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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. 3 (2024)" : 39 Documents clear
READING PROFICIENCY AND COGNITIVE READING STRATEGIES THROUGH ONLINE DYNAMIC ASSESSMENT (ODA) IN ENGLISH FOR ECONOMY Imron, Ahmad; 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.v12i3.10370

Abstract

Dynamic Assessment (DA) can help EFL students use more cognitive reading skills, but its application in ESP learning is restricted. DA in ESP is an important research subject since reading comprehension is an essential skill for English for Specific Purposes (ESP) students. The purpose of this study is to look into the impact of online DA on reading ability and the usage of cognitive reading comprehension strategies among English for Economy learners. The study employs a quantitative experimental design and survey, with two groups of management students (30 in the experimental class and 30 in the control class) currently enrolled in the English for Economy program, which includes planned and scheduled online dynamic assessments. The study found that the Online Dynamic Assessment-supported ESP reading program considerably improves management students' reading abilities, as shown by the experimental group's higher posttest performance and significant t-test results. The large range and standard deviation in the experimental group demonstrate the exam's capacity to discern between different student competencies. Furthermore, the study reveals students' proactive role in improving their comprehension and recall by detailing their cognitive reading strategies at various reading stages, including pre-reading anticipation and skimming, in-reading context-based inference, and post-reading categorization and content review. To improve ESP outcomes, future research should incorporate bigger sample sizes, a variety of ESP domains, motivating factors, strategy analysis, technique comparisons, proficiency adjustments, and skill integrations.
DEVELOPMENT OF PICTURE WORD CARD MEDIA USING MODELING THE WAY METHOD IN LEARNING ENGLISH VOCABULLARY TO IMPROVE CLASS 4 LEARNING OUTCOMES Febriyanty, Yessica; Suratno, Suratno; Widagdo, Arif
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.v12i3.10404

Abstract

This research aims to develop a picture card product and apply a modeling approach to learning English vocabulary, aimed at improving the academic performance of fourth grade students at SDN Wonosari 01, Semarang City. The utilization of picture cards serves to facilitate teachers in delivering English lessons effectively in a classroom setting. These picture cards are organized based on the ADDIE model, which includes phases such as analysis, design, implementation, and evaluation. The rationale behind this study stems from the substandard academic performance of students in English language schools, which can be attributed to various factors, including the lack of diverse learning resources, ineffective teaching methodologies, and insufficient motivation of students towards learning English. The research methodology adopted for this study is quantitative in nature, using a research and development (R&D) framework. Data collection methods included observations, interviews, and questionnaire surveys. The data analysis process involved conducting the normality test, homogeneity assessment, and n-gain evaluation. After examining the findings, picture cards are considered very useful, categorized as “very valuable” to help the learning process. Picture cards were implemented using the modeling-the-way method to make learning more effective and interactive.
CONSTRUCTION AND EVALUATION OF MALL-BASED LEARNING MATERIALS WITH THE INTEGRATION OF BUSINESS CASE STUDIES TO ENHANCE ENGLISH READING COMPREHENSION FOR MANAGEMENT STUDENTS. Tiana, Ella Aprilia; Maruf, Nirwanto
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.v12i3.10405

Abstract

The purpose of this study was to develop and assess MALL (Mobile-Assisted Language Learning)-based learning materials, integrated with business case studies, to enhance English reading comprehension among management students. The research aimed to address the specific language needs of these students in the business context. Employing a mixed-methods design, the study used Pre-test and Post-test Assessments for quantitative analysis and Semi-structured interviews for qualitative insights. Results showed a statistically significant improvement in reading comprehension, with a t-value of 8.45 and a p-value of less than 0.001, indicating that the improvement was a direct effect of the MALL-based intervention. The Cohen’s d effect size was 1.2, suggesting a strong impact on students' reading comprehension skills. Qualitative data revealed increased engagement and motivation due to the interactive features of the MALL applications, and the relevance of the reading materials to future professional roles. However, usability challenges, such as navigation difficulties and application performance issues, were also noted. These challenges indicate a need for further refinement of the application design. Overall, integrating business case studies into MALL-based materials significantly enhances English reading comprehension for management students, with implications for curriculum development and instructional design in specialized language education contexts.
IMPLEMENTING BLOOM’S TAXONOMY IN THE ENGLISH CURRICULUM UNDER MERDEKA BELAJAR PROGRAM Edi, Syamsi; Iswandini, Iswandini; Andriani, Novi; Aryaningsih, Nur
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.v12i3.10408

