cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fahrus Zaman Fadhly
Contact Email
fahruszf@gmail.com
Phone
-
Journal Mail Official
englishreviewjournal@gmail.com
Editorial Address
-
Location
Kab. kuningan,
Jawa barat
INDONESIA
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.
Arjuna Subject : -
Articles 39 Documents
 1   2   3   4 
Search results for , issue "Vol. 12 No. 3 (2024)" : 39 Documents clear
THE IMPACT OF DOCUMENTARY DIGITAL STORYTELLING ON CRITICAL THINKING AND READING SKILLS IN HIGH SCHOOL STUDENTS Awaliyah, Lela; Pratiwi, Dwiyani
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10163

Abstract

This study aims to evaluate the effect of a digital storytelling-based documentary video method in developing critical thinking skills on reading comprehension of secondary school students, considering learning style as a moderator. The method was applied to the experimental group, while the control group used the conventional method. The pretest results showed that the experimental group had an average score of 84.7, higher than the control group, which had an average score of 81.36. After the treatment, the experimental group showed a significant improvement with an average posttest score of 87.63, compared to the control group, which had an average score of 83.7. ANOVA analysis showed that learning style had a significant effect on critical thinking ability (sig = 0.036), while membership in the treatment or control group showed no significant effect (sig = 0.581). No significant interaction between learning style and group was found (sig = 0.171), indicating that the effect of learning style on critical thinking development was independent of the treatment group. This study confirmed that customizing learning methods according to students' learning styles can improve critical thinking skills in reading comprehension. However, the effectiveness of this method was not significantly affected by membership in the treatment or control group. Further research is needed to explore how this method can be optimized for different groups of students.
PROJECT-BASED LEARNING AND NEED ANALYSIS OF ESP IN DEVELOPING LANGUAGE SKILLS FOR BROADCASTING AND FILM STUDENTS Gaffar, Muhammad Andriana; Rahmawati, Elmira; Neliasari, Putri Nesi
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10222

Abstract

One-way communication, where teachers dominate classroom discourse, can significantly hinder effective teaching and learning. This limited interaction often stems from students' low willingness to communicate, often due to fear of judgment or ridicule for making mistakes. This reluctance to engage can negatively impact their academic performance. Therefore, it becomes the teacher's responsibility to identify and implement appropriate methods to address this issue. Cooperative learning emerges as a promising approach, as it centers on student-focused group activities. By employing this method, student interaction can be enhanced, reducing anxiety and fostering the development of essential social skills. This research aims to study the effectiveness of cooperative learning in promoting willingness to communicate orally. This research employed a quantitative methodology. The gathered data was meticulously tabulated and analyzed using paired t-tests to determine the significance of cooperative learning in improving students' oral communication readiness. Additionally, independent t-tests were conducted to examine any differences between the experimental and control classes. The study involved a sample of students from SMK Plus Darussurur. The results of the paired t-tests revealed a positive influence of cooperative learning on students' willingness to communicate orally. Furthermore, a significant difference in post-test scores was observed between the experimental and control classes. These findings provide compelling evidence that cooperative learning fosters positive interactions, which in turn cultivate increased willingness to communicate orally. By encouraging active student participation and collaboration, cooperative learning creates a supportive environment where students feel empowered to express themselves without fear of judgment, leading to improved academic.
THE SYMBOLIC REPRESENTATION OF ULOS IN BATAK CULTURE: AN ECOLINGUISTIC PERSPECTIVE Hariati, Puji; Purwarno, Purwarno
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10261

Abstract

This research investigates the symbolic representation of the ulos in Batak culture from an ecolinguistic perspective, highlighting its role as a cultural artifact deeply intertwined with language, tradition, and the environment. Using a descriptive qualitative approach, data were collected through interviews with weavers, Raja Perhata (cultural experts), and traditional leaders who possess deep knowledge of the ulos. The study focuses on specific Toba Batak ulos, such as Ragi Hidup, Ragi Hotang, and Sibolang, each symbolizing unique aspects of Batak values and worldviews. Ragi Hidup conveys blessings for happiness, offspring, and longevity, particularly during wedding ceremonies, while Ragi Hotang is associated with respect and honor, and Sibolang signifies the act of paying homage. These symbolic meanings are intricately embedded in the patterns, colors, and material composition of the ulos, reflecting their significance in Batak society. The findings reveal that the ulos is not merely a textile but a vessel of cultural meaning, encompassing prayers for prosperity, social status, and well-being. Through the lens of ecolinguistics, this study demonstrates how the ulos, as a cultural symbol, contributes to the sustainability of Batak traditions by encoding and perpetuating ecological and social values within its symbolic framework. The research underscores the critical importance of preserving these traditional symbols to maintain the cultural heritage and identity of the Bataknese people while offering broader insights into the role of language and culture in sustaining community values.
EVALUATING TEACHER’S COMPETENCE IN DEVELOPING READING COMPREHENSION QUESTIONS BASED ON BARRETT’S TAXONOMY Yude, Uswatun Hasanah; Zainil, Yetti
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10296

