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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 88 Documents
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THE EFFECT OF A SPEAKING FOR ACADEMIC PURPOSES LEARNING MODEL ON STUDENTS' ENGLISH PROPOSAL SEMINAR PRESENTATION ABILITY: A QUASI-EXPERIMENTAL STUDY Nasriandi; Masruddin Asmid; Hikmawati
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.v14i2.209

Abstract

The ability to present academic work in English is a critical yet underdeveloped competency among English Education (EED) students in Indonesian higher education. This quasi-experimental study investigated the effect of a Speaking for Academic Purposes (SAP) learning model on EED students' English proposal seminar presentation ability at Muhammadiyah University of Palopo. A non-equivalent control group design was employed, involving 60 sixth-semester students divided into an experimental group (n = 30) that received SAP model instruction over six sessions, and a control group (n = 30) that received conventional speaking instruction. Both groups completed pre-tests and post-tests assessed using an analytical speaking rubric covering five dimensions: content, language accuracy, fluency, discourse organization, and delivery. Data were analyzed using an independent-samples t-test to compare post-test means between groups, and a paired-samples t-test to measure within-group gains. Results showed that the experimental group achieved a significantly higher post-test mean (M = 82.8, SD = 7.2) compared to the control group (M = 67.4, SD = 9.1), with a statistically significant between-group difference (t(58) = 7.34, p < .001, d = 1.89). Within the experimental group, all five rubric dimensions showed significant improvement, with the largest gains in Discourse Organization (+47.8%) and Fluency (+45.0%). These findings provide empirical evidence that the SAP model, integrating genre-based instruction, structured rehearsal, peer feedback, and reflective practice, is significantly more effective than conventional instruction in improving students' academic speaking performance. Implications for English Education curriculum design and pedagogical practice are discussed.
ENHANCING ENGLISH COMPETENCE IN DESIGN STUDENTS: A MULTIPLE INTELLIGENCES FILM-PROJECT MODEL Yuni Awalaturrohmah Solihah; Ine Rachmawati; Muhamad Ferdiansyah; Aquilla Neesa Flobyondry
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.v14i1.95

Abstract

This study investigates the effectiveness of integrating Project-Based Learning (PBL) with Multiple Intelligences (MI) through film production to improve English language competence among third-semester Design students. Fifteen students participated in the project, which was conducted under the 2025 Competitive Grant Program. Data were collected through pre- and post-test assessments on speaking and writing, MI questionnaires, classroom observations, film project evaluations, and student as well as lecturer interviews. The results revealed significant improvements in students’ productive English skills, with mean speaking scores increasing from 64.5 to 79.1 and writing scores from 62.7 to 76.7. The MI questionnaire showed that most students demonstrated dominance in visual-spatial intelligence (33.3%), followed by musical and interpersonal intelligences (20% each). Observations and interviews highlighted that film production provided authentic opportunities for students to apply their dominant intelligences while collaborating in creative tasks. Film project assessments further confirmed that students successfully balanced linguistic competence, creativity, and technical aspects, with overall results rated from very good to excellent. These findings indicate that MI-integrated PBL through film production is an effective and meaningful approach to language learning, as it fosters not only linguistic proficiency but also collaboration, creativity, and critical thinking skills.
UNPACKING MEANING-MAKING IN HYUNDAI’S 2016 SUPER BOWL AD: A MULTIMODAL TRANSITIVITY ANALYSIS Imam Hanafi; Andri Wardana; Sopian; Rosa Kusuma Arum; Marlina Angelica Artanti
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.v14i2.118

