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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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DEVELOPING CULTURE-BASED EFL MODULES: WEST JAVANESE FOLKLORE FOR ENHANCING STUDENT ENGAGEMENT IN SENIOR HIGH SCHOOL Syamsi Edi; Leroy Holman Siahaan; Iswandini Agustin; Cherry Alifya; Nur Aryaningsih; Jihan Auliatul Alifah
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: 10.25134/8bdpv120

Abstract

The Education plays a crucial role in national development, yet Indonesia still faces challenges in English language proficiency, ranking 80th out of 116 countries according to EF. At the same time, globalization has influenced young learners to adopt foreign cultures, putting local heritage such as folklore at risk of being forgotten. This study aims to integrate English language learning with the preservation of local culture by developing English teaching materials for Senior High School students for X, XI, XII graders based on West Java folklore. The research employed a Research and Development (R&D) method using the 4D model: Define, Design, Develop, and Disseminate. In the Define stage, learning needs, student characteristics, and objectives were identified. The Design stage focused on structuring content, learning activities, and evaluation instruments. The Develop stage involved expert validation and limited trials of the teaching materials. Finally, in the Disseminate stage, the materials were prepared for wider distribution in both print and digital formats. The findings indicate that folklore-based teaching materials not only enhance students’ English skills—listening, speaking, reading, and writing—but also foster cultural awareness and appreciation. In addition, this study demonstrated that the development of English teaching materials based on West Javanese folklore significantly improved students' language skills and cultural awareness. The integration of local folklore not only enhanced language proficiency in listening, speaking, reading, and writing but also fostered a deeper connection to students' cultural heritage. It is recommended that educators incorporate folklore-based materials into English curricula to bridge the gap between language learning and cultural preservation. Future research should expand the use of such materials across different regions to further validate their effectiveness in diverse cultural contexts. 
IMPLEMENTING A GENRE-BASED APPROACH IN TEACHING SPOKEN EXPOSITION TEXTS TO EFL UNIVERSITY STUDENTS Lukman Hakim; Iyen Nurlaelawati; Annisa Rahmadani
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.v13i3.119

Abstract

The genre-based approach (GBA) has been utilized mainly in teaching writing, but its implementation in teaching speaking for an academic context has not been explored extensively. This research aims to examine how GBA was implemented in speaking the exposition text in the English as a foreign language (EFL) context and the outcomes of students’ spoken exposition performances. Using a case study design, this research involved 21 fifth-semester students from an English language education program in Indonesia who were enrolled in speaking for academic purposes. The data were collected from observations and the analysis of students’ speaking videos. The findings from observations show that the teaching and learning cycles have complied with the GBA cycle; however, the lecturer made modifications in the modelling stage, specifically using videos to exemplify speaking performance and deconstructing the video content. Then, the analysis of the students’ videos indicates that the students seemed to be able to present their exposition text in line with the generic structure and linguistic features. However, the data also revealed that some students struggled with pronunciation and grammar. Despite these challenges, this study has highlighted the importance of implementing GBA in helping students adhere to the exposition text’s generic structure and linguistic features. The findings of this research may suggest that GBA can be used not only to teach writing production but also to teach speaking skills in the EFL context. 
ENHANCING ISLAMIC-BASED LANGUAGE LITERACY: THE ROLES AND PERCEPTIONS OF INDONESIAN PRIMARY SCHOOL TEACHERS Taranindya Zulhi Amalia; Sri Wuli Fitiati; Januarius Mujiyanto; 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/englishreview.v13i3.121

Abstract

Increasing public awareness of improving Islamic-based language literacy in primary schools is the background to this study. It discusses a new perspective: improving literacy that incorporates Islamic values. It explores the roles of primary school English teachers in Islamic schools in Central Java, Indonesia, and their perceptions regarding improving students' Islamic-based language literacy. Using qualitative methods through purposive sampling, five teachers from five Islamic primary schools were selected to represent a population of 137 schools. Data were collected through surveys and documentation. The results showed that English teachers have served as cultural mediators and value integrators in improving students’ literacy. It closely relates to their teaching strategies. These highlight the importance of professional development and innovative teaching strategies integrating language, culture, and spirituality. Teachers also believed that the most effective way to incorporate Islamic language literacy into Islamic schools was through a multimedia approach that connected with local culture, making it culturally relevant while embedding religious values into the learning process. This study faced the challenge of a lack of previous research demonstrating the success of incorporating Islamic principles into English teaching. For this reason, the study was considered innovative for combining Islamic values with English learning. 
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.
LANGUAGE STYLE AND MOTIVATION AMONG TEENAGERS IN WESTERN AND NORTHERN SURABAYA: A COMPARATIVE CASE STUDY Cicilia Deandra Maya Putri; Fariq Shiddiq Tasaufy; Ayunita Leliana; Slamet Setiawan
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.v13i3.127

Abstract

The ever-increasing use of English as a foreign language in Indonesia calls for differing language styles performed by various communities. Furthermore, English users are motivated to learn the language for many reasons. As the second-largest city in Indonesia, Surabaya is home to a diverse range of ethnicities, making it an interesting place to investigate further. Shifts in expression and tendencies in the use of English can be observed in language enclaves in Surabaya, particularly in the North Surabaya (NS) and West Surabaya (WS) areas. The north is predominantly inhabited by Arab-Madurese ethnicities, whereas the west is inhabited by Chinese. The present study aims to identify and compare the English language styles used by teenagers of NS and WS as well as the motivation underlying their English proficiency. Using qualitative approaches, incorporating interviews with four informants aged 13-19, the findings revealed differences in the language style used by these communities, specifically in phonological and grammatical features. Furthermore, learning a language is facilitated by various forms of motivation, including instrumental, integrative, extrinsic, and intrinsic motivation. Language learners' motivation may vary over time, and different motivational styles can interact with one another (Dörnyei, 1998; Brown, 2000). By fostering a more diverse and flexible learning environment, the result promotes an effective method to grow students' language proficiency. The study contributes to the advancement of sociolinguistics and provides insight into regional linguistic variations.
TRANSPOSITION AND ITS IMPACT ON TRANSLATION QUALITY IN THE BOOK YOU WISH YOUR PARENTS HAD READ Ayu Awanda; Mangatur Nababan; Riyadi Santosa
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.v13i3.128

Abstract

Sentence shifts often occur when a sentence in the source language cannot be directly translated into the target language without altering the meaning or message of the source language. This research investigates sentence-level and its types of transpositions in The Book You Wish Your Parents Had Read and examines their influence on translation quality in terms of accuracy, acceptability, and readability. A qualitative method with a single-embedded case study design was used to gather the data from transposed sentences. Findings revealed a predominance of downward rank shifts (189 instances) over upward rank shifts (15 instances), indicating the translator’s tendency to simplify complex source structures into more concise target-language forms. The translation quality achieved high scores in accuracy (2.9) and readability (2.9), suggesting that the intended meaning was preserved and the text remained easy to comprehend. However, acceptability scored slightly lower (2.7), implying that some lexical and syntactic choices did not fully conform to the cultural and linguistic norms of the target language. With an overall mean score of 2.8, the translation is categorised as “good” but could be improved through refined vocabulary selection, enhanced idiomatic expressions, and greater cultural adaptation. These findings highlight the functional role of transposition in balancing semantic fidelity, naturalness, and clarity in English–Indonesian translation. 
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.

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