English Review: Journal of English Education
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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<![CDATA[UNVEILING STUDENT PERSPECTIVES: EXPLORING THE IMPACT OF GAMIFICATION IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Yazid, S Rizal]]>;
<![CDATA[Heriyawati, Dwi Fita]]>;
<![CDATA[Mistar, Junaidi]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9371
<![CDATA[This study examines the impact of gamification on English language teaching, focusing on student engagement, motivation, and overall learning experiences. To address a research gap in understanding the specific effects of gamified learning environments in this context, this qualitative research adopts a case study design, employing semi-structured interviews with ten students attending Islamic Senior High Schools. Thematic analysis reveals three main themes: Positive Impact on Engagement and Attitude, Motivation Through Competition, and Effective and Enjoyable Learning Activities. Participants have observed increased class attendance, a boost in their enthusiasm, and positive attitudes toward learning English, attributing these changes to gamification. The findings indicate that gamification not only positively has a beneficial impact on both student engagement and motivation but also enhances the overall learning environment. Implications for educators and policymakers involve the potential integration of gamified strategies to create dynamic, attractive language learning environments. The study provides new insights into the existing body of knowledge on the use of gamification in education, emphasizing the need for future investigation into its long-term effects on language competency and cultural contexts.]]>
<![CDATA[EXPLORING THE IMPACT OF CRITICAL DISCOURSE ANALYSIS (CDA) ON ENHANCING 21ST CENTURY TEACHERS’ CRITICAL READING ABILITIES ]]>
<![CDATA[Sari, Cut Purnama]]>;
<![CDATA[Santoso, Anang]]>;
<![CDATA[Roekhan, Roekhan]]>;
<![CDATA[Susanto, Gatut]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9125
<![CDATA[This research aims to investigate the relationship between critical reading abilities and critical discourse analysis (CDA) competencies among future 21st century educators, emphasizing the critical necessity for these educators to possess such skills in today's demanding educational landscape. A sample of 70 prospective teachers was analyzed to determine the interconnection between their abilities in critical reading abilities and CDA, with an exploration into how one skill may influence the other. Additionally, the study examines the role of cognitive style—specifically, field-independent and field-dependent thinking—as a moderating factor in this relationship. Findings indicate a significant positive impact of CDA capabilities on critical reading abilities, suggesting that proficiency in analyzing discourse critically enhances one's ability to read with a critical eye. Furthermore, the study reveals no significant difference in CDA and critical reading abilities between participants categorized as field-independent thinkers versus those identified as field-dependent thinkers. These outcomes highlight the need for further research to explore additional factors that may affect the development of critical reading and discourse analysis skills. The study concludes with a call for educational strategies that integrate both critical reading and CDA competencies, considering the varied cognitive styles of learners. ]]>
<![CDATA[GENDER REPRESENTATION OF PERCY JACKSON & THE LIGHTNING THIEF IN ENGLISH AND INDONESIAN ]]>
<![CDATA[Khoirida, Aina]]>;
<![CDATA[Dewi, Haru Deliana]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9299
<![CDATA[Abstract: Children’s literature plays an essential role in shaping readers’ characters through the influence of the ideology implied in it. Children will learn and implement these ideologies as the target readers for their future lives. This study aims to find out the gender representation in one of the children’s literatures, Percy Jackson & the Lightning Thief, by Rick Riordan. By applying corpus linguistics, the number of characters and their representations are examined and compared between the English version as the source text and its Indonesian translation. The results show that although male characters dominate the novel in terms of number, a deeper analysis of the collocation of body parts with verbs reveals that there was a shift in gender representation between the two versions of the novel that have different cultural backgrounds. Furthermore, it was found that the author depicted some characters with less fixation on their sex; male characters are less masculine, and female characters are more masculine than the prevailing gender stereotypes in society. In the translated version, the translator rectified the stereotypes by depicting the characters’ gender according to sex. These findings reflect broader cultural ideologies about gender for the millions of readers who enjoy this book. In addition, these findings imply the significance of parents' and educators' awareness and critical thinking regarding the selection of reading materials for children.Keywords: children literature; corpus linguistic; critical discourse analysis; gender representation; translation]]>
<![CDATA[HIGHER INSTITUTION STUDENTS’ CHALLENGES IN WRITING JOURNAL ARTICLES: CHARACTERISTICS AND PROPOSED SOLUTIONS ]]>
<![CDATA[Sahan, Anselmus]]>;
<![CDATA[Saridewi, Maria P]]>;
<![CDATA[Wabang, Rince J]]>;
<![CDATA[Adrianus, Nabung]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.8595