Abstract

This study addresses the following research questions: how are transitivity processes distributed across linguistic, visual, and auditory modes; how do transitivity frames construct meanings of power, control, and surveillance; and how do auditory elements interact with other modes to reinforce persuasive meaning in video commercials? Using a qualitative multimodal discourse analysis approach, the study integrates Halliday and Matthiessen’s (2014) transitivity system with Baldry and Thibault’s macro-analytical framework. The Hyundai Super Bowl 2016 commercial was segmented into 67 frames, of which 20 were selected based on camera shifts, participant interaction, product visibility, and salient multimodal features. The findings show that material processes account for 50% of the clauses (9 out of 18), positioning the car as the central Actor, while relational processes construct positive attributes associated with the product. Visual strategies, such as low-angle shots and dynamic camera movement, reinforce meanings of power and control, while auditory elements, including wolf howls, tyre screeches, and alarm sounds, contribute to themes of surveillance and protection. Persuasive meaning emerges from the coordinated interaction of semiotic modes across transitivity frames. The study extends multimodal discourse analysis by incorporating auditory resources and offers pedagogical implications for teaching students to analyse how multiple semiotic modes jointly construct meaning in media texts.
GAMIFIED EDUCATIONAL APPS AND READING COMPREHENSION IN HOME-SCHOOLED CHILDREN: AN EXPLORATORY MIXED-METHODS CASE STUDY Budianto Hamuddin; Aprilia Yunda Supasa; Meutya Rizki Ramadhani
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.v14i2.135

Abstract

Many children now encounter stories on digital screens rather than on printed pages, yet limited empirical evidence exists regarding how gamified reading applications support comprehension in home schooling environments. Addressing this gap, this small scale mixed methods case study examined a four weeks intervention involving selected gamified reading applications used by two home schooled children aged ten and eleven. A standardized reading comprehension test was administered before and after the intervention to provide descriptive indicators of change in overall comprehension and three subskills, namely vocabulary, literal comprehension, and inferential comprehension, while semi structured interviews with the children and their parents were thematically analysed to explore learning experiences, engagement patterns, and contextual factors shaping app use. In this exploratory study with two participants, overall comprehension scores increased from a mean of 57.5 before the intervention to 74.0 afterwards. Vocabulary scores rose from 53.5 to 74.0, literal comprehension from 60.0 to 78.0, and inferential comprehension from 50.0 to 66.0, indicating observable descriptive gains across the three components of reading comprehension during the intervention period. Qualitative findings suggested increased motivation and sustained engagement with reading tasks, while parents emphasized that active guidance was often required to redirect attention from game rewards toward text meaning and deeper comprehension processes. Taken together, the findings provide preliminary and context specific insights from a rarely documented home schooling setting. Rather than offering generalizable conclusions, this study presents exploratory evidence that gamified reading applications may support certain aspects of reading development when their use is regular, text focused, and accompanied by parental scaffolding, while also generating hypotheses and nuanced considerations for parents, educators, and educational technology designers interested in integrating gamified tools into home based literacy practices.
AI ASSISTANCE OR OVERRELIANCE? ANALYZING ESP STUDENTS’ CRITICAL USE OF GENERATIVE AI Masrurotul Ajiza; Issy Yuliasri; Hendi Pratama; Sri Wahyuni
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.v14i2.153

Abstract

The rapid integration of generative artificial intelligence (GenAI) tools as reshaped how English for Specific Purposes (ESP) students —like in engineering disciplines— approach language production. Despite their growing presence, limited research has examined the risk of overreliance on GenAI and its potential to diminish students’ critical language awareness. Using a purposive sampling in which 27 students who met the criteria, the study addressed three questions: (1) To what extent do ESP students critically evaluate AI-generated suggestions? (2) What factors influence their acceptance, revision, or rejection of AI output? and (3) In what ways do ESP students utilize AI tools to support their English skills? A qualitative approach was utilized with the data collected through class observation and open-ended questionnaires. The findings revealed that while AI use is widespread, many students demonstrated critical engagement, often modified sentence structures to sound more humanized. However, lack of confidence in their English abilities and time constraints were key reasons for passive acceptance of AI output. Students used AI mostly for overcoming their lexical barriers. These findings underscore the need for careful integration of GenAI into ESP classrooms, supported by targeted instruction and thoughtful lesson design, particularly for students with lower proficiency. Future research should further examine patterns of overreliance across more diverse learner populations.
REFRAMING SHORT STORY WRITING INSTRUCTION IN INDONESIAN SENIOR HIGH SCHOOLS THROUGH 6C-BASED DIGITAL MATERIALS Galih Ramadhan; Jaja; Yusida Gloriani
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.v14i2.186

