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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 39 Documents
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Search results for , issue "Vol. 12 No. 1 (2024)" : 39 Documents clear
EXPLORING EFL LEARNERS’ EXPERIENCE TOWARD THE UTILIZATION OF DUOLINGO FOR VOCABULARY MASTERY Anggraeni, Novita Dhea; Degeng, Putu Dian Danayanti
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9120

Abstract

Teaching and learning vocabulary is somewhat troublesome for EFL learners, especially Indonesian learners. At this point, the majority of vocabulary teaching in the classroom still uses a traditional approach, meanwhile the involvement of ICT in educational environments is thought to promote the advancement of learners' expertise and skills. This research aimed to examine the effectiveness of using media based-technology especially Duolingo to increase learners’ English vocabulary mastery. In this research, the researcher used a qualitative method, a case study as research design. This research was conducted in one of the private schools in Malang, East Java with 31 students as the participants.  The results of this research showed that the majority of learners believe that learning a foreign language, especially its vocabulary, through Duolingo is straightforward because the vocabulary material is  relevant to everyday life. This is supported by several findings regarding Duolingo facilities, which includes easy access, user-friendly, and engaging vocabulary games and activities that enable learners to feel more motivated and enthusiastic in learning English. This study implies that Duolingo is an effective tool for supporting learners in learning foreign languages, especially mastering new English vocabulary.
MULTIMODAL CONTENT ANALYSIS OF 21ST CENTURY SKILLS IN AN ENGLISH TEXTBOOK Murtadho, Muhammad Ali Arif; Eryansyah, Eryansyah; Silvhiany, Sary
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.7805

Abstract

English textbooks are a valuable tool for promoting the development of 21st century skills. Meanwhile, multimodal texts in textbooks are employed by authors to convey meaning through verbal and visual modes, thus necessitating the adoption of multimodal analysis as the most efficacious method for its elucidation. Regrettably, there exists a dearth of literature concerning the application of this approach for analyzing textbooks. To fill this gap, the study examined 21st century skills in an English textbook. This study used content analysis with multimodal social semiotic approach. The subject of the study was an English textbook “English for Nusantara” for the seventh-grade students. The result shown that critical thinking and problem-solving skill was the most frequent type. However, the study did not find any mention of media literacy, and there were only a few instances of economic literacy and global awareness. It is suggested that future revisions should include them. Moreover, English teachers are urged to actively participate in the process of textbook selection and augment the instructional materials with supplementary resources to mitigate any inadequacies of the textbook.
EVALUATING TOEFL PREDICTION TEST PROFICIENCY AMONG LECTURERS AND STUDENTS AT THE UNIVERSITY OF SAMUDRA Bania, Allif Syahputra
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8594

Abstract

The TOEFL test to measure English language skills is an important determinant of educational success and admission to the university. The aim of study is to measure Toefl ability by lecturers and students at University of Samudra. This study used a test method with a quantitative-descriptive approach. With regard to the analysis of data from lecturers' TOEFL test results in various study programs, this study compared the scores for listening comprehension, reading comprehension and finally structure and written expression as well as showed the highest score, lowest scores and average scores obtained by the lecturers and students across disciplines. Meanwhile, analyzing data from the TOEFL test for students, this study demonstrated the highest, lowest and average scores of each study program in 5 faculties such as faculty of teacher training and education, faculty of engineering, faculty of law, faculty of agriculture, and faculty of economics. There were 16 lecturers who participated and 1.792 students. Finding found that the highest score of the lecturer's TPT test was 497 by P-15 from Accountancy. However, this highest score is not enough to pass doctoral studies with a minimum score of 500. So all lecturers must repeat the TPT test. Meanwhile, only Chemical and Technical Information managed to get an average score above 450 in order to meet the requirements of the thesis trial. Therefore, many lecturers and students did not pass the TPT test, so they repeated the TPT test.
“CAN WORD WALL ASSESS STUDENTS’ WORDS?”: NURTURING INCLUSIVITY AND ADVANCEMENT IN RURAL SECONDARY EDUCATION Aprilia, Putri Kurniawan; Mistar, Junaidi; Mustofa, Mutmainnah; Syabilla, Zalsa Febrina
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9004

