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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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CAN ARTIFICIAL INTELLIGENCE FOSTER L2 LEARNING? INVESTIGATING ITS IMPACT ON BEHAVIORAL, COGNITIVE, AND EMOTIONAL ENGAGEMENT IN EFL CONTEXTS Dwita Laksmita Rachmawati; Nirwanto Maruf; Hidayatul Badi'ah; Agus Mulyadi
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.207

Abstract

This study investigates the impact of Artificial Intelligence (AI) on students’ behavioral, cognitive, and emotional engagement in an English as a Foreign Language (EFL) context. Employing a mixed-methods explanatory sequential design, the study involved 70 undergraduate students at a private university in Indonesia. Quantitative data were collected through a structured questionnaire, while qualitative data were obtained from semi-structured interviews and reflective responses. The findings reveal that AI positively influences all dimensions of engagement, with the strongest effect observed in behavioral engagement, followed by cognitive engagement, and a more variable impact on emotional engagement. Among the AI tools examined, adaptive learning platforms and chatbot interactions were found to be more effective than writing assistants. Correlation analysis confirmed significant positive relationships between AI use and all engagement dimensions. However, qualitative findings indicate challenges such as over-reliance and unclear feedback. The study highlights the importance of strategic AI integration to maximize engagement in EFL learning.
THE EFFECT OF CARTOON ANIMATION INTEGRATED WITH TPR ON STUDENTS’ VOCABULARY MASTERY AND LEARNING MOTIVATION AT SD ISLAM KHAIRA UMMAH Fatma; Yuli Tiarina
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.208

Abstract

Students still face difficulties in vocabulary mastery and learning motivation, indicating the need for more engaging instructional strategies. This study aimed to examine the effect of cartoon animation integrated with Total Physical Response (TPR) on students’ vocabulary mastery and learning motivation. This research employed a quasi-experimental pre- and post-test design. The study population consisted of 101 third-grade students at SD Islam Khaira Ummah. The sample included 22 students from class 3C as the control group and 24 students from class 3D as the experimental group. The experimental group was taught using cartoon animation integrated with TPR, while the control group received conventional instruction. A vocabulary test and a learning motivation questionnaire were used to collect the data. The results showed that the experimental group achieved a higher mean post-test score in vocabulary mastery (M = 86.25) compared to the control group (M = 80.00), with a statistically significant difference (t = 2.204, df = 44, p = 0.033). Similarly, the experimental group demonstrated higher learning motivation (M = 82.67) than the control group (M = 76.50), with a significant difference (t = 3.226, df = 44, p = 0.020). These findings indicate that integrating cartoon animation with TPR can positively influence students’ vocabulary mastery and learning motivation. Therefore, this approach may be considered as an alternative instructional strategy for teaching vocabulary to elementary school students.
PROBING THE ALIGNMENT BETWEEN MULTIMODAL TEACHING PRACTICE AND STUDENTS’ LEARNING PREFERENCES IN INDONESIAN EFL CLASSROOM Novia Trisanti; Henrikus Joko Yulianto; Daud Jiwandono; Almira Irwaniyanti Utami
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.210

Abstract

In Indonesia, teaching and learning English are confronted with various obstacles in aligning instructional approaches with students’ learning preferences and multimodal literacy expected by the curriculum. Multimodal pedagogy has been widely promoted in EFL contexts. However, few research have studied the alignment between teachers’ multimodal teaching approaches and students’ preferred learning modalities in authentic classrooms. This research explored the perceived alignment of multimodal teaching with student’s learning preferences in the Indonesian secondary EFL classroom. A mixed-method approach was employed in this study with 20 EFL teachers and 60 junior high school students in Semarang Regency, Indonesia. Data were obtained by Likert scale questionnaire and open-ended response and analyzed by descriptive statistics and qualitative analysis. The results showed that students had the highest preference for kinesthetic learning (M = 7.78) and video-based media (70%), while the lowest preference was for audio-based learning (M = 3.04). Students had generally good perception of teachers’ use of multimodal media. However, the convergence of instructional practices to students’ chosen modalities was only partial as indicated by the moderate mean scores ranging from 3.45 to 3.58. The qualitative data findings to support the quantitative analysis results also reflect that the students preferred interactive and visually aided learning activities since they raised engagement and understanding. This study reveals multimodal pedagogy has been applied in Indonesian EFL classrooms, although further pedagogical adaptation and teacher support are needed to meet learner diversity and maximize multimodal instruction.
INTERSEMIOTIC MEANING-MAKING IN MULTIMODAL ACADEMIC WRITING: HOW IMAGES AND WORDS WORK TOGETHER IN EFL PRE-SERVICE TEACHER TEXTS Irsyad Nugraha; Muhammad Soni; Moch Zidane Maulana; Aryani Nurwasilah; Ichsan Fajar Sidiq
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.211

