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[INTEGRATING AUGMENTED REALITY IN ENGLISH LANGUAGE TEACHING :TRENDS IN INDONESIA FROM 2019 TO 2023 ]]>
<![CDATA[Rosyidah, Umniyah Juman]]>;
<![CDATA[Anugerahwati, Mirjam]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.8992
<![CDATA[Technology 5.0 leads to the technological implementation to help humans, including in terms of ELT. Augmented reality provides students to combine the virtual and real situations to maximize English language acquisition. Therefore, the implementation strategies of AR-ELT implementation need to be conducted. Besides, understanding the ways for implementing AR in ELT helps Indonesian teachers make informed decisions about when and how to implement AR technology into their English teaching. This research conducts systematic literature review to discover the level of education, how it is implemented, and what recommendation of AR-ELT implementation. The results show that elementary students with vocabulary teaching method as the most aspect taught. The implementation of AR-ELT can integrate appropriate teaching approach, blend it with the language learning between online and offline class, combining with another physical media, apply the AR-English implementation with non-English materials. The most important recommendation due to the implementation is that all parties in the institutions must support. Further Indonesian academics need to developed AR app and implement comprehensively in English language learning, so that academics do not only develop AR app without the implementation.]]>
<![CDATA[BEYOND FALLACIES: STRENGTHS AND QUALIFICATIONS FOR ENGLISH TEACHING PROFESSION IN INDONESIA ]]>
<![CDATA[Sufyan, Agus]]>;
<![CDATA[Hakim, Lukman]]>;
<![CDATA[Jatmiko, M. Anang]]>;
<![CDATA[Ustufiarrizqi, Ustufiarrizqi]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9033
<![CDATA[Proposing the idea of perception toward native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs), this research was motivated by the historical changes from the ‘fallacies’ in finding the most suitable English teachers between the two categories to discussing their potential if those teachers collaborated in team teaching. This study aimed to reveal a) the top three language skills pre-service English teachers perceived to improve if taught by either NESTs or Indonesian English teachers and b) the priority list of qualifications to meet by them. The quantitative findings from a close-ended questionnaire involving 186 pre-service English teachers in the Department of English Education at an Indonesian university indicated that the respondents tend to view NESTs as good models to teach oral-aural skills such as listening, pronunciation, and speaking. On the other hand, Indonesian English teachers could better-supporting students in teaching written skills such as grammar, vocabulary, and writing skills, which are more related to accuracy and language features. For the second objective, our results indicated that our respondents agreed that the English teaching profession should have fair treatment. Both NESTs and Indonesian English teachers are required to have relevant academic qualifications, and teaching experiences were viewed.]]>
<![CDATA[DIGITAL HUMOR AND ITS IMPACT ON ADOLESCENT LITERACY: A LOOK AT HIGH SCHOOL READING TRENDS ]]>
<![CDATA[Ayu, Citra]]>;
<![CDATA[Rizky, Ramanda]]>;
<![CDATA[Herdi, Herdi]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9420
<![CDATA[Reading is a critical skill that contributes significantly to academic success and personal growth, especially at the High School level. Therefore, this study explores the relationship between Reading Motivation, Reading Comprehension, and Online Humorous Reading Content among high school pupils. Leveraging a correlational design and quantitative research methods, data was collected from 186 eleventh grade pupils through questionnaires and tests. Statistical analysis, including Moderated Regression Analysis (MRA), was used to test the relationship between variables. Findings showed a significant effect of Reading Motivation on Reading Comprehension, with Online Humorous Reading Content as a moderating variable since the acceptance of alternate hypotheses (Ha) had been obtained. Specifically, Online Humorous Reading Content was found to increase pupils’ interest in reading and reduce barriers to reading comprehension, thus improving overall reading performance. This study underscores the importance of incorporating entertaining reading materials into the curriculum to foster engagement and improve learning outcomes. Undeniably, these findings contribute valuable insights for educators aiming to improve reading skills and create a stimulating learning environment in high school settings.]]>
<![CDATA[TRANSFORMING LITERARRY TEXTS: A MULTILITERACIES APPROACH TO ENGAGING DIGITAL NARRATIVES ]]>
<![CDATA[Mandarani, Vidya]]>;
<![CDATA[Megawati, Fika]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9530
