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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
PROMOTING STUDENT TEACHERS' TEACHING PRACTICUM WITHIN DESIGNATED SPEAKING CLASS Sumekto, Didik Rinan
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.v11i3.8587

Abstract

This study aims at promoting undergraduate student teachers’ teaching practicum that highlights the pedagogical and teaching performance within the designated speaking class. Four senior student teachers participated in five weeks’ teaching practicum through the purposive sampling selection. The method of this study used observation, questionnaire, and teaching practicum documents to facilitate the qualitative analysis in relevance with student teachers’ teaching files, running-methods course, and classroom observations. The core practices of probing pedagogical activities engaged student teachers in intrinsic discussions explicitly and implicitly. The substantial pedagogical matters and their sub-matters were experientially derived from the relevant practicality into the common sense of instruction criteria on planning, implementation, and reflection stages. The discussion substance highlighted daily speaking performance in vocabulary, grammar, pronunciation, fluency, and content among freshmen and sophomores. This study recommends student teachers improve their theoretical and practical teaching methods by accommodating enumeration and sense-making classroom discussion.
DUET THIS: STORYTELLING THROUGH SOCIAL MEDIA VIDEO FOR TEACHING ENGLISH Damayanti, Ika Lestari; Nurlaelawati, Iyen; Amalia, Lulu Laela; Dharma, Nindya Soraya; Ratnaningsih, Sri
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.v11i3.7706

Abstract

This case study aimed to investigate the use of the social media video application, TikTok, to support ten EFL teachers in Indonesia to develop videos for storytelling with their students. During the emergency remote teaching, these teachers found difficulty in designing learning materials easy to share on various online platforms. In this study, a two-week training program consisting of face-to-face and online sessions was conducted to facilitate the teachers to explore TikTok affordances and tell stories in the form of TikTok’s Duet. The data were collected from TikTok videos produced during the program and the teachers’ pre- and post-training reflective notes. The findings show the teachers’ shifted view of TikTok as non-educational entertainment to an educational platform that could facilitate interactive and interesting storytelling with students. The teachers were aware that while the short duration of the TikTok video was beneficial for easy sharing and engagement with students, it affected the length of the unfolding stages of the story. In creating a TikTok video for storytelling, the teachers found modifying original stories into a one-minute interactive video challenging. More support is thus required to provide teachers with pedagogical, technological, and language content knowledge that allows them to develop teaching resources relevant to their student’s language learning needs and social and economic backgrounds.
FOSTERING CRITICAL THINKING SKILLS IN EFL UNIVERSITY STUDENTS DURING LISTENING COMPREHENSION USING DIGITAL TEACHING-MATERIALS: A CASE STUDY Ma'fiyah, Imroatul; Riyani, Riyani; Annisa, Happy
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.v11i3.8155

Abstract

Understanding listening materials is perceived as the most challenging aspect of language learning by many EFL University students. They face difficulties in recognizing English words, phrases, pronunciation, vocabulary, and sentence complexity, compounded by the rapid speech rate of native speakers. Addressing these challenges, this study explores the use of digital materials that require students to analyse, evaluate and make informed judgments based on listening content, thereby nurturing higher order thinking skills. A qualitative case study was conducted, involving the collection of comprehensive data from course syllabi, lecturers and students. A total of sixty-one university students enrolled intermediate listening course, along with two listening lecturers, were actively engaged to enrich the data. The results shows that the use of digital materials, particularly the e-module, has proven to be effective. Students’ responses indicate that the e-module effectively facilitates critical thinking, improves reflective ability, and encourages motivation. Moreover, the e-module features, including well-defined learning outcomes, authentic materials, scaffolded learning activities, engaging multimedia elements, collaborative features, and opportunities for reflection and self-assessment, collectively contribute to foster critical thinking skills and motivation among students.
GAMIFICATION AND SOLO TAXONOMY: A STRATEGY TO PROMOTE ACTIVE ENGAGEMENT AND DISCIPLINE IN ENGLISH LANGUAGE LEARNING Suryani, Nyayu Yayu; Syahbani, Muhammad Husni
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.v11i3.8544