Abstract

In contemporary higher education, academic writing increasingly involves the integration of visual and verbal resources, positioning multimodal literacy as a crucial competence for EFL pre-service teachers (Jewitt, 2016; O’Halloran, 2008). Despite growing interest in multimodality, research on EFL academic writing has largely focused on linguistic features, often overlooking intersemiotic relations between images and written language (Royce, 2002; Royce & Bowcher, 2013). Addressing this gap, this study investigates how intersemiotic meaning is constructed in multimodal analytical exposition texts produced by EFL pre-service teachers. Employing a qualitative design with Multimodal Discourse Analysis grounded in Systemic Functional Linguistics (Halliday & Matthiessen, 2013) and intersemiotic complementarity, the study analyzes semantic relations across visual and verbal modes. The findings reveal that declarative mood, balanced modalization, and dominant material processes establish an authoritative and persuasive stance, while visual elements re-realize and extend ideational meanings through representational structures. The study concludes that effective multimodal academic writing depends on strong intersemiotic alignment and highlights the importance of explicitly developing visual–verbal meaning-making competence in EFL teacher education.
THE EFFECT OF AI-ASSISTED WRITING ON STUDENTS’ ACADEMIC WRITING SKILLS Jusriati; Wisnu Kurniadi; Adinda Nabila
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.212

Abstract

In higher education, the integration of artificial intelligence (AI) has experienced rapid development. However, empirical evidence regarding the effectiveness of AI in improving students' academic writing skills remains limited, particularly in Indonesia. This quasi-experimental study investigated the effect of AI-assisted writing instruction on the academic writing proficiency of undergraduate English as a Foreign Language (EFL) students at Universitas Muhammadiyah Palopo. This study involved 60 students divided into two groups: an experimental group and a control group. Students' writing was assessed using a validated rubric that focused on four aspects: content and organization, grammar and mechanics, vocabulary and style, and citations and references. The instrument demonstrated strong inter-rater reliability (Cohen's κ = 0.87). The results showed that the experimental group achieved significantly higher scores than the control group. These results were analysed using an analysis of covariance (ANCOVA). This can be seen from the higher scores (Cohen's d = 2.00) and (N-Gain = 0.42) in the experimental group compared to the control group, which achieved (N-Gain = 0.20). Furthermore, data from the perception questionnaire (Cronbach's α = 0.84) indicated that most students responded positively to the use of AI tools. Reported benefits included increased writing efficiency, improved grammatical accuracy, and better organization of ideas. However, some participants also expressed concerns about the risk of over-reliance on the technology. Overall, the findings suggest that AI-assisted writing instruction, when implemented within a structured and targeted pedagogical approach, can significantly improve academic writing skills in EFL higher education contexts. These results offer practical implications for curriculum design and teaching strategies.
AI-SUPPORTED EFL WRITING INSTRUCTION: A STUDY ON THE USE OF CHATGPT Moh. Thohir Wijaya; Dwita Laksmita Rachmawati
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.215

Abstract

The integration of artificial intelligence (AI) into language education presents innovative opportunities for enhancing English as a Foreign Language (EFL) writing instruction. This mixed-methods study investigated the use of ChatGPT as an AI-powered digital writing assistant to improve EFL learners' writing skills, specifically examining its impact on idea development, grammatical accuracy, vocabulary use, and overall text organization. A total of 60 EFL university students (n=60) participated in AI-assisted writing activities over a six-week intervention period. Quantitative data were collected through pre- and post-writing tests, while qualitative data were gathered from student reflective journals and open-ended questionnaires. Results from paired-samples t-tests revealed a statistically significant improvement in overall writing scores (t(59) = 6.42, p < .001), with a mean increase of 15.8% and a large effect size (Cohen's d = 0.83). Improvements were particularly notable in coherence, lexical diversity, and grammatical accuracy. Thematic analysis of reflective journals identified two salient themes: (1) reduced writing anxiety, as students reported feeling less apprehensive about making errors when supported by AI-generated feedback, and (2) enhanced idea generation, with learners noting that ChatGPT facilitated brainstorming and improved content elaboration. Students also reported higher levels of motivation and self-confidence when engaging with AI-based support. Despite these benefits, challenges including unequal access to technology, potential over-reliance on AI tools, and the need for critical evaluation of AI-generated content were identified. The study concludes that ChatGPT can serve as an effective supplementary tool in EFL writing instruction when integrated judiciously, with pedagogical guidance remaining essential to ensure that AI use supports, rather than replaces, the development of learners' independent writing competence.
AMBIGUITY IN THE STRUCTURE OF THE THREE STAND-UP COMEDIANS' RULE: A DISAMBIGUATING STIMULUS FOR HUMOR Elsara Khairun Nisa; Rustono; Tommi Yuniawan; Rahayu Pristiwati
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.218

