cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fahrus Zaman Fadhly
Contact Email
erjee@uniku.ac.id
Phone
+6281214101193
Journal Mail Official
erjee@uniku.ac.id
Editorial Address
https://erjee.uniku.ac.id/pub/about/editorialTeam
Location
Kab. kuningan,
Jawa barat
INDONESIA
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
 1   2   3   4   5 
THE EFFECT OF WORDWALL MEDIA GAME ON VOCABULARY DEVELOPMENT: A QUASI-EXPERIMENTAL STUDY Yanti Kristina Sinaga; Novia Aryani; Herman Herman; Fahrus Zaman Fadhly; Rahmawati Rahmawati; Nabil Al-Awawdeh
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.v13i3.101

Abstract

This study examines the effectiveness of WordWall, a digital game-based learning platform, in improving students’ English vocabulary achievement. Conducted at SMP Negeri 4 Kota Pematangsiantar during the 2025/2026 academic year, the research involved 62 seventh-grade students divided into two groups: an experimental group taught using WordWall and a control group taught through traditional textbook-based instruction. Employing a quasi-experimental design with pre-test and post-test procedures for both groups, the study found a notable increase in the vocabulary scores of the experimental group compared to the control group. The experimental group’s mean post-test score (85.06) surpassed the school’s minimum mastery criterion (KKM) of 72, while the control group’s mean score was 71.6. Results from paired and independent sample t-tests indicated a significant difference (p < 0.05) between the two groups, validating the positive influence of WordWall on vocabulary acquisition. Moreover, students exposed to WordWall showed improved understanding and retention of word formation, such as recognizing different word classes (nouns, verbs, etc.). These findings highlight that incorporating digital game-based tools like WordWall can enhance both student engagement and learning outcomes. The study concludes that WordWall effectively supports vocabulary development while promoting a more interactive and learner-centered classroom environment, and recommends its adoption by teachers to overcome vocabulary learning challenges in English education. 
THE EFFECT OF TWO STAY TWO STRAY (TSTS) COOPERATIVE LEARNING ON STUDENTS’ VOCABULARY MASTERY IN ENGLISH Tri Rositasari; Dwi Rara Saraswaty; Rona Monica
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/r655pz08

Abstract

The acquisition of vocabulary is critical for mastering English as a foreign language, particularly among young learners. This study investigates the impact of the Two Stay Two Stray (TSTS) cooperative learning technique on vocabulary mastery among fourth-grade students at SDN 34 Palembang. Employing a quasi-experimental design, the research involved 48 students selected through purposive sampling, divided into experimental and control groups. Data were collected with vocabulary tests and student questionnaires, with statistical analysis performed using t-test. The findings revealed a significant improvement in vocabulary mastery among students taught using the TSTS technique, evidenced by a post-test mean score of 72.71 for the experimental group, compared to 62.13 for the control group. The t-test significance value of 0.008 (<0.05) led to rejection of the null hypothesis. Consequently, the study concluded that the TSTS technique positively influences vocabulary achievement in fourth-grade students, fostering an engaging and interactive learning environment that enhances vocabulary mastery and student motivation. 
INTEGRAL HUMAN DEVELOPMENT (IHD) IN LEILA S. CHUDORI’S NOVEL LAUT BERCERITA: A LITERARY PSYCHOLOGICAL ANALYSIS Hidayati Hidayati; M Manugeren; Purwarno Purwarno; Pardi Pardi; Mayasari Mayasari; Devi Pratiwy
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/jwp1xb45

