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English Review: Journal of English Education
Published by Universitas Kuningan
ISSN : 23017554     EISSN : 25413643     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
ENGLISH REVIEW: Journal of English Education (ISSN print 2301-7554) is a peer-reviewed journal published in Indonesia by the Department of English Education, Faculty of Teacher Training and Education, the University of Kuningan (PBI FKIP UNIKU) in collaboration with the Association of Indonesian Scholars of English Education (AISEE). This journal is published twice a year: June and December. The scopes of the journal include, but not limited to, the following topic areas: the classroom action research, applied linguistics, linguistics, pragmatics, critical discourse analysis, and literature.The journal is published in both printed and online versions.
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Articles 41 Documents
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Search results for , issue "Vol. 11 No. 3 (2023)" : 41 Documents clear
FOSTERING LEARNING AUTONOMY AND CREATIVITY IN CROSS CULTURAL UNDERSTANDING THROUGH PROJECT-BASED LEARNING Istikharoh, Lutfi; Nurhayati, Sulasih
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7739

Abstract

Teachers require instructional resources to assist students in learning. This research met the material requirements of students and evaluated 21st-century learning and the analysis of popular literary works in various countries. Thirty students in English Education and Literature participated in this study. The research was primarily concerned with three topics: design of Booklet Journey to the World, the 21st century skills in project-based learning, and literary work analysis as one of the booklet's sections. Three instruments were used to gather data from the field. Document analysis, a Focused-Group Discussion (FGD) interview, and a questionnaire indicate students' perspectives of their writing process through the implementation of project-based learning. Three points disclosed: 1) The booklet displayed good creativity, idea courage, and language; 2). Concerning the compatibility of learning models and instructional materials, creativity; and self-directed learning, the three criteria were met by 53.34 percent, 63.34 percent, and 56.67 percent of respondents, respectively which means that the students' perception on the implementation of project-based learning was rated as excellent; 3) The majority of works included in the booklet were collected, paraphrased, and commented on, demonstrating sufficient, effective, and thorough literary comprehension.
EXPLORING THE PRACTICAL APPLICATION AND APPRAISAL OF THE 2013 ENGLISH CURRICULUM IN A STATE JUNIOR HIGH SCHOOL: A QUALITATIVE INVESTIGATION Milyarni, Farrah Dina; Sofendi, Sofendi; Mirizon, Soni
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8310

Abstract

The constant enhancement of Indonesia's educational curriculum is aimed at improving the overall quality of education. This research specifically investigates the application of the 2013 English Curriculum at a state yunior high school in Palembang, South Sumatra, Indonesia, utilizing a qualitative evaluative approach. The study, conducted at SMP Negeri 1 Palembang, involved two English teachers and eighth-grade students. The findings revealed that the English teachers adhered to standard content and government syllabi when developing lesson plans. Teaching methods and assessments also aligned with government policies. Additionally, factors such as teacher quality, resource accessibility, and community involvement were identified as potential influencers on curriculum effectiveness. Although the curriculum has evolved, evaluating the 2013 curriculum can provide valuable insights for future improvements in Indonesia's educational curriculum.  
DIGILANG: ENHANCING ENGLISH PROFICIENCY IN COMMUNITY-BASES TOURISM THROUGH TAILORED E-LEARNING Nuraeni, Nuraeni; Pratama, Erik Yuda; Afrianto, Yugo
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8479

Abstract

This study presents DigiLang, a customized e-learning platform, specifically developed to enhance English for Tourism proficiency among Community-based tourism members in Bogor Regency. The DigiLang platform was tailored to meet the specific purposes of language needs in the tourism sector. Through a comprehensive needs assessment, DigiLang provides a variety of focused resources, including personalized content, interactive modules, and practical exercises designed to foster proficient communication in the context of tourism. Further, the participants involved in this study were 30 villagers from three community-based tourism members who were randomly chosen from three tourism sites located in Bogor Regency. The participants were actively engaged in using DigiLang for English language learning within the tourism context. Their experiences and feedback were collected and analyzed to evaluate the effectiveness and suitability of the DigiLang materials in enhancing community-based tourism members' English proficiency. The results of the survey reveal learners’ positive attitudes towards (1) the user interface, (2) the language content and learning material, (3) the localized learning material. Participants also noted effective ways of online learning using DigiLang platform. Drawing from the outcomes of this developmental research, the DigiLang platform fulfilled the criteria for its adoption as a medium for online language learning, particularly in the English for Tourism context.   s
STUDENTS’ ENGAGEMENT IN VIRTUAL CREATIVE WRITING: DEVELOPING A CREATIVE WRITING STYLE Surfaifel, Fety; Emilia, Emi; Gunawan, Wawan
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8733