Abstract

The phenomenon of stand-up comedy relies heavily on linguistic manipulation to generate laughter. While ambiguity has been studied in various humor contexts, no research has specifically examined how Indonesian stand-up comedians exploit ambiguity within the rule of three structure to trigger disambiguation and create humorous effects. This study aims to analyze the types of ambiguity (lexical, structural, and situational) used in the rule of three pattern, describe the linguistic strategies employed to build and resolve ambiguity, and examine how disambiguation contributes to humor. Using a qualitative descriptive-analytical approach, data were collected from stand-up comedy performances on YouTube, transcribed, and analyzed using relevance theory. The findings reveal that comedians deliberately construct initial expectations in the first two sequences before introducing ambiguity in the third sequence (punchline). This ambiguity forces audiences to disambiguate sociocultural concepts such as educational quality, social piety, and economic status, with successful disambiguation producing laughter. The study concludes that ambiguity in stand-up comedy functions as a precise stylistic instrument for deconstructing conventional logic and social norms. Future research should explore sociolinguistic dimensions affecting disambiguation speed across different audience backgrounds.
AN EXPLANATORY INVESTIGATION ON FOREIGN LANGUAGE ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS AT STKIP PGRI LAMPUNG Nuryansyah Adijaya; M. Natsir Amir; M. Sofian Hadi
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.219

Abstract

In the context of globalized English education, university students frequently encounter emotional and psychological barriers that hinder their mastery of English as a foreign language. One such barrier is Foreign Language Anxiety (FLA), which has been shown to significantly affect learners’ confidence, performance, and overall language acquisition. This study investigates the existence and sources of FLA among English Department students at STKIP PGRI Lampung, employing a quantitative descriptive design. Data were collected using Horwitz, Horwitz, and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS), which measures four domains of anxiety: communication apprehension, test anxiety, fear of negative evaluation, and general classroom anxiety. Findings revealed that the majority of students reported moderate levels of anxiety, with test anxiety and general classroom anxiety identified as the most influential contributors to heightened stress in English learning contexts. The study concludes with pedagogical implications and recommendations for reducing FLA in Indonesian higher education settings.
STRATEGIC IMPOLITENESS IN TELEVISED POLITICAL DEBATES: TOWARDS AN INTEGRATIVE MODEL OF MEDIA-MEDIATED POLITICAL COMMUNICATION Sriwati Sriwati; Dadang Sudana; Wawan Gunawan; Mulyana Agung; Yulianto Erwin
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.221

Abstract

This study examines strategic impoliteness in Indonesian televised political debates, focusing on how language use shapes political communication and public perception in media-mediated interactions. Previous studies on political discourse have largely emphasized persuasion and politeness, while limited attention has been devoted to systematic analyses of impoliteness in televised political debates, particularly within the Indonesian context. This study addresses this gap by analyzing the forms and functions of impoliteness strategies and their implications for political image construction. Using a qualitative approach with pragmatic and sociopragmatic analysis, the study investigates 70 utterance segments containing face-threatening acts (FTAs) drawn from three televised talk show episodes: Indonesia Lawyers Club (2016; 2023) and Mata Najwa (2019). The analysis applies Culpeper’s impoliteness framework, encompassing bald on record impoliteness, positive impoliteness, negative impoliteness, mock politeness/sarcasm, and withholding politeness. The findings demonstrate that televised political debates are inherently face-threatening due to argumentative competition, media performance pressure, and ideological polarization. All five impoliteness strategies were identified, with positive impoliteness and bald on record impoliteness emerging as the most dominant strategies, each accounting for 21.4% of the total occurrences. The study further reveals that the impact of impoliteness on politicians’ public image is ambivalent, depending on audience ideology and group identification. Finally, this study proposes an integrative model linking communicative context, impoliteness strategies, and political image formation within media-mediated political discourse.
CHARACTER EDUCATION IN ENGLISH LANGUAGE LEARNING: AN ANALYSIS OF CHARACTER VALUES IN THE ENGLISH FOR NUSANTARA TEXTBOOK FOR GRADES III–VI ELEMENTARY SCHOOL Zahwa Rizky Aulia; Ria Angraini
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.222

Abstract

Character education has been positioned as a foundational objective of Indonesian elementary education, particularly under the Kurikulum Merdeka framework, which emphasizes the development of the Pancasila Student Profile. While prior scholarship acknowledges the strategic role of textbooks in mediating value formation, empirical analyses examining how character dimensions are systematically represented in elementary English as a Foreign Language (EFL) materials remain limited. This study aims to answer the following research questions: (1) What character values are represented in the English for Nusantara textbooks for Grades III–VI? (2) How are the six dimensions of the Pancasila Student Profile distributed across the textbooks? and (3) Which character dimensions are most and least dominant? This study investigates the extent to which character values are embedded in four English for Nusantara textbooks for Grades III–VI. Adopting a qualitative content analysis with a directed coding procedure, the study analyzed textual and visual components using the six dimensions of the Pancasila Student Profile as analytical categories. To complement the qualitative analysis, frequency counts and percentages were used to describe the distribution of character values. The findings indicate that character education is substantively integrated across grade levels; however, its representation is disproportionate. Critical Reasoning dominates the materials, followed by Independence and Mutual Cooperation, whereas Global Diversity is minimally represented. These patterns suggest a stronger orientation toward cognitive and behavioral competencies than toward intercultural development. The study underscores the need for a more balanced incorporation of character dimensions to ensure holistic value formation within elementary EFL instruction.

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