<![CDATA[Combining technology with literary texts may help solve the obstacles faced in modern education. Digital storytelling (DST) is an engaging approach that involves students with literature, developing creativity, cultural knowledge, and character development, while creating a dynamic classroom atmosphere. This research investigated how the lecturer use multiliteracies pedagogy to facilitate students in transforming literary text into a DST and their responses to this process. The researchers used purposive sampling and performed a qualitative case study to get detailed insights into how multiliteracies instruction transforms literary text into digital storytelling among 25 ELT students at Universitas Muhammadiyah Sidoarjo. The results showed that the DST task promotes students’ active involvement with texts. They scrutinised the components of the narrative and converted the text into a digital story. The stages of multiliteracies teaching had a good influence on students’ learning experiences, improved their comprehension of literary content, and encouraged them to combine literature and technology. Ultimately, multiliteracies teaching may transform passive learning into active engagement and foster students’ creativity, cultural proficiency, and multimodal literacy abilities.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF DIALOGIC TEACHING FOR IMPROVING SPEAKING SKILLS AT A UNIVERSITY IN WEST JAVA ]]>
<![CDATA[Romios, Laser]]>;
<![CDATA[Musthafa, Bachrudin]]>;
<![CDATA[Lengkanawati, Nenden Sri]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9531
<![CDATA[In the present day, English has become a crucial language that individuals must acquire proficiency in. It has been extensively taught as a second language in many locations throughout the globe for a considerable period of time. In the Indonesian context, the tertiary students seem to still lack of English skills despite prolonged duration of learning English. Therefore, an effective teaching strategy is needed to teach English to tertiary students for the best outcomes possible. An experimental study to investigate whether Dialogic Teaching strategy works well to improve English speaking skills was conducted at a university in West Java. In particular, this study reveals the students’ perceptions of the implementation of Dialogic Teaching in a speaking class through the use of focus group discussion involving six participants of low, medium and high speaking skills in English. A qualitative analysis was conducted and some findings were found, including: (1) students being more motivated when under pressure; (2) students earning confidence boost; (3) students acquiring creativities in presenting ideas; (4) students engaging in a dialogic discussion; (5) students wanting a balanced classroom activity; and (6) students aspiring to have outdoor learning activities.Keywords: Dialogic teaching; Perception; Speaking class; Speaking skills; Tertiary Education; ]]>
<![CDATA[ENHANCING INTRINSIC MOTIVATION AND LISTENING SKILLS THROUGH INTEGRATING AUTHENTIC LEARNING MATERIALS ]]>
<![CDATA[Husnawati, Nurul]]>;
<![CDATA[Puspitasari, Maya]]>;
<![CDATA[Yundayani, Audi]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9761
<![CDATA[Authentic learning materials (ALM) are recognized for providing meaningful and engaging educational experiences. However, there is a lack of extensive research examining the relationship between authentic learning materials, students’ intrinsic motivation, and their listening skills. This study addresses this gap by employing a quantitative method through the distribution of a 35-item Likert scale questionnaire to junior high school students in Batam. The questionnaire aimed to assess students’ attitudes and perceptions regarding the use of authentic materials in their English classes. The results from 30 students indicated that authentic learning materials positively influence student engagement, intrinsic motivation, and cultural awareness. These materials were found to enhance students' interest and participation in learning activities by making the content more relatable and applicable to real-life situations. The study also highlighted some challenges, such as difficulties in comprehension and issues with classroom dynamics, which could impact the overall effectiveness of these materials. Despite these challenges, the data suggest that authentic learning materials effectively bridge the gap between classroom learning and real-world language use. This connection fosters a sense of achievement and satisfaction among students, as they can see the practical application of their language skills. Thus, incorporating authentic materials into the curriculum can provide significant benefits, enhancing the overall learning experience and motivation of students in the English classroom.]]>
<![CDATA[CHALLENGES FOR INDONESIAN EFL STUDENTS IN ENGLISH ACADEMIC WRITING ]]>
<![CDATA[Pasaribu, Arsen Nahum]]>;
<![CDATA[Pasaribu, Tiara Kristina]]>;
<![CDATA[Siahaan, Restu Berkah]]>;
<![CDATA[Sitompul, Dewi Sartika]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9780
