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[DEVELOPING A MEDIA BOOK CREATOR FOR INTENSIVE READING BASED ON LOCAL WISDOM FOR ENGLISH STUDY PROGRAM STUDENTS ]]>
<![CDATA[Tuminah, Tuminah]]>;
<![CDATA[Nurcahyoko, Kunto]]>;
<![CDATA[Giovani, Wanda]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.8778
<![CDATA[Rapid advancements in science and technology over the past decade have greatly influenced the development of teaching materials. This accelerated progress has provided significant support to educators in enhancing the quality of both online and offline learning experiences. This study aims to develop a local wisdom-based book creator media while assessing its validity, effectiveness, and innovativeness.The research methodology employed a research and development (R&D) approach, specifically following the procedure outlined by Borg and Gall, which consists of 10 stages. However, this study focused on 8 key stages within the development process. The findings of this research indicate that the local wisdom-based book creator media demonstrate a high level of feasibility. A questionnaire was employed as the primary data collection technique to evaluate the feasibility of the media book creator. Expert assessments were obtained from media experts, material experts, and IT experts, while feedback from lecturers and students also contributed to the evaluation process. The results show that media experts evaluated it at 90%, material experts at 93%, IT experts at 95%, and student responses indicated an 85% feasibility rating, collectively suggesting the learning media to be "highly feasible" for implementation. Educators can leverage this medium to provide students with a more interactive and culturally relevant learning experience, fostering a deeper connection between academic content and their local contexts. ]]>
<![CDATA[FIELD EXPERIENCE CHALLENGES: EXPLORING THE DIFFICULTIES OF PPG ENGLISH EDUCATION STUDENTS AT FKIP UIR, PEKANBARU ]]>
<![CDATA[Rugaiyah, Rugaiyah]]>;
<![CDATA[Putri, Miranti Eka]]>;
<![CDATA[Khulaifiyah, Khulaifiyah]]>;
<![CDATA[Idayani, Andi]]>;
<![CDATA[Mulyani, Ari]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.9405
<![CDATA[This research aims to determine the difficulties of English Language Education PPG students at FKIP UIR in carrying out the field experience program in Pekanbaru, Riau. This research is a type of descriptive research that uses a qualitative approach. The subjects of this research were 10 students of PPG English education at FKIP UIR who were carrying out a field experience program in Pekanbaru in the 2023/2024 academic year. Data collection in this research used a questionnaire technique and the data analysis technique used a percentage test. Based on the results of data analysis, it was found that the difficulties of PPG English Language Education FKIP UIR students in carrying out lesson opening activities were classified as low, the difficulties in mastering the learning material were classified as low, the difficulties in applying educational learning strategies were classified as moderate, the difficulties in applying the scientific approach were classified as moderate, the difficulties The use of learning resources and media is relatively low, the difficulty in involving students in learning is very low, and the difficulty in carrying out lesson closing activities is very low. Overall, the level of difficulty for English Language Education PPG students at FKIP UIR in carrying out PPL is relatively low with a difficulty which shows that PPG English language education students at FKIP UIR Pekanbaru Riau do not experience difficulties in implementing it.]]>
<![CDATA[A GENRE-BASED APPROACH IN TEACHING MULTIMODAL TEXTS ]]>
<![CDATA[Nugraha, Irsyad]]>;
<![CDATA[Emilia, Emi]]>;
<![CDATA[Gunawan, Wawan]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.9568
<![CDATA[Abstract: This research aims to investigate how the teaching and learning processes of English Education Program Students occur in creating multimodal texts using the Genre Based Approach teaching method. The study seeks to demonstrate that Genre Based Approach, as a teaching method for academic reading and writing courses, can assist students in creating their own multimodal texts, which combine words and images. Participatory Case Study is employed as the research design, aiming to delve deeper into the phenomenon of teaching and learning processes within it. The use of field notes in each phase of the learning activities is crucial in this research as it clearly records interactions between lecturers and students in the classroom. This study provides evidence that the analysis based on the Image Framework analysis (O'Halloran, 2008) in collaboration with the Transitivity System from Systemic Functional Linguistics (Emilia, 2014) enables students to comprehend multimodal texts, analyze them, and ultimately create their own multimodal texts using the genre of analytical exposition. The results of this research demonstrate that the Genre Based Approach teaching process, conducted over 14 sessions from February 21 to April 10, 2024, has improved the reading and writing abilities of fourth-semester students who will be undertaking the PLP program in their fifth semester. This improvement is evidenced by the pre-test and post-test results, which measured understanding of multimodal texts and the production of multimodal texts.]]>
