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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
THE INTEGRATION OF MOBILE-ASSISTED LANGUAGE LEARNING (MALL) WITH PEER TUTORING METHODS TO ENHANCE MOTIVATION AND ENGAGEMENT AMONG MANAGEMENT STUDENTS Fitayanti, Sri; Husain, Dahlia; Alwolmabin, Zapira; Nirigu, Eides
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.v12i3.10700

Abstract

 This study investigates the impact of integrating Mobile-Assisted Language Learning (MALL) applications with peer tutoring on student engagement, motivation, and learning outcomes in English language Teaching and learning. Utilizing a mixed-methods approach, the research involved pre- and post-intervention surveys, semi-structured interviews, and systematic observations. Quantitative data revealed significant improvements in students' engagement and motivation, with average scores increasing from 2.0 to 3.9 post-intervention. The standard deviation for engagement decreased from 0.7 to 0.5, indicating more consistent student responses. The qualitative analysis provided deeper insights, highlighting that students found MALL applications like Quizlet and YouTube particularly engaging and effective for learning. The thematic analysis of interviews underscored the benefits of peer tutoring in fostering a supportive learning environment, enhancing both collaborative and individual learning experiences. Excerpts from student interviews revealed increased interest and motivation, with students appreciating the flexibility and interactivity of the applications. These findings align with Vygotsky's theory of social constructivism, emphasizing the role of social interaction in learning. The study concludes that the integration of MALL with peer tutoring not only improves student engagement and motivation but also contributes to better language learning outcomes. This has important implications for educational practices and policies, suggesting that incorporating technology and collaborative learning strategies can enhance language education. Future research should explore long-term effects and scalability of such interventions. 
UNDERSTANDING AND IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION BY ENGLISH TEACHERS AT VOCATIONAL HIGH SCHOOLS IN PARIAMAN Risnada, Risnada; Tiarina, Yuli
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.v12i3.10702

Abstract

Abstract: For the past four years, English teachers in Indonesia have been required to adopt Differentiated Instruction in their lessons to make their learning more adaptable for students' needs as a result of modifications to a new curriculum known as Merdeka Curriculum. However, there were limited studies conducted to investigate English teachers’ understanding and implementation of Differentiated Instruction at vocational high schools’ level. The purpose of this research is to fill this gap through qualitative research. This study is intended: (1) to investigate English teachers’ understanding of Differentiated Instruction , (2) to explore how English teachers use Differentiated Instruction as a teaching approach in the classroom. Five English teachers from SMK 1 and SMK 2 Pariaman participated in this research. The data were gathered from observation checklists and interviews. The results suggested that the teachers understood the concept of Differentiated Instruction and knew how to identify their students’ needs but they lacked knowledge of how to differentiate interests in teaching process especially regarding the content differentiation. The implementation of the approach in the classroom showed that teachers differentiated the content based on students’ ability level and learning styles, while in the process, it was differentiated according to students’ ability level and product was differentiated based on students’ learning styles and interests.Keywords: differentiated instruction ; DI understanding; DI implementation. 
VARK LEARNING STYLES AND SOCIAL MEDIA USAGE IN EFL CONTEXTS: INSIGHTS FROM TERTIARY-LEVEL STUDENTS Saputra, Bima Eza; Dewi, Dian Novita
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.v12i3.10783

Abstract

The integration of social media into EFL learning has become increasingly popular, fostering greater student engagement, collaboration, resource innovation, and personalized learning experiences. This study examines the usage patterns of social media and their alignment with VARK (Visual, Auditory, Read/write, Kinesthetic) learning style among tertiary-level EFL students in the English Language Education Study Program at Universitas Brawijaya. Utilizing a quantitative survey design, data were gathered from 100 undergraduate students of the 2023 cohort, all of whom had used social media for EFL learning for over a year. Analysis through Statistical Package for the Social Sciences (SPSS) and Microsoft Excel revealed that audio-based platforms, such as those featuring English songs and podcasts, are particularly favored by auditory, kinesthetic, and auditory-kinesthetic learners. YouTube emerged as the most preferred platform, with the highest mean score (3.64), selected by 31% of respondents. However, the findings indicate that students' social media preferences for EFL learning do not always align with their individual learning styles, suggesting a disconnect between preferred platforms and learning modalities. The study underscores the importance of selecting appropriate social media platforms tailored to diverse learning preferences in EFL education. These findings can guide educators in designing more effective EFL teaching strategies, leveraging the potential of social media to meet varying learner needs.
POSITIVE POLITENESS STRATEGIES IN BUSINESS CORRESPONDENCE BETWEEN DETRACK SYSTEMS AND ITS CLIENTELE Aini, Hilya; Simatupang, Ervina CM
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.v12i3.10837