Abstract

This study aims to develop digital teaching materials for writing short stories based on 6C skills for high school students. 6C skills are 21st-century skills that include critical thinking, creativity, communication, collaboration, character, and citizenship skills developed through the learning process. The research method used is research and development (R&D) using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The analysis stage is carried out through a study of the content of 6C skills in six short story texts as a basis for developing teaching materials. The developed digital teaching materials were then validated by validators who include material experts, language experts, digital media experts, and practicing teachers. The validation results show that the digital teaching materials based on 6C skills in learning to write short stories are very feasible. Implementation of the teaching materials was carried out on grade XI students at SMA Negeri 1 Kadugede and SMA Negeri 1 Kawali. The evaluation results showed an average classical learning completion rate in both schools of 92.32%, with an average score above 81. Analysis of students' short story texts showed that the 6C skills were contextually integrated, comprehensive, and evenly distributed in students' narrative construction. The integration was internalized in the interactions between characters, the context of social reality, character, creativity, and was reflective.
CLASSROOM ASSESSMENT FOR DESCRIPTIVE PARAGRAPH WRITING: A STUDY ON TENTH-GRADE VOCATIONAL STUDENTS Didik Rinan Sumekto
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.v14i2.265

Abstract

Classroom assessment enormously represents a teacher-feedback designed that collects on-going evidence of students’ learning experience and achievement. This study examined the effectiveness of classroom assessment with teacher feedback in promoting descriptive paragraph writing among tenth-grade vocational high school students in Yogyakarta, Indonesia. Twenty-four students (n = 24) completed two descriptive paragraph writing tasks on family background themes over two sessions. Data were analyzed using descriptive statistics, paired t-tests, chi-square goodness-of-fit tests, and principal components analysis (PCA) for learning attitudes (honesty, collaboration, respectfulness, communication, social relationships). Results showed mean scores of 65.63 (SD = 6.63) for the first test and 68.17 (SD = 8.50) for the second test; neither met the teacher's minimum passing grade of 72.00. The difference between tests was not statistically significant. The PCA revealed a Kaiser-Meyer-Olkin value of .269, indicating poor factorability of learning attitude items. Bartlett's test of sphericity was significant (χ² = 23.249, df = 3, p = .046). The study concludes that while teacher feedback contributed to modest writing improvement, whilst the learning attitudes did not demonstrate coherent factorial structure since the small sample size (n = 24) is below PCA’s minimal recommendation and single-site design also limits generalizability. 
ENHANCING ENGLISH LITERACY THROUGH SITUATED PRACTICE OF MULTILITERACIES PEDAGOGY: A MIXED-METHOD STUDY AT SMPN NEONBAT Mikhael Misa; Hesni Neno
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.v14i2.318

Abstract

This study investigates the Situated Practice of Multiliteracies Pedagogy in enhancing students' English literacy at SMPN Neonbat, a rural Indonesian school. The research employs a mixed-methods approach that integrates quantitative and qualitative data, as outlined in the multiliteracies framework, which emphasizes learning through multiple modalities and socio-cultural contexts. Pre- and post-test assessments were administered to collect quantitative data on reading comprehension and grammar. Conversely, qualitative data were collected through student interviews and classroom observations to investigate perceptions and engagement. The results indicate that students' performance has significantly improved in all areas. There was a substantial increase in reading comprehension scores, with gains of 95% in objective questions, 85% in fill-in-the-blank, and 74% in matching exercises. The improvement in grammar scores was even more significant, with a total of 133%, 121%, and 108%, respectively. The significance of these gains was verified through statistical analysis utilizing paired-sample t-tests. Qualitative research demonstrated that students were more engaged, confident, and actively involved in the learning process, particularly when courses were aligned with their cultural and social backgrounds. In general, the research indicates that the Situated Practice of Multiliteracies Pedagogy is effective in improving English literacy. It is particularly well-suited for rural educational environments due to its emphasis on contextualized, collaborative, and meaningful learning.

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