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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
INCORPORATING HIGHER ORDER THINKING SKILLS INTO ENGLISH SUMMATIVE ASSESSMENTS Rianti, Riska; Aziz, Zulfadli A; Aulia, Muhammad
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.v12i1.9301

Abstract

Higher-Order Thinking Skills (HOTS) are considered as one of the 21st-century skills in education. One of the most efficient strategies to promote HOTS is through assessment. This study aims to find out the percentage of Higher-Order Thinking Skills (HOTS) used in English teachers’ summative assessment in an Islamic junior high school in Banda Aceh. In this qualitative study, Anderson's (2001) taxonomy, which divided thinking skills into two categories: lower-order thinking skills (remembering, understanding, and applying) and higher-order thinking skills (analyzing, evaluating, creating) were applied. The object of this study was three documents of English teachers’ summative assessments containing 150 test items with 145 questions in multiple-choice form and 15 questions in essay form. The questions were listed on a checklist table and calculated into percentages that corresponded to each cognitive level. The result showed that HOTS obtained a lower distribution than LOTS in the English teachers’ summative assessments. Specifically, the percentage of HOTS was only 4.6% (7 questions) from 150 questions analyzed. In conclusion, most questions of English teachers’ summative assessment in the Islamic junior high school can be categorized mostly into Lower-Order Thinking Skills (LOTS). The findings suggest that teachers should be more conscious of HOTS implementation while creating questions. Ultimately, this will improve students’ critical and creative thinking as well as problem-solving. 
EXPLORING PRONUNCIATION CHALLENGES: INDONESIAN UNIVERSITY STUDENTS' PRODUCTION OF ENGLISH FRICATIVE SOUNDS Luthfianda, Sahira; Irawan, Yusup; Rahayu, Ratih; Hidayat, Sarip
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.v12i1.7606

Abstract

Abstract: This study investigated the production of English alveolar and post-alveolar fricatives by 40 Indonesian university students who are not majoring in English study. The research instruments were a questionnaire, which was used to obtain information about the participants, and a word list, which was comprised of 16 English words with alveolar and post-alveolar fricatives and 9 tricky words. The results revealed two main findings. The first was that most Indonesian non-English major university students who participated in this research were not proficient in producing voiced post-alveolar fricative /ʒ/ which resulted in the substitution of the sound with /z/, /s/, and /ʃ/. The participants, however, were quite great at producing the voiceless post-alveolar fricative /ʃ/ and had no difficulty in producing alveolar fricatives /s/ and /z/. The second was that the results indicated that the participants’ problems in pronouncing English fricatives were mainly attributed to native language interference, the absence of the target sound in the sound system of their native language, and limited knowledge of English phonetics. This research recommends that EFL teachers give a special portion of time to train their students to pronounce fricative sounds in English that do not exist in the students' native language and provide them with English sound phonetic knowledge. Both of these things are strongly believed to improve the students’ proficiency in English pronunciation. 
A DEVELOPMENT OF ENGLISH LEARNING COMPANION USING IMMERSIVE VIRTUAL REALITY APPLICATION Amna, Shally; Permana, Randy; Christina, Dian
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.v12i1.8928

Abstract

This research developed an educational application based an immersive virtual reality application using a 360-degree camera and a software engine called Unity. The content in the application contains conversations with topics given in the English II course and listening comprehension skill exercises tailored to the needs of users, especially for Computer Science Faculty Students. Each exercise is given a score or value to monitor the improvement of students' listening skills before and after using the application. This research is part of Research and Development (R & D) research. In this study, a descriptive qualitative approach was used to explain the process, appearances, and results of application validation by six English lecturers. The result of this research was  an immersive-based educational application with virtual reality technology for listening comprehension exercises using several features like text to speech, rotating 360-degree ability, and scoring system. This application achieved a validation value of 94 percent.The highest value of the validation results was the suitability of the application to the needs of students, while the lowest value of this application was the video display which still has to be improved again.
REAPING THE AFFORDANCES AND CONSTRAINTS OF CANVAS-DRIVEN ASYNCHRONOUS ONLINE DISCUSSION BOARDS (AODBs) Sofarini, Anisa; Salsabila, Vina Aini
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.v12i1.8611