Abstract

Writing is not a stand-alone mental activity; it is inextricably linked to other forms of creative design, such as drawing and music composition. Writing is a highly sought-after skill in today's digital world. Creative writing is defined as the fluent exchange of concepts in an original manner through the construction of logical connections between them in written form based on the individual's schema. This article discusses a study that examined factors affecting student engagement as a lens through which to examine students' perceptions of their creative writing class participation. These interactions emphasize the complexities of student engagement and promote the accuracy of the instruments and metrics used to study it. Cognitive engagement is concerned with a student's internal investment in the learning process, which includes inner psychological characteristics or nonvisible characteristics that encourage effort in acquiring, comprehending, and mastering the knowledge or skills required for academic work. As a result, English lessons were held for 12 students from Flores' private junior high school. They completed a questionnaire that included quantitative and qualitative questions. Descriptive statistics are used to examine qualitative data conceptually and statistically. The participants' experiences reflected various aspects of the students' participation. According to the findings, creative writing activities can help students learn about behavior, emotion, and cognition in a poetry class. However, in a poetry class, emotional involvement prevailed and was followed by behavioral engagement. Nonetheless, pupils maintained a low level of cognitive engagement.
PERSPECTIVES AND EXPERIENCES OF INDONESIAN PRE-SERVICE ENGLISH TEACHERS IN DEVELOPING DIGITAL LEARNING RESOURCES Sudimantara, Lala Bumela
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7919

Abstract

The adoption of the 2022 Emancipated Curriculum in Indonesia has prompted a need for pre-service English teachers to acquire new skill sets. These skill sets entail the integration of technology and pedagogy, aligning with UNESCO's transformative pedagogy approach to learning, which emphasizes a new paradigm of learning with a focus on essential elements of language learning. This qualitative study aims to investigate the perspectives and experiences of pre-service English teachers in Indonesia in developing digital learning resources for English learners that resonate well with the nature of the Emancipated Curriculum.  A phenomenological research approach was adopted, and data were collected through a questionnaire and semi-structured interviews with 16 pre-service English teachers who had completed their final research project on the development of digital learning resources that promote a holistic English language learning. The data was analysed using both corpus analysis and thematic analysis techniques. The findings reveal that pre-service English teachers in Indonesia encounter substantial obstacles when it comes to developing and utilizing digital resources. These challenges include limited access to technology, resistance from schools to embrace digital learning, and students' inadequate English proficiency levels. Despite these constraints, the pre-service teachers generally express satisfaction and confidence in creating their digital learning materials. They also view digital technology as a valuable resource that can enrich the teaching and learning experience. In conclusion, the paper emphasizes the need to equip preservice English teachers in Indonesia with the necessary skills and knowledge to navigate the digital age and work as curriculum engineers effectively. This study suggests that by integrating digital pedagogy and providing access to digital resources, preservice English teachers can become competent curriculum engineers who can deliver quality English language instruction in the 21st century. Ultimately, this will enhance the quality of English language instruction in Indonesia and ensure that preservice teachers are well-prepared to navigate the digital age and provide quality education to their students.  
UNVEILING THE POETIC LANGUAGE OF STUDENT DISCOURSE ON INSTAGRAM Wedananta, Kadek Adyatna; Purandina, I Putu Yoga
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8849

Abstract

This study aims to investigate the poetic function of language used by students on Instagram pertaining to the discourse topics expressed by the students. These researchers adopted a qualitative approach as the research design. This study was conducted by collecting data towards students from schools in Denpasar, Bali, about students' Instagram captions as its document data for analysis. Based on observation, documentation, and interviews with all participants, it can be concluded that Roman Jakobson's poetics function of language, which was demonstrated in the students' Instagram captions, is a viable initiative to discover students’ topics of interest; the students tend to choose topics such as life, love (blossom, broken heart, or loneliness), nature (nature itself or related to humans), personality, wordplay, precious moment,self-confidence, and friendship. These captions are the result of the students' ideology, which include the ideology of wisdom, humor, confession, and hope. 
EXAMINING TEACHERS’ PERCEPTIONS AND ATTITUDES TOWARDS THE INTEGRATION OF TECHNOLOGY IN ASSESSMENT PRACTICES Indayani, Wahyu Restu; Asari, Slamet; Maruf, Nirwanto
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8817

Abstract

The integration of technology in education has become increasingly important, and understanding how teachers perceive and approach online assessment is crucial for effective implementation in the field of EFL teaching. This study investigates the perceptions and attitudes of EFL teachers in Junior High Schools in East Java towards online assessment. Despite the potential benefits of online assessment, there is a research gap in how EFL teachers in this context perceive and utilize it. This research aims to explore EFL teachers' beliefs and views about online testing and the specific challenges they encounter when adopting online assessment. Employing a mixed-methods approach, data were gathered from 100 EFL teachers through surveys and semi-structured interviews. Findings reveal that EFL teachers generally hold a positive perception and attitude towards online assessment, acknowledging advantages like faster grading and accurate measurement of learning outcomes. However, they face challenges related to technological proficiency, student competence assessment, and teacher confidence in using ICT. These findings contribute to the field by emphasizing the importance of supporting teachers' technological proficiency and fostering an inclusive learning environment, optimizing the potential benefits of online assessment in EFL classrooms. 
NEED ANALYSIS FOR DEVELOPING PARAGRAPH WRITING MATERIALS BASED ON PROBLEM-BASED LEARNING MODEL FOR INDONESIAN EFL LEARNERS Ilham, Ilham
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.8326