Abstract

Positive politeness is crucial in business communication as it fosters respectful rapport, enhances trust through assurances, and mitigates conflicts, thereby promoting effective interactions and fostering successful relationships. This study investigates the specific politeness strategies employed in business correspondence between Detrack Systems and its clientele and their roles in facilitating effective communication. The method used is qualitative analysis. Results reveal that several types of positive politeness strategies were used; specifically, strategy 1 was employed in ten cases, strategy 2 in five cases, strategy 3 in one case, strategy 5 in three cases, strategy 6 in six cases, strategy 9 in two cases, strategy 10 in five cases, strategy 11 in three cases, strategy 13 in three cases, strategy 14 in four cases, and strategy 15 in seven cases. In total, these strategies were observed 49 times across the analyzed emails. Through this analysis, it's clear that Detrack Systems and its clients consistently use these strategies. The roles of these positive politeness strategies in effective communication are to foster trust, facilitate collaboration, enhance customer satisfaction, promote transparency, assert reciprocity and help maintain positive relationships.
THE PORTRAYAL OF WOMEN IN NGERI-NGERI SEDAP MOVIE: SOCIOLINGUISTICS STUDY Simatupang, Ervina CM; Zuraida, Ida; Hendar, Hendar
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.v12i3.10845

Abstract

This study investigates the portrayal of women in the Indonesian film “Ngeri-Ngeri Sedap” movie through a sociolinguistics study. The research aims to explore how language and dialogue in the movie reflect and reinforce societal attitudes towards women, examining the representation of female characters and their interactions within the narrative. The collected data are analyzed by applying qualitative and descriptive method. The dialogues undergo thematic analysis to identify recurring themes related to gender roles, power dynamics, and language use. This approach allows for a comprehensive understanding of how women’s speech in the film reflects or diverges from established sociolinguistic patterns. Triangulation is employed by comparing the film's portrayal of women with existing literature on gender roles in Indonesian society and media, ensuring the validity of the findings (Baxter, 2019; Sunderland, 2020). The results indicate that the portrayal of women in Ngeri-Ngeri Sedap is shaped by cultural influences and prominent themes such as 5 Gender Roles as a woman, 5 Emotional Attachment, and 10 Gender Conflict and Tension. However in the film Ngeri-Ngeri Sedap by comparing woman image and man image it can be found that woman are often portrayed as inferior, weak, and marginalized, while men appear as superior, strong, and dominant. There are some symbolic resistances, but man’s power still cannot be fully seized by woman. As an obedient being, Sarma always does whatever her parents told her to do and feels she must obey completely. Never in her life does she disobey her parents. She then compared what her life to her brothers’. The result come to the fact that the brothers were able to do something freely and disobey their arents because they are men, not a woman like Sarma. The film portrays women as individuals expected to obey men’s commands. Women are also portrayed as being of lower status than men. The patriarchy in this movie is also very noticeable. This portrayal reflects and potentially reinforces societal views of patriarchy and gender hierarchy in Indonesian media
STUDENTS’ VIRTUAL DRAMA PERFORMANCE OF ENGLISH LANGUAGE TEACHING IN THE DIGITAL ERA: CREATIVITY AND ADAPTATION IN LEARNING Inderawati, Rita; Meyers, Karen Ferreira; Novarita, Novarita; Awalludin, Awalludin; Anam, Syamsul
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.v12i3.10893

Abstract

Abstract: The COVID-19 pandemic has necessitated rapid adaptation to digital and remote learning, fundamentally altering traditional pedagogical practices. For English Education students, especially those engaged in literature courses, drama performance has long been a valuable tool for exploring and expressing literary understanding. However, the sudden shift to online learning environments presented unique challenges, pushing students to reconceptualize drama performance in a virtual setting. This study investigates how English Education students creatively adapted to these changes by producing virtual drama performances through the Zoom platform. The integration of virtual backgrounds, designed using Canva, allowed students to construct imaginative settings that supported narrative immersion, despite the physical separation. This research highlights the ways students utilized digital tools to convey dramatic elements and literary interpretation, transforming conventional stagecraft into an innovative, digital form of storytelling. Through in-depth analysis, this article explores how these virtual performances not only maintained the integrity of drama as a medium for literary education but also fostered critical technological skills that are increasingly relevant in the digital era. The findings demonstrate that virtual drama projects encouraged students to combine creativity with technical proficiency, enhancing their adaptability, digital literacy, and ability to collaborate in a remote context. This study underscores the evolving role of literature-based performance in English Language Teaching (ELT), suggesting that the integration of digital tools in creative projects may serve as a sustainable model for literature education in the post-pandemic future.
BRIDGING CULTURE AND LANGUAGE: INDONESIAN PRESERVICE TEACHERS' PERSPECTIVES ON INTEGRATING LOCAL WISDOM IN ENGLISH LANGUAGE COURSES Jaya, Hariswan Putera; Sofendi, Sofendi; Mirizon, Soni
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.v12i3.10990