Abstract

Integral Human Development cannot be separated from the lives of people as every human being is dynamic and is always developing both internally and externally. The study of integral development makes a major contribution to improving the quality of life for individuals and groups so that everyone can anticipate what needs to be done. The entire research is conducted using a qualitative descriptive research method with a discourse analysis approach and supported by Integral Human Development theories tied to psychology of literature with a thought that personality development is related to the existences of the characters in the novel and is a discussion point in psychology of literature. Integral Human Development (IHD) or Whole Human Development is a concept that emphasizes the development of humans as a whole covering physical, intellectual, emotional, social, and spiritual aspects so that humans can achieve a balance between personal growth and social contribution. The novel is chosen as the research object as the novel highlights talks much of the personality progress of the characters in fighting for their rights. Within the internal human development conceptual framework supported by the theory of psychology of literature, there are four steps to improve the quality of life, which become the subject of the research. The results of the analysis show that the novel provides an important lesson that success can be obtained through the implementation of Integral Human Development which in the novel is manifested in the forms of social awareness, hard work, tolerance, and discipline. 
DIGITAL ENGAGEMENT STRATEGIES AND THEIR IMPACT ON EFL TEACHER ACHIEVEMENT IN DISTANCE EDUCATION Benny Nugraha; Marwito Wihadi; Le Thi Minh Thao
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: 10.25134/5r1dcs06

Abstract

Distance education necessitates a nuanced understanding of student diversity to optimize academic outcomes. This study, conducted at Universitas Terbuka, aimed to identify key learner characteristics influencing academic success in an online English Language Education Program. It specifically investigated the demographic profile, digital readiness, independent learning readiness, English proficiency, and learning styles of in-service teacher students, focusing on their academic performance in the Teaching English as a Foreign Language (TEFL 1) course from 2017.2 to 2024.2. Employing an explanatory sequential mixed-methods approach with quantitative descriptive statistics and qualitative in-depth interviews, data were collected from a purposive sample of 20 in-service teacher students. This research addresses a critical gap by comparing how high-achieving (HA) and low-achieving (LA) students engage with digital learning environments and utilize distinct learning strategies. Key findings indicate that HA students effectively leverage structured digital resources like modules, English podcasts, and AI applications, complemented by consistent daily study. In contrast, LA students, despite higher social media activity for "learning," often depend on peer discussions for tutorial tasks, reflecting less independent problem-solving. This comparative analysis underscores that effective digital learning is determined by the quality and nature of engagement, not mere access or duration, offering insights for designing targeted interventions to enhance academic success in distance EFL teacher education.
DEVELOPMENT AND VALIDATION OF ENGLISH GRADED READERS’ E-BOOKS BASED ON FOLKLORES FOR EXTENSIVE READING CLASSES FOR UNIVERSITY STUDENTS Yuli Puji Astutik; Rudi Hartono; Mursid Saleh; Utami Widiati
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: 10.25134/5kx7ss71

Abstract

This study aimed to develop and validate English Graded Readers (GR) e-books based on local folklore to support the implementation of the Extensive Reading (ER) program at universities in East Kalimantan, Indonesia. Employing a Research and Development (R&D) approach, the study adopts the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) proposed by Dick et al. (2015). As a preliminary investigation, the present research focuses on the first three stages of the model: Analysis, Design, and Development. A total of 72 university students from four higher education institutions in East Kalimantan participated in the development process. The results of product development and expert validation demonstrated highly satisfactory results. Specifically, translation accuracy achieved a validity score of 90%, graded reading content received a perfect score of 100%, and media design and technical aspects obtained a validity score of 92%. These findings suggest that the developed e-books met a high standard of quality and can serve as a strong foundation for the subsequent stages of the R&D cycle, namely Implementation and Evaluation, to assess the product’s effectiveness in enhancing ER practices.  
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.
DEVELOPMENT OF AN ENGLISH TEXTBOOK FOR THE ECONOMICS PROGRAM AT GDE PUDJA MATARAM Gede Eka Puja Dyatmika; Putu Ade Resmayani; Ida Bagus Made Arjana
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/sen72g47

Abstract

This research aims to: 1) Identify the development stages of the English language introduction textbook for the Economics Study Program, Semester II at IAHN Gde Pudja Mataram for the 2018/2019 academic year; 2) Assess the feasibility of the textbook based on expert evaluations; 3) Measure student responses to the developed textbook. This research employs the Research and Development (R&D) method with five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through questionnaires and interviews. The results show that: 1) The development of the textbook was conducted through five systematic stages; 2) The quality of the textbook was rated very well, with high evaluations from both experts 1 and 2; 3) Student responses to the textbook were very positive, indicating good acceptance.This research presents novelty in the development of a textbook tailored to the needs of the Economics Study Program, involving validation by subject matter experts and student feedback. The five-stage methodology used provides a structured, need-based approach, enhancing the textbook's relevance in the learning context. 
THE IMPACT OF MORPHOSYNTACTIC FEATURES ON AI-GENERATED TEXTS Ervina CM Simatupang; Ida Zuraida Supri; Hero Gunawan
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/k9x3sr16