<![CDATA[This qualitative study aimed to identify the challenges faced by final semester students in Indonesian tertiary institutions when writing journal articles, and propose potential solutions to these challenges. The study analyzed 32 articles published in Timor University e-journals, selected purposively from 16 study programs. Results showed that the majority of articles (59%) scored 75, indicating a need for improvement. The most significant challenges faced by students were related to introduction and method (13%), results (13%), and discussion (13%). These findings were consistent with the results of a questionnaire analysis, which identified method and abstract (22%), discussion (30%), and all parts (26%) as problematic areas for students. To address these issues, the study proposes a formal mandate requiring all lecturers to accompany their students in writing journal articles. This mandate would provide students with necessary support and guidance to improve their writing skills and meet the acceptable journal template requirements. The proposed solutions aim to alleviate the academic burden faced by thesis advisors, editors, and reviewers, while also improving the quality of articles produced by students.]]>
<![CDATA[EXPLORING STUDENTS’ VOICES ON SNBT ENGLISH LITERACY: A NARRATIVE INQUIRY APPROACH ]]>
<![CDATA[Darmawan, Iwan]]>;
<![CDATA[Romadhon, M Galuh Elga]]>;
<![CDATA[Mustofa, Mutmainnah]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9207
<![CDATA[This research study examines the challenges encountered by high school students in Indonesia while acquiring English literacy skills for the National Selection Based on Test (SNBT) examination. The research uses a narrative inquiry methodology to gather qualitative data from two participants who come from diverse backgrounds. The researcher aims to gain a thorough understanding of the participants' experiences, perceptions, and challenges associated with the SNBT examination. Using open-ended questions and probing techniques, the researcher was able to identify recurring themes, patterns, and significant insights. Thematic analysis was employed to identify and analyze the main themes and sub-themes that emerged from the respondents' narratives. The findings of the research indicate that language, psychological, and environmental challenges were identified as the primary obstacles. The findings underscore the significance of catering the varied learning needs of students, including language support and personalized instruction. Moreover, offering explicit guidance on the format and requirements of the SNBT test can better prepare students for success. Additionally, integrating technology, such as online resource and tools, into the language curriculum can enhance engagement and provide valuable learning opportunities. These recommendations aim to empower students by equipping them with the necessary tools and support to navigate the challenges of English literacy acquisition and excel in the SNBT examination. ]]>
<![CDATA[CULTIVATING ENGLISH PROFICIENCY FOR ENHANCED CUSTOMER SERVICE IN INDONESIAN RAILWAYS: A STUDY ON VOCATIONAL TRAINING NEEDS ]]>
<![CDATA[Candra, Budi]]>;
<![CDATA[Khoiriyah, Khoiriyah]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9133
<![CDATA[This research aims to conduct a need analysis of English communication skills learning materials that can better meet the demands of workplace, to be specific for customer service employees in Indonesian Railways Company (PT.KAI). Thirteen employees were purposefully selected as the respondents. Using mixed methods, a survey and in-depth interview were carried out to collect the data. The result showed that almost all of the participants did not always speak English in their day-to-day working time. Yet, they still highly demanded to improve their English communication skills, especially both in listening and speaking skills to improve their professionalism and to meet the workplace requirements. Some topics were highlighted as the learning materials that meet with their needs such as showing empathy, ending conversation, thanking conversation, and other topics related to tourism and giving directions and many more. Thus, this research is expected to give preliminary evidence for the EOP course designers, ESP practitioners, book publisher, or even vocational training center to design more relevant materials.]]>
<![CDATA[FACTORS AFFECTING NURSING STUDENTS’ HESITANCY TO SPEAK ENGLISH: A STUDY AT UNIVERSITAS PELITA HARAPAN ]]>
<![CDATA[Pramusita, Santa Maya]]>;
<![CDATA[Situmorang, Komilie]]>;
<![CDATA[Saputra, Bima Adi]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9085
<![CDATA[Proficiency in spoken English is commonly seen as avital aspect of language learning. Regrettably, a significant portion of ESP learners exhibit reluctance to engage in oral communication inside the language learning classroom, which can be attributed to various reasons. Therefore, the present study aims to investigate the relationship among linguistic factor, psychological factor, and sociocultural factor on nursing students’ hesitancy to engage in oral communication exercises. The data were collected using a questionnaire, while the association between variables was tested using the Gamma statistical test. The participants of this study consisted of second-year nursing students in a private university in Tangerang. The sample was determined using the convenience sampling technique, which yielded a total of 195 respondents. A noteworthy correlation had been observed between the linguistic factors (p-value 0.001), psychological factor (p-value 0.001), and sociocultural factor (p-value 0,004) in connection to nursing students’ hesitancy. The correlation between factors is moderately strong, with the variables of all factors indicating a positive association with reluctance. Consequently, the higher the factors, the greater the nursing students’ willingness to speak English, and vice versa. The lecturers should hence foster a safe and accepting environment in the classroom through fostering connections between themselves and the students.]]>