<![CDATA[A CRITICAL REVIEW OF INDONESIAN TRADITIONAL PROVERBS BY DERRIDA’S DECONSTRUCTION ]]>
<![CDATA[Zakaria, Zakaria]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.9580
<![CDATA[Abstrak:This research uses qualitative case studies with Derrida's deconstruction method. The object of research is the text of traditional Indonesian proverbs. The results of the research conclude that several mythical meanings of traditional Indonesian proverb texts can be shifted by another meanings, the analysis shows that the proverb of air beriak tanda tak dalam means someone who talks a lot without knowledge can be reconstructed with meaning “a person who talks a lot is a person with knowledge so it must be present as many arguments as possible.” The proverb of buah jatuh tak jauh dari pohonnya means parents and children have the same temperament and character, can also be reconstructed with meaning “that a child can be shaped by a good or bad environment, not just by the parents.” The proverb of hujan emas di negeri orang, lebih baik di negeri sendiri can be reconstructed also with the meaning of “it would be better live in someone else's country if it can give a guarantee of prosperity”. Finally, the proverb of biar lambat asal selamat can be reconstructed by some meaning based on considerations of effectiveness and efficiency of work. Meaning will continue to move and look for new traces of meaning, therefore meaning is never single and absolute but continue to be born along with each dimension of perspective.]]>
<![CDATA[DEVELOPING AND VALIDATING THE ELEMENTARY STUDENT LEARNING AGILITY SCALE (ESLAS) FOR MEASURING KEY LEARNING TRAITS IN ELEMENTARY EDUCATION ]]>
<![CDATA[Kusumawati, Tri Harum]]>;
<![CDATA[Herwin, Herwin]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.9962
<![CDATA[This study aimed to develop elementary student learning agility scale (ESLAS) to measure elementary school students’ perseverance, tenacity, interest, and independence in accomplishing learning process. This study also focused on examining translational validity and internal consistency reliability to construct a valid and reliable scale. There were 90 elementary students chosen using voluntary random sampling as the respondents and five experts invited as the validators. The study developed ESLAS using a five-point Likert’s scaling method with twenty items measured. Data obtained from ESLAS were used to examine internal consistency reliability while data from validation sheet were used to judge content validity index (CVI) and content validity ratio (CVR). Results showed that the developed ESLAS was considered very valid by the validators (CVI = +1.00, CVR = 1.00) and was categorized in a very high reliability (Cronbach’s α = .879). Another result depicted that there was no negative value in inter-item correlation, meaning that all items measured similar construct. The results implied that the developed ESLAS is considered as a valid and reliable scale to measure elementary students’ learning agility. ]]>
<![CDATA[ASSESSING SHS STUDENTS’ NEEDS E-WORKSHEET BASED ON DIFFERENTIATED INSTRUCTION ]]>
<![CDATA[Pratama, Miftahunajah Aditiya]]>;
<![CDATA[Sofendi, Sofendi]]>;
<![CDATA[Vianty, Machdalena]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.10023
<![CDATA[Education in Indonesia has developed a lot over time. Differentiated learning in the independent curriculum allows teachers to adjust instruction to meet the diverse needs of students. This approach acknowledges that students have varied learning styles, strengths, and interests. This study aimed to uncover the needs of senior high school students for developing differentiated instruction-based e-worksheet in English subjects for 10th Grade students. This study was conducted at MAN 3 Palembang to explore the perspectives of 30 tenth-grade students and their English teacher. To achieve the objectives of this study, a mixed-methods approach was applied, combining both quantitative and qualitative data collection methods. The data were obtained using a questionnaire and semi-structured interviews. Participants of this study were the tenth-grade students and English teacher. The result of the needs analysis showed that: 1) English learning materials with technology integration are limited and need development. 2) Students need differentiated instruction-based e-worksheets for reading that match their abilities. Therefore, this study is also used as the preliminary study to develop a differentiated instruction-based e-worksheet that can be used for English learning.]]>
<![CDATA[LECTURERS’ READINESS AND INTENTIONS FOR AI INTEGRATION IN INDONESIAN AND INDIAN ELL CLASSROOM ]]>
<![CDATA[Adi Priantini, Ni Wayan]]>;
<![CDATA[Alit Riska Dewi, Dewa Ayu]]>;
<![CDATA[Putri Maharani, Anak Agung]]>;
<![CDATA[Budiarta, I Komang]]>;
<![CDATA[Dian Sawitri, Ni Luh Putu]]>;
<![CDATA[Kumar Negi, Harvinder]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.10034