Abstract

Abstract: Asynchronous online discussion board (AODB) has turned into a crucial tool for online and blended learning, as well as some in-class teaching contexts, in higher education (HE). Despite not being initially designed for teaching, it is now prominently featured as a learning autonomy promoter. This research is henceforth crucial due to the dearth of comprehensive assessments of how a technology enables lecturers to tote out the AODB-related activities. Employing technology affordance framework helped shape this study’s discoveries. Via the 16-week observations on the five lecturers’ AODBs in Canvas LMS, this study put together four supporting features, enabling this study to capture lecturers’ efforts to set up AODBs for pedagogical process. There are instruction pages, settings, search entries for authors, replies and likes. These features led this study to lump together the interview data from three lecturers into four affordances of Canvas-mediated AODB (consisting of collaboration, flexibility, knowledge record, and monitoring and assessment) and two constraints (mobile accessibility and usability for grading). The disclosure of Canvas-mediated AODBs’ affordances and constraints may introduce some brand-new details to the realm of discussion in education. Even so, further study scrutinizing various platforms and employing a variety of lecturer profiles is highly encouraged in order to result in a wider range of facts regarding AODB in HE.
TEACHING ENGLISH USING ICE BREAKING TO TAIWANESE STUDENTS: EFL TEACHER’S EXPERIENCES Khoirunnisaa', Try Ammalia; Asnas, Sania Alinda Mouli; Heriyawati, Dwi Fita
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.v12i1.9285

Abstract

This research examined the challenge, strategy, advantages, and disadvantage of using icebreakers when learning English among Taiwanese students. This research used narrative inquiry as its research design. Data collection was done through interviews conducted with an EFL teacher who was completing a doctoral program in Taiwan. Data analysis included identifying key themes from interview data. The research results stated that the use of ice breaking has challenges, strategies, advantages, and disadvantages when learning in class. The challenge was that students felt bored when the teacher used the same type of icebreaker over and over again. The strategy was to use technology-based icebreakers. The advantage was that it could improve a conducive learning environment. The disadvantage was that teachers had to have various types of icebreakers. This research underlines the complexities of employing icebreakers in English language instruction, as well as the significance of continued efforts, teacher flexibility, and creative variation to accommodate students' particular needs. In conclusion, a balanced and thoughtful approach to using icebreakers is critical to fostering a successful enjoyable classroom for Taiwanese students
IMPLEMENTATION OF ANDROID-BASED AUGMENTED REALITY IN ENGLISH EDUCATION Oktadela, Resy; Shalawati, Shalawati; Elida, Yusti; Hadiyanti, Putri Octa; Ismail, Syofianis
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.v12i1.9303

Abstract

The aim of this study was to leverage augmented reality (AR) technology in enhancing English language learning, focusing on the development and evaluation of AR-based learning media for educational use, particularly at SD IT Imam Syafe’i. The study encompassed a comprehensive approach, starting with an analysis of existing educational tools to identify the need for AR in language learning, followed by the design and development of an AR framework tailored for English education. This process included expert evaluations and revisions to ensure the quality and effectiveness of the AR tools. The implementation phase involved testing the AR media in an educational setting and analyzing its impact on students' critical thinking and digital literacy through various quantitative methods. Finally, the study evaluated the practicality and user-friendliness of the AR learning media based on student feedback, aiming to provide insights and resources for educators and institutions interested in integrating advanced technology into their teaching practices, with potential applications extending to school-based and Islamic boarding school-based university environments. 
SPEECH FUNCTION BY LECTURERS AND STUDENTS IN THE COMMUNICATION USING WHATSAPP: SOCIOPRAGMATICS STUDY Sudar, Sudar
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.v12i1.8812