Abstract

This study investigates the competence of English teachers in developing reading comprehension questions based on Barrett's Taxonomy in Senior High Schools in Padang. Given the importance of effective questioning in stimulating critical thinking and comprehension, this research aims to assess the levels and types of questions formulated by teachers. Using cluster random sampling, 12 English teachers from 6 schools were selected. The study employed a test instrument to evaluate teachers' abilities to create questions across Barrett's five levels: Literal Comprehension, Reorganization, Inferential Comprehension, Evaluation, and Appreciation. Results indicate that most questions were at the Literal Comprehension level, with fewer questions addressing higher-order thinking skills (Evaluation and Appreciation). These findings highlight a need for professional development to enhance teachers' skills in crafting balanced and challenging questions.
LEARNING STYLES AND TEXTBOOK DESIGN: A CASE STUDY OF 'BAHASA INGGRIS WORK IN PROGRESS' FOR TENTH GRADE Reynaldi, Kelvin; Refnaldi, Refnaldi
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10310

Abstract

Textbooks can provide effectiveness and efficiency in the learning process for both teachers and students. Meanwhile, learning styles are individual or student preferences in processing information, which are generally categorized into visual, auditory, and kinesthetic. Therefore, textbooks should accommodate learning styles in a balanced way for a more efficient and effective learning process. This study aims to analyze the learning styles accommodated by the textbook 'Bahasa Inggris Work in Progress' for grade ten. The approach used was descriptive quantitative, with research instruments developed based on Priyatna's (2013) and Bobbi & Mike's (2015) theories. Data analysis was conducted by three independent analyzers to ensure the accuracy and consistency of the results. The research findings show that this textbook accommodates visual learning styles by 39%, auditory by 31%, and kinesthetic by 30%. This result shows a relatively balanced distribution in supporting the three types of learning styles. This research highlights the importance of diversifying teaching methods in textbooks to create an inclusive and effective learning environment. As such, it makes a meaningful contribution to the development of textbooks and teaching strategies that are more responsive to students' learning needs.
DIGITAL FOOTPRINTS: UNPACKING CULTURAL IDENTITY THROUGH ENGLISH-LANGUAGE PRACTICES ON SOCIAL MEDIA Sugiarto, Eko; Arif, M Fauzi
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10321

Abstract

In an increasingly widespread digital age, the practice of speaking English on social media has become one of the most striking cultural imprints. This phenomenon is not just a form of communication, but also a powerful representation of cultural identity in today's global society. This research aims to dig deeper into the cultural footprints manifested in English-speaking practices on social media, focusing on the representation of cultural identity. This study uses a qualitative approach by analyzing case examples from social media such as Instagram, Twitter, and online discussion forums. The results in this study state that the practice of speaking English on social media reflects the complexity and diversity of cultural identities in today's global society. The use of English is not only as a means of communication, but also as a medium to convey individual and collective cultural identity. Factors such as an individual's cultural context, social media platforms, demographic factors, globalization, and power dynamics play an important role in shaping the way English is used and interpreted as a representation of cultural identity. Therefore, a deeper understanding of the dynamics of language and culture in this digital age is important to promote appreciation of cultural diversity, as well as to build bridges of understanding and dialogue between different cultural groups
EVALUATING THE EFFECTIVENESS OF PORPE METHOD IN ENHANCING READING COMPREHENSION: A STUDY OF SELF_ESTEEM AS A MODERATING FAKTOR Sari, Rahma Kamanda; Zaim, M
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10323

Abstract

This study explores the effect of using PORPE method and students’ self-esteem toward reading comprehension achievement. The objectives of the research are to find out whether: (1)PORPE method produces higher achievement in reading comprehension on junior high schools students; (2) There is an interaction between PORPE method and students’ self-esteem toward students’ reading comprehension. The study categorized as an experimental research. The population of the research was the eighth grade students in the academic years 2023/2024. The sample of this research was taken by using cluster random sampling. The sample was 54 students with 27 students of experimental class taught by using PORPE method and 27 students of control class taught using conventional method by teacher. The data collection was done by giving self-esteem questionnaire and reading comprehension test (pre and post test) after five meetings of treatments.  The data analysis was done by applying T-test and Two ways ANOVA to test the hypothesis. The findings of this research are (1) The use of PORPE method produces higher achievement in reading comprehension on junior high school students; (2) There is no interaction between PORPE method and students’ self-esteem toward students’ reading comprehension.
Responses to Intercultural Teaching and Learning Activities Among Indonesian EFL Students Aulia, Muhammad; Judaya M Alanazi, Mohammed
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10358