Abstract

In rural areas, getting access to quality education and appropriate assessment opportunities can be challenging for students. This study seeks to bridge this educational divide by examining the viability of online platforms, particularly the Word-wall platform, as an efficient assessment tool for rural secondary school pupils. The research questions are centered on determining how students perceive the Word-wall platform and maximize its implementation to address the unique requirements and difficulties of assessing students in rural areas. This study involved students of private secondary school in rural area. This research used qualitative method with case study design, and it was utilized to obtain a comprehensive understanding of students' reactions to the Word-wall platform for English learning. Interviews for assessing students’ opinions were used to collect data. The findings indicate that students responded positively, expressing a strong desire to use the platform for future assessments, such as daily tests, quizzes, and exams. Further, student feedback highlights the significance of contextual relevance, comprehensive training, better accessibility features, and customization in addressing the unique challenges rural areas face. The results of this study tend to contribute to the growth of effective assessment practices in rural areas and provide helpful insights into applying online platforms for equal educational opportunities.
UTILIZING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TO ALLEVIATE SPEAKING ANXIETY AMONG EFL STUDENTS Putri, Nanda Allya; Degeng, Putu Dian Danayanti
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9352

Abstract

This study employs a sequential explanatory mixed-methods case study approach to examine the effectiveness of Mobile-Assisted Language Learning (MALL) applications in reducing speaking anxiety among English as a Foreign Language (EFL) learners. The research targeted 17 twelfth-grade science students, comprising ten males and seven females aged 17 to 19, using a combination of web-based surveys and semi-structured interviews for data collection. The findings underscore significant positive outcomes, highlighting the substantial role of MALL applications in enhancing students’ proficiency in English. Notably, an analysis of responses to survey item number 22 shows that 64.7% of students agree that MALL applications have been instrumental in alleviating their speaking anxiety. This study provides valuable contributions to the field of language education by presenting evidence-based practices that leverage MALL applications to lower speaking anxiety and boost EFL learners’ speaking skills, proposing innovative and effective approaches for language learning.
ADVANCING ESSAY WRITING WITH DIGLIT: APPLICATION AND EFFECTIVENESS OF A DIGITAL LITERACY TEACHING TOOL Hidayati, Istiqlailah Nurul; Dewanti, Ratna; Rasyid, Yumna; Putra, Purnama
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9298

Abstract

Writing an essay is still a challenge for students even for those at the university level. There are many difficulties they find when they try to write it. First, especially in non-English speaking countries, students lack vocabulary, they do not have ideas to write, they are still confused about the mechanics, and they find it difficult to organize the writing. Since the problems are complex, giving only the theories of writing to the students is not adequate. Teachers have to ‘arm’ the students with tools. There are many tools available today on the internet, yet not many students are able to use them correctly. They need guidance to use them in the correct way. This research aims at developing a digital teaching tool to assist students in writing an essay. The research is done by doing need analysis, designing the digital tool, and finally testing the designed teaching tool. The digital teaching tool is named as Diglit which stands for Digital Literacy. It is named so since the tool guides the students to use their literacy skills for constructing a better essay. The research employed ASSURE design to develop the teaching tool. At the end of the process, the tool is tested for its effectiveness using quasi experimental research and it is found out that there is an effect of the use of Diglit on the students’ writing skill. Hence, the result shows that the digital tool created from the research is able to help the students construct an essay.
JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PLANNING ON MERDEKA CURRICULUM Latifa, Helmia; Ratih, Koesoemo; Maryadi, Maryadi
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8832

Abstract

The purpose of this study was to determine teachers’ planning for implementing Merdeka curriculum in teaching English. This research is phenomenological research. Researchers used observation, interviews, and documentation to obtain data. The research data are statements from English teachers, principal, and deputy principals in the field of curriculum, pictures from observations, and documentation. The results of this study showed that the teacher made four plannings` for the implementation of Merdeka curriculum. These plannings are assessment, teaching device, flow of learning objectives, and teaching modules. Therefore, these plannings are carried out by the teachers so that the implementation of Merdeka curriculum in learning English is successful. School needs to develop professionalism for teachers to increase understanding of Merdeka curriculum, especially in English language learning
STUDENTS’ PERCEPTIONS OF USING INSTAGRAM REELS AS MOBILE-ASSISTED LANGUAGE LEARNING TO IMPROVE SPEAKING SKILLS Hikmah, Nur; Hidayati, Hidayati; Irwandi, Irwandi; Ilham, Ilham; Rahmaniah, Rima; Whitworth, Nicole
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9277