<![CDATA[TEACHERS’ VOICES IN WORDWALL MEDIA APPLICATION IN TEACHING YOUNG LEARNERS CONTEXT: A NARRATIVE INQUIRY ]]>
<![CDATA[Insani, Afra Nadya Putri]]>;
<![CDATA[Romadhon, M Galuh Elga]]>;
<![CDATA[Heriyawati, Dwi Fita]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9212
<![CDATA[Teacher of English Young Learner must be aware the students need in their learning, especially on using online media learning. Many researchers were conducted research on utilizing online media, Wordwall. It is an online based game tool. This research was aimed to investigate teacher’s voice in Wordwall media application in teaching young learners. This research used narrative inquiry. This research analyzed the teacher’s perception on using Wordwall media. There is a lack of study on teacher of English Young Learner’s perception of Wordwall.net as the media in learning vocabulary, despite the fact that numerous research studies have examined the usage of web tools connected to vocabulary and perception of Wordwall. This research was only structured interviewed the teacher of English Young Learner in one of the Elemantary school of Malang. The collected data then described. The study found that teachers had positive perceptions of using Wordwall to learn vocabulary. Teachers found it to be a useful tool for assessing student learning. The study concluded that Wordwall is a valuable tool for vocabulary learning. It is engaging, fun, and effective in improving learning outcomes.]]>
<![CDATA[OPTIMIZING STUDENT REASONING THROUGH READING LITERACY WITH THE DEVELOPMENT OF E-LKPD IN THE TOURISM CONTEXT ]]>
<![CDATA[Oktarina, Detia Aulia]]>;
<![CDATA[Alwi, Zahra]]>;
<![CDATA[Saripudin, Agus]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9380
<![CDATA[This research aims to develop and evaluate the practicality of interactive Electronic Student Worksheet (E-LKPD) to support increasing students' reasoning competence toward reading literacy in a tourism context via the Blogspot platform. This research is development research that combines qualitative and quantitative approaches. The method used is the Jolly and Bolitho development method. Steps taken include the following: (1) identifying material needs, (2) exploring needs, (3) contextual realization, (4) pedagogical realization, (5) material products, and (6) evaluating material according to objectives. This research involved Indonesian language teachers and 62 seventh-grade students at SMPN 20 Palembang as the research subjects. Data collection methods use interviews, questionnaires, and tests. Qualitative data analysis uses a descriptive approach, while qualitative data is analyzed using Likert scale calculations. The results of distributing the needs analysis questionnaire to students indicated that 60.32% strongly agreed, while 33.44% agreed to develop E-LKPD. Product validation was carried out by three validators, namely content validators, content suitability, and language, with a total validation value of 86.67% (very valid). The product feasibility test scored 89.16% (very practical) in the small group test. The effectiveness test for E-LKPD relied on pretest results, which averaged 61.42, and posttest results, averaging 74.85. There was a significant increase in the 2-tailed results (0.000<0.5). The results indicate that the developed E-LKPD can enhance students' reading literacy skills. ]]>
<![CDATA[EXPLORING THE REALIZATION OF COHESION AS A RESOURCE OF TEXT TEXTURE ON UNDERGRADUATE STUDENTS’ ACADEMIC WRITING ]]>
<![CDATA[Ngongo, Magdalena]]>;
<![CDATA[Ndandara, Alfriani]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9241
<![CDATA[This study aimed to explore the realization of cohesion as text texture resource on undergraduate students’ academic writing. The researchers were aware that students’ writing might be affected by their understanding of what had been learned before. To write an academic writing was not easy for them since they should integrate knowledge either the content being writing or grammar including text texture. Texture of text were realized in cohesion devices namely reference, conjunction, ellipsis and lexical organization. In order to do this study, the researchers applied qualitative method, the population was academic writings texts that were written by students in 2021. Purposive random sampling strategy were applied to get the 12 samples of theses writing specified only texts related to teaching and learning English. Data gained were identified and classified based on the view of resources of cohesion realization and then be analyzed and interpreted to get its result about the text texture. Based on the analysis it was found out that the realization of cohesion as resources of text texture were in reference that covered to personal, demonstrative and comparative references; conjunctions, ellipsis, substitution and lexical organization It was found out that cohesion resources were realized in reference, conjunction and repetition were mostly used. This fact might because of text types and students’ limitation of using varieties realization of substitution, ellipsis and other lexical cohesion. It is hoped that the result of this study can give contribution to the English lecturers, especially to the lecturers of writing and grammar.]]>