Abstract

Since Intercultural Communicative Competence was introduced, there have been multiple studies conducted to do research on how the competence can potentially improve not only students’ knowledge and skills at using the foreign language, but also students’ attitudinal development towards the culture of the foreign language. The present study focuses on the ways of how the competence has been realized and taught at Indonesian universities with varied course names in the context of English as a Foreign Language (EFL). Via a qualitative multiple case studies, forty-two students’ responses towards activities and personal changes after attending the course were elicited through interview surveys. The iterative data analyses involved data condensation, data display, data verification and conclusion. It can be found from the data that cultural sharing with discussion and presentation has been prevalent at the classroom activities despite the debate of its effectiveness. It was quite striking that the students expressed their changes of attitudes towards other foreign cultures upon the engagement of the course. This study proposes the most-suited-contextualized teaching activities for the competence in Indonesian context and strives to enrich phenomena of intercultural teaching and learning in the typical EFL contexts. All of these to support that there is no one-fit-all contexts in promoting Intercultural Communicative Competence.
INVESTIGATING THE USE AND SEMANTIC INTERPRETATION OF FIGURATIVE LANGUAGE IN EFL STUDENTS’ LITERARY WORK Sudar, Sudar
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10367

Abstract

This study aims to investigate the types of figurative language written in the students’ literary work, to identify the dominant of figurative language written in the students’ literary work, and to interpret the meaning of figurative language written in the student’s literary work. This is descriptive qualitative research. The scenario of taking the data were as follow; first, researcher took the data from the literary classroom. Second, researcher identify figurative language taken from student’s literary work. Third, interpreting the data based on the theory of figurative language written by Fatimah, Amri, and Rusan, (2020) and the theory of meaning developed by Umagandhi and Vinothini, (2017). Research findings stated there were six types of figurative language written by students in their literary works. Then, the dominant of figurative language written by students was hyperbole figurative and personification. Further, there were four types of semantics meaning written by students, such as; connotative, affective, reflected, and associative. Affective semantic meaning was the dominant meaning written in the students’ literary work. Affective meaning was found in the Personification figurative language. Further, Figurative languages and their semantics meaning were meaningful for learning and empowering students’ linguistics’ competences. Particularly it is in semantics discussion. 
THE IMPLEMENTATION OF A CANVA-BASED E-PORTFOLIO: ITS IMPACT ON ACHIEVEMENT, SELF-EFFICACY, AND ANXIETY IN ESP-WRITING INSTRUCTION Budi, Beni Setya; Anwar, Khoirul
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10369

Abstract

English for Specific Purposes (ESP) learners derive significant advantages from a writing method that focuses on the process rather than just the end result. This need is emphasized by the fact that teachers often do not prioritize the optimization of this technique while teaching ESP writing workshops. This approach focuses on the different stages of text creation and is used in educational settings to give students clear guidance. It helps them go through a genuine writing process, boosts their confidence, reduces anxiety, and includes activities that support writing, such as choosing the right media. This study examines the influence of integrating Canva and e-portfolio on the writing proficiency of Agriculture students in an English for Specific Purposes (ESP) setting. The study also investigates the impact of this integration on students' self-efficacy and anxiety levels during the learning process. This is done through a mixed-method approach that incorporates before and post-tests, writing assignments, and post-treatment questionnaires. The implementation of Canva-based E-portfolios in teaching English for Specific Purposes (ESP) has yielded encouraging outcomes, as seen by improved posttest scores in both the control and experimental groups. Notably, the experimental group demonstrated a significant enhancement, indicating the potential advantages of broader utilization. The intervention demonstrates a positive impact on students' self-efficacy and reduces their anxiety levels, suggesting its effectiveness in ESP classrooms. However, additional research is needed to validate these findings and investigate the specific factors that contribute to this improvement

Page 2 of 4 | Total Record : 39

 1   2   3   4 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2025) Vol. 13 No. 1 (2025) Vol. 12 No. 3 (2024) Vol. 12 No. 2 (2024) Vol. 12 No. 1 (2024) Vol. 11 No. 3 (2023) Vol. 11 No. 2 (2023) Vol 11 No 2 (2023) Vol 11 No 1 (2023) Vol. 11 No. 1 (2023) Vol 10, No 3 (2022) Vol. 10 No. 3 (2022) Vol 10 No 2 (2022) Vol 10 No 1 (2021) Vol 9 No 2 (2021) Vol. 9 No. 1 (2020) Vol 9 No 1 (2020) Vol 8, No 2 (2020) Vol 8 No 2 (2020) Vol 8 No 1 (2019) Vol 8, No 1 (2019) Vol 7 No 2 (2019) Vol 7 No 1 (2018) Vol 7, No 1 (2018) Vol 7, No 1 (2018) Vol 6, No 2 (2018) Vol 6, No 2 (2018) Vol 6, No 1 (2017) Vol 6, No 1 (2017) Vol 5, No 2 (2017) Vol 5, No 2 (2017) Vol 5, No 1 (2016) Vol 4, No 2 (2016) Vol 4, No 1 (2015) Vol 3, No 2 (2015) Vol 3, No 1 (2014) Vol 2, No 2 (2014) Vol 2, No 1 (2013) Vol 1, No 2 (2013) Vol 1, No 1 (2012) More Issue