Abstract

This study aims to explore models of Paragraph Writing materials based on problem-based learning needed by students and lecturers. A descriptive qualitative method design is employed. It involves thirty- three students and two instructors of the English Department of a private university in Mataram West Lombok, Indonesia who attend paragraph writing class in the academic year 2023-2024. To collect the data, questionnaires, and interviews were used. The finding revealed that students and lecturers preferred teaching materials with understanding part of the paragraph, unity and coherence, and paragraph organization. The topic of paragraph writing material on vocabulary, subject-verb agreement, and part of speech. Learning exercises provide in individual and group, learning exercises which focus on writing topic sentences, supporting sentences and concluding sentences.  Evaluation from both theoretical and practical elements, to understand the concept of problem-based learning. To conclude, designing a model of teaching materials for paragraph writing materials based on problem-based learning is needed to conduct to keep up with updated insightful needs. By giving information on the needs of students and educators, this study has shown the capacity to bridge the gap and also recommendation to conduct need analysis regularly for designing Paragraph Writing Material. Keywords: Paragraph writing material, problem-based learning, EFL learners
“I GET BLANK WHEN START TALKING”: AN EXPLORATION TOWARDS SOURCES AND STRATEGIES OF NON-ENGLISH FRESHMEN’S ANXIETY IN ESP SPEAKING PROGRAM Alfiani, Widya; Nurkamto, Joko; Supriyadi, Slamet
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7690

Abstract

 Foreign language anxiety has been recognized as one of the foremost challenges for language learners. This study intends to explore the sources of non-English freshmen’s anxiety in ESP speaking program and their ways of dealing with it. Similarly, ESP instructors’ solutions to mitigate their freshmen’s anxiety were also discovered. A qualitative approach with an exploratory case study design was conducted to enrich insight and better understand the phenomenon. Data collection involves classroom observations and semi-structured interviews with eight non-English freshmen and two ESP instructors enrolled in ESP speaking program at a private university in Malang, East Java. The data was then analyzed thematically using the interactive model of Miles et al., (2014). It was found that speaking anxiety commonly felt by non-English freshmen was caused by some sources from freshmen’s personal mentality, linguistic capability, and classroom activity. The finding also provides several strategies adopted by freshmen to overcome their anxiety. Furthermore, various approaches implemented by ESP instructors to decrease freshmen’s speaking anxiety were offered. It should be emphasized that anxiety among students will always linger upon learning a foreign language. Still, such learning roadblocks could be diminished. Instructors possess a crucial duty to lessen the worries of learners. 
NON LINGUISTIC ASPECT CAUSED STUDENTS’ FOREIGN LANGUAGE ANXIETY IN SPEAKING ENGLISH Saleh, Yuwin Rustam; Akhmad, Enni; Akhmad, Zulkifli
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7803

Abstract

Foreign language anxiety is a type of anxiety that is experienced by individuals when learning, speaking, or interacting in a foreign language. Some scholars have been interested to investigate the foreign language anxietyin the classroom and identified the cause of students’ foreign language anxiety, either in international context or Indonesia context. Most of the factors related to the linguistic aspect, such as students lack vocabulary, students lack of pronunciation, and do not understand of teacher’s talk. However, the research about factors of foreign language anxiety is caused by non-linguistic aspect was still undergrown. This research came to stipulate the gap of knowledge. This research used qualitative method and study case design. It took 20 students of English Education Department FITK IAIN Sultan Amai Gorontalo who have Upper-Intermediate proficiency level. The instruments of research used foreign language anxiety scale to identify factors of students’ foreign language anxiety and in-depth interview to know the students’ reason of being anxiety in foreign language classroom. It used triangulation method in analysing data, namely reducing data, displaying data, and drawing conclusion. The results showing that there were 3 non-linguistic aspects in causing students’ foreign language anxiety. First, they felt worried if they had to speak in front of the class and answered the lecturer's questions voluntarily. Second, they felt worried if they do not understand what the lecturer is talking about. Third, they felt worried if they did not prepare before the lesson started. Fourth, students felt worried if they would get a bad score. This result implied to the teacher’s technique in asking the students to speak in front of the classmate. Therefore, the research suggested to apply small group discussion in teaching and learning speaking skill in foreign language classroom.

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