Abstract

The motivation for this study arises from the potential of gamification, particularly the integration of game-based platforms like Kahoot!, to enhance active communicative language use within the classroom. The research aims to investigate the impact of implementing gamification based on SOLO taxonomy's relational level on the Kahoot! application on active participation, discipline, and learning outcomes in the context of English language learning. This study employs a descriptive research methodology, involving observations, interviews, and assessments, with a participant group comprising 35 nursing program students. Descriptive analysis reveals that gamification within the SOLO taxonomy framework positively influences students' active engagement and discipline, although there are fluctuations in their learning outcomes. Students express enthusiasm for utilizing the Kahoot! application for English learning, but they encounter occasional connectivity issues that hinder problem-solving activities. Consequently, the integration of technology is a promising approach for enhancing English language skills, with a reliable internet connection being a critical factor for success when using the Kahoot! platform.   
LMS-DRIVEN HOTS READING MODEL FOR HIGHER EDUCATION ENHANCEMENT Darmawan, Erlan; Thamrin, Nani Ronsani; Suwarto, Gentur Priguna
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.v11i3.9198

Abstract

This research aims to implement the Learning Management System of the Learning Process for developing a reading instruction model based on HOTS. Conducted the research in a private university in Kuningan, West Java, Indonesia. At present, one of the private tertiary institutions in Kuningan during COVID-19 is conducting lectures in a virtual class using Moodle in the learning process with the e-class, a part of the LMS. With the implementation of a virtual class in the form of Moodle used by the students of a private university in Kuningan, it is hoped that it can improve the reading instruction model based on higher-order thinking skills. This research is a kind of research and development or Research and Development (R&D) to produce products and test the feasibility of products, where the products developed are in the form of a reading instruction model based on HOTS using the ADDIE development model (Analysis, Design, Development and Implementation, Evaluation). The results are very effective in using this model, as seen from the test results obtained by students in the class.
WHO SPEAKS LOUDEST? EXPLORING THE DYNAMICS OF STUDENTS' VOICES IN THE DIGITAL AGE WITH WIZER.ME IN MODERN TEACHING Khoirunnisaa', Try Ammalia; Maghfiroh, Naily Inayatul; Mustofa, Mutmainnah
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.v11i3.9286

Abstract

This study emphasizes the need for digital adaptation in contemporary teaching techniques and recommends utilizing the website Wizer.me as an effective instrument to achieve this need. Exploring the dynamics of students' voices in the digital age with Wizer.me in modern teaching is the topic of this study. The study is to investigate students' perspectives on the Wizer.me platform in teaching and learning, as well as its integration with conventional teaching techniques. This study used survey research method. The participants were seventh-grade students at SMPI Almaarif 01 Singosari Malang. According to the study, Wizer.me is an online learning platform that has a positive impact on student engagement, and personalized learning and promotes student-centered learning. The data will be statistically analyzed using descriptive techniques. The result indicated that 86,7% of students had utilized Wizer.me for their assignments, 100% of students liked using this platform, and 33,3% of students frequently use Wizer.me more than two times. Moreover, 73.3% of students preferred using the Wizer.me platform over traditional methods in the learning process, and 100% of students agree that they understand better acquiring the material using this platform than traditional techniques. Hopefully, the study's findings will be of major benefit to educators and those involved in the integration of educational technology, supporting breakthroughs and improvements in the learning environment
ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: TEACHING ENGLISH FOR SPECIFIC PURPOSE (ESP) IN HIGHER EDUCATION Al Baekani, Abdul Kodir; Hapsari, Nesti; Muslihat, Asep
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.v11i3.7845

Abstract

ESP (English for Specific Purpose) is part of ELT (English Language Teaching) which contains the teaching of English as a foreign language. Every English teacher, especially ESP, must innovate in the delivery of their teaching materials which are always carried out from year to year. This study reports on the perceptions of economics major students about the use of flipped classroom models in learning English for Specific Purpose (ESP). Illustrated in classroom action research through reflective journals, photo elicitation and interviews data. Qualitative findings show that: 1) all students enjoy watching video teaching materials and have an interest in using them to learn English; 2) the use of flipped classroom in learning English makes students independent and active in learning English; 3) flipped classroom engaged students in learning English in different contexts of discourse; 4) flipped classroom mode motivated students in learning English. The findings of this study are expected to be useful for other researchers interested in EFL learning innovations or teachers who are looking for teaching English for Specific Purpose (ESP).
THE INFUSION OF PROBLEM SOLVING SKILLS IN MICROLEARNING VIDEOS OF ENGLISH READING MATERIALS FOR NON-ENGLISH MAJOR Dewanti, Ratna; Bontisesari, Bontisesari; Sulistyaningrum, Siti Drivoka
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.v11i3.8882

