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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 35 Documents
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Search results for , issue "Vol. 13 No. 1 (2025)" : 35 Documents clear
DESIGNING THE FISWR LEARNING MODEL: EMPOWERING ENGLISH LEARNERS THROUGH VOCABULARY MASTERY AND PEER COLLABORATION Naibaho, Lamhot; Tehupoeiory, Aarce; Tambunsaribu, Gunawan; Siregar, Geby Arny
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10535

Abstract

The recent Covid-19 pandemic has forced universities to quickly adapt to conditions requiring the modernization of their learning systems through technology. Alongside these demands, universities must also maintain or enhance students' academic achievements. This presents significant challenges due to various internal and external problems faced by institutions. However, universities have taken numerous steps to maximize their potential and improve academic outcomes. To address these challenges effectively, universities must implement immediate solutions. A key approach is the development of adaptable learning models that can be applied both online and offline. This research focuses on developing an English language learning model. The study employs a Research and Development (RnD) design and will be conducted at the Indonesian Christian University. The objectives of this research are: a) to empirically identify the learning models students need; b) to empirically assess the feasibility of these models from the perspective of relevant experts; c) to empirically evaluate the effectiveness of the developed models; and d) to empirically analyze students' perceptions of the developed models. The expected outcome of this research is the production of fully developed learning models that are ready for implementation in universities.
UNLOCKING POTENTIAL: THEME-BASED LEARNING TO IMPROVE NON-ENGLISH MAJORS’ READING AND WRITING SKILLS Putra, Hedyan; Sekewael, Mansye
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10556

Abstract

This study explores the effectiveness of theme-based learning in enhancing English reading comprehension and writing skills among non-English majors, specifically accounting students at the State Polytechnic of Ambon. Using a quasi-experimental pretest-post-test control group design, 50 fourth-semester students were divided into experimental and control groups, with the experimental group receiving 20 instructional sessions using the Theme-Based Model of Content-Based Instruction (CBI). The results demonstrated significant improvements in reading comprehension and writing skills in the experimental group, with 36% of students achieving "Excellent" scores in reading comprehension post-tests, compared to none in the pretest. Writing skills showed improvement across content, organization, grammar, word choice, and mechanics. Statistical analyses, including Paired Sample t-tests and regression analysis, confirmed the efficacy of this approach, which mainly benefited reading comprehension components like inference, sequencing, and vocabulary. At the same time, grammar and structure were pivotal in writing improvement. These findings highlight the importance of integrating theme-based learning into English curricula for non-English majors to address the gap between language proficiency and professional learning needs.
FLIPPED-BASED LEARNING FOR EFL STUDENTS: ENHANCING CLASSROOM INTERACTION AND AUTONOMY IN THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT (P5) Fassya, Intan Fachri; Zulaiha, Siti; Mulyono, Herri; Rosita, Riskha
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10689

Abstract

This study investigates the impact of flipped learning on classroom interaction and student autonomy among secondary school EFL students involved in the Pancasila Student Profile Strengthening (P5) project. A mixed-methods design was used, integrating both quantitative and qualitative data to gain a deeper understanding of the research questions. Data were collected through a survey and interviews. The survey, completed by 536 students, assessed students’ perceptions of flipped learning using the adapted Technology Acceptance Model (TAM). Data analysis was conducted using Rasch analysis, which helped identify outliers and assess the reliability of the survey instrument. Qualitative data, gathered from interviews with 10 students, were analyzed thematically to explore how flipped learning influenced students’ classroom interaction and autonomy. The findings indicate that flipped learning improves both classroom interaction and student autonomy, although challenges related to technology access and adapting to independent learning were noted. These insights offer valuable guidance for educators and curriculum developers aiming to implement flipped learning effectively in secondary education.
LISTENING WITH A SMILE: HOW HUMOR ENHANCES STUDENT ENGAGEMENT IN EFL COURSES Damanik, Sisila Fitriany; Hutasuhut, Mahmud Layan; Andayani, Widya; Nasution, Nazlah Syahaf
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10726

Abstract

The use of humor in English as a Foreign Language (EFL) classrooms has gained increasing attention due to its potential to enhance learning outcomes. Research has shown that humor can improve student motivation, engagement, and comprehension by reducing anxiety and creating a more relaxed learning atmosphere. However, little is known about the effectiveness of humor in EFL listening courses within the Indonesian context, particularly in hierarchical learning environments where teacher-centered instruction is dominant. This study aims to explore the perceptions of English Literature students at Universitas Negeri Medan (Unimed) regarding the use of humor in listening courses and to analyze its impact on motivation, engagement, and listening comprehension. The study employed a qualitative approach with a descriptive design, involving 56 students from two Intermediate Listening Comprehension classes. Data were collected through observations, questionnaires, and semi-structured interviews, and analyzed using thematic analysis. The results indicate that humor positively influences listening comprehension and enhances motivation and engagement. Students reported that humor made listening activities more enjoyable and increased their willingness to participate. However, cultural sensitivity, linguistic complexity, and the lack of structured training for lecturers were identified as challenges in implementing humor effectively. The findings suggest that incorporating contextually relevant humor into listening instruction can create a more engaging learning environment and improve student outcomes. Future research should explore the long-term effects of humor through experimental and cross-cultural studies to strengthen the understanding of humor’s role in EFL education.
IMPLEMENTING DIFFERENTIATED INSTRUCTION IN INDONESIAN SECONDARY SCHOOLS: OPPORTUNITIES AND CHALLENGES FROM LANGUAGE TEACHERS Tundreng, Syarifuddin; Yawan, Hendri; Marhamah, Marhamah
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10741