Abstract

Education in Indonesia in the 5.0 era utilizes the MBKM English Education Curriculum, which is a modification of the 2013 English Education Curriculum. According to the 2019 PISA survey, Indonesia ranked 74th out of 79, indicating that the cognitive development of Indonesian children remains relatively low. The "Merdeka Belajar" (Independent Learning) strategy is a transformative step in education aimed at producing superior Indonesian human resources who embody the Pancasila student profile. This concept of independent learning emphasizes the cognitive growth of students, requiring them to think critically using their logical abilities. Bloom's Taxonomy can be interpreted as a hierarchical structure that classifies learning capabilities from the lowest to the highest levels. The cognitive, psychomotor, and affective elements are included in Bloom's three categories to categorize human learning activities. Students' intellectual capacities are developed within the cognitive domain, their skills within the psychomotor domain, and their attitudes and behaviors within the emotional domain. The problem formulation that the researcher will examine involves the implementation, factors, and impacts of Bloom's Taxonomy in the application of the MBKM English Education Curriculum in University institutions. This research employs a descriptive qualitative method, which is divided into three stages: data reduction, data presentation, and verification.
LINGUISTIC SHIFT AMONG GEN Z IN COMPUTER-MEDIATED COMMUNICATION Conny, Conny; Yultisa, Nudia; Sagala, Rakhmat Wahyudin; Rezeki, Tri Indah
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.v12i3.10414

Abstract

In the quickly changing context of the Information and Communication Technology (ICT) revolution, it is essential to comprehend how Generation Z (Gen Z) modifies their language usage. As digital natives who have grown up with technology, Gen Z is at the forefront of shaping and transforming language in the digital age. This study investigates the notable changes in Gen Z's language use in digital discourse, emphasizing Instagram. The goal is to recognize how the linguistic shifts of Gen Z are changing how people communicate in digital environments. This study used a qualitative content analysis method to analyze the data from Instagram comments and posts, highlighting essential features such mixing language, new slang and expression, use of non-standard spelling, emoji language and use of symbols, and contextualization in pop culture and social media trends. The results show that Gen Z used the linguistic shift in their communication in digital discourse such as communication in Instragram. These linguistic patterns show how Gen Z navigates and shapes their digital identities through language and how engaged they are with pop culture and social media trends. This study adds to our understanding of how digital platforms shape language use and social interaction in the modern period. It emphasizes the necessity of more investigation into how these changes may affect sociolinguistic theory, pedagogy, and communication techniques.
DEVELOPING INTERACTIVE MULTIMEDIA-BASED ESP TO IMPROVE ENGLISH PROFICIENCY AND CAREER GUIDANCE AT UPMI MEDAN Stevani, Margaret; Yanti, Novi; Hidayat, Ikhwan Mahfud; Laia, Firman Daris; Halawa, Alkisah Ikhlas
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.v12i3.10555

Abstract

This research explored the development of an interactive multimedia-based English for Specific Purposes (ESP) program designed to enhance English proficiency and career guidance at UPMI Medan. It addressed a notable discrepancy between theoretical frameworks and practical needs in ESP, as students increasingly demanded courses that integrated both oral and written communication skills with job-related tasks. Applying the Kemp instructional design model, the research used a comprehensive multi-phase approach: assessing student proficiency levels, identifying instructional needs, designing tailored ESP content for Business Administration, Tourism, and Public Speaking, and incorporating multimedia platforms such as Udemy and Gaminik. Key findings revealed that 40% of students prioritized mastering business correspondence, 58% sought improved communication skills for meetings, and 48% were interested in tourism-specific English. The research highlighted the effectiveness of flipped learning and interactive multimedia in overcoming vocabulary challenges and boosting engagement. Ultimately, it emphasized the need to integrate career-focused modules into ESP courses to better align language skills with career aspirations, thereby enhancing employability and professional readiness.
LANGUAGE LEARNING STRATEGIES OF THE HIGH ACHIEVERS OF TOEFL JUNIOR TEST IN AN INDONESIAN ISLAMIC BOARDING SCHOOL: A CASE STUDY Cahyo, Nanang Heri Setyo Dwi; Rachmajanti, Sri; Muniroh, Siti
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.v12i3.10647