<![CDATA[Investigating the readiness and intention of the lecturers for the use of artificial intelligence (AI) in English language learning is the goal of this study. The questionnaire, online interview, and focus group discussion were all used in the this mixed-methods designed research to collect data. Finding out the lecturers’ readiness and their intentions on the use of AI applications into their English classrooms are the main points of emphasis. There were 29 English Department lecturers were involved, 11 lecturers from Indonesia (5 males and 6 females) and 18 lecturers from India (6 males and 12 females). It was identified that the lecturers have high readiness in infusing AI into the English language learning classroom. Their readiness was supported by the identified efforts that the lecturers had performed. Then, it was also figured out that the lecturers have positive intention to infuse AI into their English class. ]]>
<![CDATA[EXPLORING INNOVATIVE ALTERNATIVE ASSESSMENT METHODS IN ELT: A STUDY ON THE INTEGRATION OF INFORMATION TECHNOLOGY ]]>
<![CDATA[Aini, Nur]]>;
<![CDATA[Asari, Slamet]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.10073
<![CDATA[Innovative alternative assessment currently attracts an adequate attention since it alternates conventional assessment. The fast growth of technology provides chances to integrate this type of assessment into it. Through an examination of technology integration into the usage of innovative alternative assessment, this study seeks to advance our understanding of how to measure student learning outcomes accurately, which will improve teaching and learning. A questionnaire, observation, and interview were used to gather data from 65 teachers and 152 junior and senior high school students. The data was then combined with quantitative and qualitative methodologies using descriptive statistics and qualitative analysis. The finding indicated that the integration of information technology with its various platforms on innovative alternative assessment methods was perceived positively both by teachers and students. The data presented illustrates the perceived efficacy and acceptance of innovative alternative assessment methods facilitated by information technology, as well as the challenges and barriers encountered in integrating these assessments into existing learning environments. Some of the challenges and barriers that arose were mostly related to the exploitation of technology resources, access to them, and the absence of a suitable technological infrastructure for the purpose of discovering innovative alternative methods of assessment.]]>
<![CDATA[THE EFFECTIVENESS OF LANGUAGE PROGRAM TOWARDS STUDENTS SPEAKING SKILL IN UNIVERSITY ]]>
<![CDATA[Tarihoran, Sasmita]]>;
<![CDATA[Jufrizal, Jufrizal]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.10091
<![CDATA[This study examines the impact of a language program on the speaking skills of students at UIN SYAHADA Padangsidimpuan. With English proficiency being crucial for global communication, the research aimed to assess the program's effectiveness in improving students' speaking abilities. Using an ex post facto research design, 43 English department students were assessed. Speaking tests were administered at the start and end of the semester, and the data were analyzed using the Wilcoxon test. Findings showed a modest increase in mean scores, indicating some positive effect of the program. However, greater variability in post-test scores and a Wilcoxon test significance value of 0.146 suggested no statistically significant enhancement in speaking skills. This study underscores the necessity for customized interventions and enhanced teaching strategies to improve the efficacy of language programs in universities.]]>
<![CDATA[THE IMPACT OF EFL TEACHERS' CREATIVE SELF-EFFICACY AND SELF-ESTEEM ON CREATIVE TEACHING ]]>
<![CDATA[Rachmadhani, Nabilah]]>;
<![CDATA[Jufrizal, Jufrizal]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.10134
<![CDATA[ABSTRACT. Investigating the contribution of teachers' creative self-efficacy and self-esteem is crucial for enhancing creative teaching practices, particularly within the framework of Indonesia's Merdeka curriculum, which emphasizes the development of students' creativity and innovative skills. This research aimed to find out how is the contribution of teachers’ self –efficacy and self –esteem to creative teaching by using multiple regression analysis techniques. The participants of this research were six EFL teachers from senior high school Lengayang. Questionnaires and observation checklist were the instruments in this research. The results show that creative self-efficacy positively and significantly contributes to creative teaching, indicating that higher creative self-efficacy leads to better creative teaching practices. On the other hand, teachers' self-esteem contributes negatively creative teaching, suggesting that excessively high self-esteem may hinder creativity in teaching. Meanwhile, creative self-efficacy and self-esteem simultaneously contributes 81.2 percent towards creative teaching. Fostering these creative behaviors can create an engaging and supportive learning environment, enhancing student outcomes. Social support from principals and colleagues, along with a positive school climate, is crucial in boosting teachers' self-esteem and creative self-efficacy, thereby improving the quality of teaching and learning. ]]>
