HEADLINES: A CRITICAL DISCOURSE ANALYSIS OF THE NEW YORK TIMES COVERAGE OF THE U.S.-ISRAEL-IRAN CONFLICT (MARCH-APRIL 2026) Ahmed Ibrahim Alsalami
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.305

Abstract

As the most prominent and frequently consumed component of online news discourse, headlines play a vital role in shaping readers’ initial understanding of complex geopolitical events. This study aims to investigate the manner in which The New York Times online news headlines portray the U.S.-Israel-Iran conflict during March-April 2026. It examines the representations of political actors as well as the linguistic construction of their actions, with attention to discursive strategies that shape these representations and influence audience interpretation. The study therefore adopts a Critical Discourse Analysis framework supported by Systemic Functional Linguistics to analyze key linguistic features such as Theme-Rheme organization, transitivity patterns, and lexicalization. The dataset comprises 71 online news headlines systematically collected and analyzed within a defined time frame. Each headline was also examined to identify dominant process types and patterns of information structuring, with the aim of uncovering how agency, responsibility, and evaluation are constructed. The findings show a tendency to foreground specific political actors, particularly through the repeated focus on a central figure, whose actions are highlighted and often framed through conflict-oriented processes, evaluative language, and ideologically loaded lexical choices. Material processes accounted for 53.8% of the dataset, constructing the conflict as action-driven and emphasizing responsibility. Verbal processes represented 23.1%, which highlights how political discourse is used to shape and reinforce particular narratives. This study demonstrates that online news headlines are not neutral summaries but discursive tools that actively shape public perception and help construct ideological meaning.

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