Abstract

Abstract: This study is to investigate the lecturers and students communication using the technology of social media. It is particularly WhatsApp.  Related to this issue, researcher would like to state some questions, namely; a, what are the types of speech function made by lecturers and students in the conducting their communication by using WhatsApp? b, what is the most dominant of speech function produced by lecturers and students? c, what are the meanings of speech function made by lecturers and students in their texting to each other using WhatsApp’s?  It is a qualitative descriptive research. There are one hundred and thirty four students and fifteen lecturers used as samples. To analyze the data, researcher used theory of speech function developed by Holmes, Janet, (2013) cited in, Wiliany, Megah, & Iriyana, (2018). The findings revealed that there are four types of speech functions made by students and lecturers; namely; expressive, directive, referential, and phatic speech function. Students produced referential speech function the in the highest level. Furthermore, lecturers preferred to developed expressive and referential speech function equally. It was 81 utterances of directive speech function developed by lecturers. Students produced expressive speech function 211 utterances and lecturers produced117 utterances of expressive speech function. Referential speech function was the highest speech functions produced by students and lecturers. Students produced 232 utterances, and lecturers produced 195 utterances of referential speech function. Phatic speech function was higher produced by students produced by lecturers. The meaning of speech functions depends on the context of using speech function itself. Speech functions made by lecturers and students have different meanings. The facts students were always to create intimacy to the lecturers, and lecturers appreciated and respected the student’s texting. WhatsApp is useable to achieve students and lecturers’ academic purposes.  
STUDENTS’ DIGITAL VOCABULARY LEARNING: EXPERIENCES, BARRIERS, AND ADAPTIVE STRATEGIES EXPLORATION Muryani, Rera Nadian; Yunus, Muhammad
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.v12i1.9328

Abstract

This study aims to explore the experiences of students as they navigate individualized obstacles in the learning of digital vocabulary. The research employs a research methodology of a qualitative research, specifically employing a design centered around narrative inquiry, with the purpose of examining the subject matter. Specifically, the research examines the barriers faced by students in their pursuit of proficient acquisition of vocabulary through digital means, with a focus on the barriers that hinder optimal comprehension and retention. The findings of the research illuminate that students encounter both internal and external obstacles when learning vocabulary through the use of digital tools, as revealed by research. In addition, the findings reveal that students strategically combine different resources in order to enhance their vocabulary acquisition experience. This research offers practical insights to refine and enhance methods of vocabulary instruction in the digital age. A more efficient, inclusive, and captivating digital vocabulary learning environment for students can be created by educators, curriculum designers, and technology makers with an understanding of these issues and adaptable solutions. It is crucial for educators and developers to prioritize the inclusion of interactive elements in their digital vocabulary tools to address the identified need for heightened engagement and cognitive involvement in the vocabulary acquisition process.
EXPLORING THE USE OF ANIMATED TRAPEZIUM IN TEACHING ENGLISH DIPHTHONGS AT SENIOR JUNIOR HIGH SCHOOL STUDENTS Rahman, Arif
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.v12i1.8676

Abstract

The main purpose of this study was to examine Animated Trapezium to teach the English Diphthongs as one of some important and complicated aspects, the articulation of diphthongs is often treated as the “stepchild of language learning aspects” compared to that of grammar and vocabulary. Further than that, as one of the phonetic systems, articulating diphthongs is not usually taught explicitly in secondary schools. Indeed, articulating diphthongs is often problematic for the EFL/ESL teachers as well. This study found that most (if not all) English teachers adopted some approaches by relying on materials that, as a matter of fact, lack grounding but expect good results. In Indonesia, particularly in West Nusa Tenggara for the secondary school level, articulating diphthongs is one most difficult parts of the English sound systems to learn. It is commonly known that the difficulties are caused by the fact that in the Indonesian language, diphthongs are usually (if not always) articulated by monophthongize. As such, in trying to articulate the English diphthongs, secondary school students also tend to monophthongize them. Designed by giving animation to the common English vowel trapezium, this paper is intended to discuss how this ‘Animated Trapezium’ can be used by English teachers as the medium of teaching and how this medium can help students easier to understand and practice articulating the English diphthongs.
ENHANCING STUDENT ENGLISH WRITING SKILLS THROUGH PROJECT-BASED LEARNING Yuliana, Fitri; Sahayu, Wening
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.v12i1.8833

Abstract

Writing becomes one of the most difficult skills to be experted by the students, especially in high school level. Therefore, Project Based-Learning is offered to solve the difficulties that were faced by the students in writing. Some experts believed that Project Based-Learning could help students to develop their writing skills through the projects given by the teacher. This research reports on the implementation of Project Based-Learning in teaching writing, especially news text. The objectives of this research were to describe the improvement of the student’s writing skill through Project Based-Learning and to describe the students’ attitudes in learning English writing skill through Project Based-Learning. This research used qualitative method and classroom action research as a research design. The participants of the research were 21 students of tenth grade of MA Diponegoro Yogyakarta. The collected data were obtained through observation, writing test, and interview. The data were analysed based on triangulation. As result, it was found that the implementation of Project Based-Learning in teaching writing worked well. It could be seen from the students’ responses and development during the implementation of this method.

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