Abstract

This study investigates the language learning strategies (LLSs) employed by high-achieving students in the TOEFL Junior Test within the context of an Indonesia Islamic boarding school. Motivated by Indonesia's lower rankings in literacy, particularly in English, as highlighted by the 2022 PISA results, this study aims to address the gap in understanding how students in this specialized educational setting approach LLSs. This study focuses on six high-achieving female ninth-grade students from SMP Al Izzah Islamic Boarding School Batu, identified as high achievers based on their superior TOEFL Junior Test scores and exceptional performance on the school’s English final test. Using a qualitative case study approach, data were collected through the Strategy Inventory for Language Learning (SILL) 7.0, semi-structured interviews, and document analysis. The findings reveal that high achievers predominantly employ metacognitive strategies, such as goal setting and self-monitoring, as well as compensation strategies to overcome language barriers. Cognitive strategies, particularly engaging with English media, play a significant role in their language acquisition, while memory strategies are moderately used for vocabulary retention. This research highlights the importance of self-discipline, time management, and a supportive learning environment with its accessible teachers and nurturing community, significantly enhances continuous learning and overall students’ well-being. The study recommends for future research to expand the sample size to other Islamic boarding schools from various regions with more samples and explore the long-term impact of these strategies on academic and professional achievements.
EFL LEARNERS VIEWS ON AI FEEDBACK TOOLS: ASSESSING GRAMMAR ACCURACY AND LEARNING IMPACT Nindya, Meyga Agustia; Taufiqulloh, Taufiqulloh
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.v12i3.10672

Abstract

This study explores English as a Foreign Language (EFL) learners' perceptions of grammar accuracy and the impact of AI-driven feedback tools on their self-assessment and improvement. Utilizing a mixed-methods approach, data were collected from 54 EFL students majoring in English Language Teaching at Universitas Pancasakti Tegal through quantitative surveys. The findings indicate that a significant majority of participants perceive AI feedback as accurate (57.4% finding it accurate; 29.6% very accurate), useful (53.7% rating it helpful), and satisfying (66.7% satisfied). Furthermore, learners reported that AI tools effectively identify missed errors and enhance their understanding of grammar rules. Despite the positive perceptions, a portion of participants still values traditional feedback, suggesting a potential benefit in a blended approach that combines AI and human interaction. This research underscores the growing importance of integrating AI-driven tools in language education, highlighting their role in enhancing learner engagement and grammar proficiency. Future studies should investigate the long-term effects of AI feedback on language learning outcomes and explore specific features that maximize its effectiveness.
INNOVATIVE ENGLISH TEACHING STRATEGIES: IMPLEMENTING TASK-BASED LANGUAGE TEACHING IN JUNIOR HIGH SCHOOL CURRICULUM Siahaan, Leroy Holman; E, Yon A
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.v12i3.10686

Abstract

Writing skills are one of the essential components in mastering a language, apart from other linguistic skills. Writing demands a profound understanding of language structure, particularly grammar. The current junior high school (SMP) curriculum integrates grammar materials into various learning modules, often causing students to be unaware that they are learning grammatical concepts. This development research aims to design an effective grammar learning module, with the hope to (1) facilitate students' understanding of grammatical concepts, (2) enhance student's writing skills with an emphasis on grammatical aspects, (3) assess the suitability of the learning module with the writing learning needs at the junior high school level, and (4) obtain feedback from educators and students regarding the implementation of the module in schools in Bekasi City. This research adopts the Research and Development (R&D) model following the 4-D model stages: definition, design, development, and dissemination. Data collection was conducted through interviews and questionnaires. Experts in content, media, and language performed module validation. The research results indicate that the implementation of the grammar learning module can have a positive impact on improving students' writing skills, as reflected in the increased writing test scores.
ANALYZING THE KEY ELEMENTS OF HIGH-QUALITY ABSTRACTS: A COMPREHENSIVE ACADEMIC DISCOURSE STUDY OF ENGLISH EDUCATION Santoso, Kusumo Hadi; Arifani, Yudhi; Maruf, Nirwanto
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.v12i3.10696

Abstract

This study aims to explore the Rhetorical moves and use of Metadiscourse in student abstracts from the English Education program at Universitas PGRI Ronggolawe, Tuban. The sample consists of 17 abstracts submitted by English Education students from the 2023 batch of the program. This Research uses mixed methods for the methodology, the quantitative analysis focused on frequency counts, descriptive statistics, and correlation analyses, while the qualitative analysis explored the functional roles of these elements in enhancing clarity, coherence, and reader engagement. The qualitative analysis revealed that students who used more transitions and frame markers produced more coherent and structured abstracts. Students who used a variety of interactive and interactional markers, such as transitions, frame markers, and self-mentions to balance confidence with caution and engage the reader, were more likely to produce more coherent, clear, and engaging abstracts than those who did not. The findings suggest that students would benefit from explicit instruction on the role of Metadiscourse in academic writing, particularly in how to use hedges, boosters, and self-mentions to balance confidence with caution.

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