Abstract

Abstract: This study investigated students’ perceptions of integrating local wisdom into English language skills courses, focusing on its impact on engagement, understanding, and learning experience. The research employed a survey design, collecting data through closed-ended questionnaire with insights from open-ended responses. The participants were pre-service teachers, students enrolled in the English Education Study Program. Descriptive statistics, including means, standard deviations, and frequencies, were used to summarize the responses for each section of the questionnaire in the data analysis. The questionnaire results revealed that students felt more motivated and reported a deeper comprehension of the cultural and social nuances within language use when local wisdom was incorporated into the curriculum.. Qualitative responses highlighted the significance of three main areas: relevant course materials, instructional expertise, and diverse pedagogical approaches. The study recommends ongoing curriculum adaptation to ensure a meaningful, effective blend of language and local cultural knowledge 
EVALUATING THE EFFECTIVENESS OF PBL IN ENHANCING SPEAKING SKILLS IN NON-FORMAL EDUCATION Saripi, Samid; Asari, Slamet
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.v12i3.11166

Abstract

This study examines the impact of Project-Based Learning (PBL) on enhancing speaking skills among Paket C students at Pusat Kegiatan Belajar Masyarakat (PKBM) Husnan Limboto, a non-formal educational institution in Indonesia. The research adopts a mixed-methods approach, integrating both qualitative and quantitative methods to evaluate the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills in non-formal education settings. This approach ensures a comprehensive understanding of the phenomena by combining numerical data with contextual insights, the study developed and evaluated PBL materials aimed at improving fluency, coherence, and pronunciation. A mixed-methods approach was employed, combining quantitative assessments with qualitative feedback from students and teachers. The results showed significant improvements in students' speaking proficiency, with fluency increasing from a mean score of 3.2 to 4.5 (a 40.6% improvement), coherence rising from 3.0 to 4.3 (43.3% increase), and pronunciation improving from 2.8 to 4.1 (46.4% increase). Student motivation and engagement also saw considerable gains, with motivation scores increasing from 3.1 to 4.6 (48.4%) and engagement from 3.0 to 4.7 (56.7%). These improvements underscore the effectiveness of PBL in fostering speaking skills in a non-formal education setting. However, the study also highlights challenges such as insufficient technological resources and the need for professional development for teachers to fully implement PBL. Recommendations include addressing infrastructure issues, providing more training for educators, and developing cost-effective PBL models for resource-limited environments. Future research should explore the long-term impact of PBL on students' academic and professional success.
THE PERCEPTION OF STUDENT AND TEACHER OF NETFLIX ENGLISH TO ENGLISH SUBTITLE: CORRELATING ENGAGEMENT, MOTIVATION, AND LISTENING ABILITY Kurniawan, Bhagaskoro Ardhianto; 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.v12i3.11167

Abstract

This study examines the perceptions of students and teachers regarding the use of Netflix’s English-to-English subtitles to enhance engagement, motivation, and listening skills among intermediate EFL learners. Using a mixed-methods approach, quantitative data were gathered from 50 learners using structured questionnaires and listening evaluations, while qualitative insights were gained from interviews with three Universitas Airlangga graduates who teach EFL. A Structural Equation Modeling Partial Least Squares (SEMPLS) study found a high relationship between motivation and engagement, implying that motivated students actively participate in subtitled activities. Subtitles were proven to lower anxiety related with authentic hearing materials supporting Krashen’s Affective Filter Hypothesis theory, hence increasing engagement by making challenging subjects more approachable and enjoyable. Teachers underlined that subtitles improve students' confidence by offering a framework for comprehending complex dialogues and accents, progressively preparing them for real-world listening tasks. However, the SEMPLS model revealed a reduced direct association between involvement and listening performance, implying that subtitles alone may not entirely meet the requirements of standardized tests such as the TOEFL. Teachers suggested integrating subtitles with targeted listening activities to increase efficacy. This study focuses on the transformative function of Netflix subtitles in EFL learning, demonstrating their potential to boost motivation and engagement while also providing practical solutions for closing listening competence gaps.

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