<![CDATA[This research aims to examine the challenges faced by Indonesian EFL students in academic writing, specifically the errors they made while writing scholarship application essays. The study focused on identifying syntactical and morphological errors and understanding their sources and reasons. The data consisted of 20 essays from third-semester students in an academic writing course at a private Indonesian university. Two English language lecturers reviewed the essays twice to identify the errors. The findings revealed that syntactic errors were the most common, with 132 instances (61.69%), followed by punctuation and capitalization errors with 50 instances (23.37%), and morphological errors were the least frequent with 32 instances (14.94%). Interlingual, or native language interference, was found to be the primary source of these errors. The main factor of making errors is the lack of previous experience and knowledge about the conventions of academic writing and the expectations of the institution they are studying at. This study offers teaching recommendations for EFL teachers, emphasizing the importance of considering the impact of learners' native language besides providing appropriate grammar instruction as the key to effective teaching for ESL teachers.]]>
<![CDATA[ENHANCING EFL SPEAKING SKILLS THROUGH SPOTIFY: THE POWER OF INTERACTIVE COMMENTS ]]>
<![CDATA[Lubis, Devi Nauli]]>;
<![CDATA[Wahono, Suparwoto Sapto]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9834
<![CDATA[The ability to communicate verbally is essential for learners to interact within society, particularly in mastering English speaking skills. However, many students struggle with speaking due to a lack of understanding, confidence, and fear of criticism. This study aims to motivate students to enhance their speaking skills through the use of the Spotify application for commenting. Utilizing a qualitative descriptive approach, data were collected through observations, interviews, and document analysis involving 20 students. The findings indicate that the use of Spotify significantly motivated students and improved their speaking abilities. This is evidenced by the variety and quality of comments submitted by the students. The results suggest that integrating digital media like Spotify in language learning can effectively enhance students' speaking skills by providing a flexible and engaging platform for practice.]]>
<![CDATA[STUDENTS’ PERCEPTION AND ATTITUDE ON ‘CODE HUNTING’ FOR OUTDOOR GRAMMAR LEARNING ]]>
<![CDATA[Huda, Raihan Nashrullah]]>;
<![CDATA[Sujannah, Wahyu Diny]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9892
<![CDATA[For far too long, grammar lesson has been a concern amongst English teachers and a challenging journey for EFL learners. The conventional grammar learning process tended to be considered boring and complicated by students due to the monotonous teaching method used by teachers which leads to the students’ disengagement. Therefore, the researchers tried to employ a new grammar teaching strategy called ‘Code Hunting’. This survey research aimed to investigate the students’ perspectives towards the use of Code Hunting in the grammar learning process. In this research, the researchers used a quantitative method with descriptive quantitative as the research design. The participants were 60 11th-grade students in one of the senior high schools in Batu, East Java. The findings of this research showed that most students strongly agreed that grammar learning through Code Hunting was easier to understand, far more engaging, and increased their willingness to learn grammar. This research implies that Code Hunting is an effective tool to teach grammar. Thus, it is recommended for English teachers to use Code Hunting and could be offered as a strategy to create an interesting learning experience, especially in the grammar learning process. Furthermore, it is suggested for future researchers to explore more of the students’ perspectives using interview session in order to collect more in-depth information on the impact of Code Hunting. ]]>
<![CDATA[CRAFTING A SURVEY INSTRUMENT FOR EDUCATIONAL PODCASTS: INTEGRATING TECHNOLOGY IN ENGLISH LANGUAGE TEACHING ENHANCEMENT ]]>
<![CDATA[Inderawati, Rita]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9977
<![CDATA[One technology that is increasingly popular in education is podcasts, which present an engaging and accessible format for delivering learning material. Despite their popularity, there is a lack of research on measuring instruments for educational podcasts. This study aims to produce a valid questionnaire to assess students' perspectives on educational podcast creation in the context of integrating technology in English language teaching. By reviewing the literature, four important aspects of educational podcast creation were identified. The research resulted in 60 statements covering these key aspects. The validity of the instrument was tested through assessments by English language education experts, producing valid results. The validation process involved evaluating statement items qualitatively, considering relevance, feasibility, and suitability to the research objectives. This instrument is expected to contribute significantly to improving English language learning through technology and student collaboration. ]]>