Abstract

This study explored the impact of morphosyntactic features on AI-generated text, focusing on how morphological complexity and syntactic structure influence large language model (LLM) performance in terms of response quality, coherence, and processing efficiency. A mixed-methods design was adopted, combining quantitative computational evaluation with qualitative linguistic analysis. Experimental procedures involved constructing 60 prompts with controlled variations in morphological complexity (simple vs. complex derivational forms, e.g., nationalization, reindustrialization) and syntactic structure (single-clause, multi-clause, and compound-complex sentences). Each prompt was submitted to three state-of-the-art LLMs under identical conditions (temperature = 0.7, top-p = 0.9, max tokens = 512). Outputs were assessed using automated metrics (BLEU, ROUGE-L, perplexity) and human-rated coherence scores from three trained linguists, with inter-rater reliability measured by Cronbach’s alpha (≥ 0.80). Statistical analysis employed two-way ANOVA with post-hoc Tukey HSD tests, reporting effect sizes (η²) and using α = 0.05. Results showed that morphologically complex prompts generated 27% more contextually rich responses, with average processing times 34% longer and perplexity scores 35% higher than simpler inputs. Complex multi-clause prompts achieved coherence scores 18% higher than single-clause prompts, while compound-complex structures produced the most accurate outputs but required 38% more processing time and 21% more computational resources. Prompts combining both morphological and syntactic complexity yielded the highest quality (coherence scores 25% above mean) but also the highest computational cost, reflecting increased cognitive load. Prompts that combined both complex morphological and syntactic elements demonstrated the highest overall quality, with coherence scores 25% above average, but also the greatest computational demand, reflecting the cognitive load required for deep linguistic processing. These findings underscore the importance of carefully balancing morphological and syntactic complexity in prompt design, depending on the specific goals of the application. 
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.
FROM CLASSROOM TO CURRICULUM: TEACHER PERSPECTIVES ON DEVELOPING A COE-BASED ENGLISH TEXTBOOK FOR VOCATIONAL HIGH SCHOOLS Sisca Wulansari Saputri; Issy Yuliasri; Suwandi; Henrikus Joko Yulianto
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: 10.25134/6n2b0j65

Abstract

This study investigates teachers’ perspectives on developing Character of Excellence (CoE)-based English for Specific Purposes (ESP) textbooks within Indonesian vocational education. Grounded in the national Profil Pelajar Pancasila (PSP) framework, CoE aims to integrate employability skills with moral and ethical values in language learning. Using a qualitative descriptive approach, data were collected through semi-structured interviews with vocational English teachers and analyzed thematically. Findings reveal that while teachers understand the pedagogical and moral foundations of CoE, they face several challenges, including a lack of context-specific textbooks, limited ESP training, and minimal collaboration with industry. To overcome these challenges, teachers proposed five interconnected strategies emphasizing collaboration, authenticity, and innovation: (1) collaborative textbook development involving schools, industries, and curriculum experts; (2) project-based and simulation learning; (3) digital and multimedia integration; (4) professional development and peer mentoring; and (5) industry feedback mechanisms. These strategies collectively form a systemic reform model linking pedagogical quality, vocational relevance, and moral education. The study concludes that CoE-based textbook development is not merely a process of content adaptation but a transformative pedagogical movement that integrates linguistic competence, vocational expertise, and ethical values. By positioning English teaching as both a professional and character-building endeavor, the CoE-ESP model offers an innovative and globally relevant framework for value-based vocational English education. 

Page 3 of 9 | Total Record : 81

 1   2   3   4   5 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 2 (2026) Vol. 14 No. 1 (2026) Vol. 13 No. 3 (2025)