Abstract

Problem solving skills as one of the 21st century skills should strongly be focused in education because when students practice problem solving consistently, they can develop better social and situational awareness – the ones required in this social impact era. This study aimed at describing the infusion of problem solving skills in microlearning videos for non-English major students. In addition, it delineates the feasibility of the materials using a small-scale piloting. The study employs library research for the procedures of infusion and pilot study for the feasibility of the designed materials. The findings encompass detailed descriptions and procedures of the learning materials enclosed with a feasibility measurement conducted by a panel of three English learning materials experts and 50 participants as target users. The participants involved eleven English course instructors and thirty-nine students. The feasibility measures indicate that the microlearning video prototypes received satisfactory results. These results suggest that microlearning videos have the potential to enhance problem solving skills which in turns revamp the 21st century skills. The naturally determined characteristic of microlearning videos are also befitting the demand for bite-sized content of information, self-paced learning, mobile-friendly accessibility which undergo learning experience of students in digital era, especially in EFL context within higher education.  
THE INTEGRATION OF COOPERATIVE LEARNING MODEL ON ENGLISH LANGUAGE LEARNING IN FOSTERED ELEMENTARY SCHOOL OF SIMALUNGUN UNIVERSITY Silalahi, Mardin; Siregar, Geby Arni; Naibaho, Lamhot
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.v11i3.7574

Abstract

Abstract: This research is aimed at analyzing the integration of the cooperative learning model into English language learning, which was done at fostered elementary school of Simalungun University. The method of the study used was a quasi-experimental research method with a post-test-only control group design. The population of this study was all elementary school learners assisted by Simalungun University in Siantar City, with as many as 232 people. The research sample chosen was 70 learners, determined by using random sampling. The researcher used a lottery system to appoint the experimental and control classes. Based on the lottery system that was carried out, it was found that class IV of school X served as the experimental group and class IV Class Y as the control group. The instrument of the research was two sets of previously validated questionnaires. The data technique analysis used was statistical analysis. The result of the study is that the motivation and learning outcomes of learners following the NHT cooperative learning model were higher than learners following the conventional learning model. It is concluded that NHT cooperative learning model has a positive effect on increasing achievement motivation and English learning outcomes for learners of class IV at Y and X Schools both separately and simultaneously.Keywords: Cooperative learning; learning english; number head together
EXPLORING THE CORRELATION OF SOCIOLINGUISTIC COMPETENCE AND SPEAKING PROFICIENCY, AND HOW LEARNERS PERCEIVED THEM Fariha, Nur; Anwar, Khoirul; 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.v11i3.9083

Abstract

This study aims to explore the correlation between sociolinguistic competence and speaking proficiency in language learners while examining their perceptions of these aspects. Conducted using a mixed-methods approach, the research gathered data from 65 participants across multiple universities in Lamongan Regency, East Java, Indonesia. Quantitative analysis involved Test of English as a Foreign Language (TOEFL) scores, structured surveys, and questionnaires assessing sociolinguistic competence. Qualitative insights were obtained from in-depth interviews, illuminating participants' experiences, beliefs, and challenges in diverse social settings related to language use. Quantitative findings indicate a strong correlation between sociolinguistic competence and speaking proficiency. The Pearson correlation coefficient for "Sociolinguistic Competence" was 1.000, confirming a perfect positive correlation, while the correlation between "Sociolinguistic Competence" and "Speaking Proficiency" was .688, signifying a robust positive correlation. Similarly, "Speaking Proficiency" exhibited a .688 correlation with sociolinguistic competence. Qualitative insights emphasized themes such as sociolinguistic norms, language preferences, and challenges in communicative contexts. Participants stressed the importance of adhering to sociolinguistic norms, showcased preferences for specific language styles in diverse contexts, and highlighted challenges in multilingual environments. The study solidifies the significant correlation between sociolinguistic competence and speaking proficiency among participants, emphasizing the pivotal role of sociolinguistic competence in enhancing speaking proficiency. These outcomes stress the reciprocal influence between these dimensions in language learning, emphasizing the need for tailored language learning strategies incorporating sociocultural dimensions. Future research may delve into implementing sociolinguistic approaches in language education to enhance learners' communicative skills and sociolinguistic awareness.   

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