Abstract

Instagram is one of the mobile apps to assist language learning. The most widely used social networking platform globally right now is Instagram. This study aimed to investigate the perspective of university students on using Instagram reels as mobile-assisted language learning to improve speaking skills whether they had a negative or positive perception of it. This study utilized a descriptive qualitative approach and the research instrument used a closed and open-ended questionnaire with 66 respondents from the first until the seventh semester. This study found that the majority of students have a positive perception of using Instagram reels in speaking skills. Students believe that this tool is comfortable and fun to develop a new atmosphere in learning to speak, it also increases their motivation because Instagram reels provide interesting content for improving their speaking skills, they can find many Instagram accounts that post more about English lessons with short duration even though students sometimes get a distract cause of random video but they already know their own goals to practice consistently every day and everywhere. Through this tool, students gain a lot of vocabulary from the video, quotes, caption, or comment section that is very helpful for them to improve their speaking performance especially when they are engaged in communication with other people both inside or outside classroom practice.
READING STRATEGY IN FOCUS: NAVIGATING THE MEANING-MAKING PROCESSES IN READING MULTIMODAL TEXT Nurviyani, Vina
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8871

Abstract

Indonesian EFL learners’ trouble comprehending multimodal texts was the main reason for this research. This study highlighted the reading strategy use in meaning reconstruction processes of multimodal reading. In this case, the meaning reconstruction process focused on the thinking processes of readers (EFL learners). This study applied a qualitative design (multiple case study) involving three readers studying at a private university in Indonesia. The triangulation data gained through verbal reports, non-participant observations, and interviews were analysed qualitatively. The findings show that all readers read the text while verbalizing their thoughts during the meaning reconstruction processes of the multimodal text. In the process, they segmented their verbal reports into many thought units. Each reader differently processed the thought units’ meanings through integrated reading strategies (i.e., monitoring comprehension, activating and connecting to background knowledge, questioning, inferring and visualizing meanings, determining the importance of text, summarizing and synthesizing). The use of the simultaneous integrated reading strategies is reflected in three stages of the meaning reconstruction process of reading print-based multimodal text, i.e., 1) Preparation, 2) Synchronization, and 3) Interpretation of the meaning. The complete meaning of each thought unit is reconstructed as a reader is able to implement the integrated reading strategies to find out the congruence of the multimodal information or knowledge of all reading elements (i.e., the reader’s prior knowledge, information of text, and context). Thus, reading strategies are crucial tools for reconstructing meanings of multimodal text.
THE IMPACT OF PROJECT-BASED LEARNING AND PROBLEM-BASED LEARNING ON WRITING SKILLS: A COMPARATIVE STUDY ON EXTROVERTED AND INTROVERTED INDONESIAN EFL STUDENTS Prabowo, Jumbuh; Hartono, Rudi; Rukmini, Dwi; Saleh, Mursid
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9297

Abstract

This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) on enhancing the writing skills of students, considering their extroverted or introverted personality traits. The objective was to explore how different teaching strategies might yield varying results depending on the students' personalities. Employing a quasi-experimental design with a time-series approach, the research methodology included pre-and-post assessments, classroom observations, self-assessment tools for evaluating students' writing competencies, and questionnaires to determine their preferences. The research utilized three distinct forms of tests, revealing that the significance (Sig.) value stood at 0.005, which is below the 0.05 threshold for significance. This indicates a differential impact of PjBL and PBL on the writing abilities of introverted students. Conversely, for extroverted students, the significance value derived from the data was 0.300, exceeding the 0.05 level. This outcome suggests acceptance of the null hypothesis (Ho) and rejection of the alternative hypothesis (Ha), meaning there was no discernible difference in the effectiveness of the two strategies for extroverted students. Participants in the study were fourth-semester English Department students at the University of Sultan Ageng Tirtayasa (Untirta). The findings revealed that introverted students experienced variations in their writing skills when exposed to both PjBL and PBL, with these methods significantly influencing their writing abilities. In contrast, extroverted students did not show notable differences in their writing skills under the same teaching strategies, indicating that both PjBL and PBL were equally effective for them. This study underscores that the choice of teaching method can have varying impacts on the writing skills of students, particularly when considering their introverted or extroverted nature. It highlights that extroversion and introversion may play a role in how students respond to different educational approaches in the context of enhancing their writing skills.

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