Abstract

The implementation of differentiated instruction (DI) is significant, as Indonesia's new curriculum emphasizes its role in enhancing student learning outcomes and accommodating diverse learning needs. This study employs a qualitative case study approach to explore the teachers’ understanding, benefits and challenges in implementing Di within language classroom. The research involved five teachers from three public secondary schools in Indonesia, all with a minimum of five years of teaching experience. Data collection encompassed multiple ways, including semi-structured interviews, classroom observations, and document analysis, following a thematic analysis framework. Findings revealed that while teachers recognized the benefits of DI in fostering student engagement and catering to diverse learning needs, they faced challenges such as time constraints for preparation, varying levels of student responsiveness, and difficulties in obtaining parental support, which hindered the overall effectiveness of instruction. This research contributes to the discourse on DI in education by highlighting practical insights for enhancing teaching practices and addressing the complexities involved in meeting diverse student needs.
EFL STUDENTS' PERCEPTIONS OF AI SPEECH RECOGNITION IN PRONUNCIATION PRACTICE: THE CASE OF GOOGLE READ ALONG Sari, Fitriana Kartika; Kurniawan, Prasetyo Yuli
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10751

Abstract

The study aimed to exploring students’ perception of implementing AI Speech Recognition to facilitate students’ pronunciation in EFL Students context. Quantitative and qualitative data were gained by applying a questionnaire and interviews. The study conducted at Non-English and English Study Program from four different Universities: Universitas Muhadi Setiabudi, Universitas Pancasakti Tegal, Universitas Pekalongan, and Universitas Jenderal Soedirman. Respondents in this study were 45 students from the English study program who joining the Pronunciation course and 75 non-English students who joining the English course. The result showed that students have positive perceptions of the use AI Speech Recognition in Google Read Along Application to facilitate English pronunciation learning. At the same time, students also stated that application's functionality may need to be supplemented with other learning tools for more comprehensive pronunciation training and the Google Read application would be more optimal if there was collaboration with the lecturer. In conclusion, the Google Read Along application is an effective tool for enhancing students' pronunciation skills and providing valuable feedback.
GLOBAL TRENDS AND FUTURE PROSPECT OF DEVELOPMENTAL READING: BIBLIOMETRIC ANALYSIS Khotimah, Husnul; Ismail, Hijril; Rahmaniah, Rima; Humaira, Humaira; Asbah, Asbah
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10828

Abstract

The purpose of this research is to present a comprehensive analysis of the literature on developmental reading. The Google Scopus database and Publish or Perish tools were utilized to identify relevant articles. A total of 111 articles, spanning from 2019 to 2024, were reviewed. The references were organized and summarized using Mendeley software. Using the VOSviewer program, the authors analyzed this database and categorized the articles into five groups. Cluster 1 consists of seven items (developmental study, developmental trajectory, difference, fluency, relationship), Cluster 2 includes five items (developmental perspective, developmental trajectory, difference, fluency, relationship), Cluster 3 comprises four items (Chinese child, dyslexia, training, word), Cluster 4 contains three items (adult, developmental disability, intellectual), and Cluster 5 encompasses three items (developmental relation, evidence, reading comprehension).
COGNITIVE AND COMMUNICATIVE PRINCIPLES IN BANGKA MALAY TABOO LANGUAGES Darmawan, I Nyoman Pasek; Rozani, Muhammad; Afifulloh, M
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10835

Abstract

Taboo language within the Malay Bangka community acts as a social boundary that regulates behaviors, preventing discomfort or negative outcomes. This study explores the underlying codes and principles behind the use of taboo language in this community, using Sperber and Wilson's Relevance Theory (1995) to discuss Cognitive and Communicative Principles. The primary data comes from the Bangka Malay community across Bangka and South Bangka Regencies, while secondary sources include various literary works. Data were gathered through listening (simak), interviews (cakap), and document analysis, and were examined using six steps of qualitative analysis. Triangulation was applied to ensure validity, with discussions involving traditional Malay culture experts (Lembaga Adat Melayu). The results of the study suggest that, based on the Cognitive and Communicative Principles, speakers use ostensive stimuli (i.e. particular signals or cues that are deliberately used to indicate that someone is trying to convey information), such as coded phrases like "nanti bengkak kemaluan" (your genital may swell), to guide listeners toward the intended message, ensuring optimal relevance. Additionally, urban myths, often attributed to supernatural forces like ghosts, are employed to reinforce the consequences of disobedience. From the lens of Relevance Theory, these phrases are effective, as they require minimal cognitive effort for listeners to understand and process the speaker’s message.
A SEMIOTIC ANALYSIS OF JERIENG TRIBE'S SEDEKAH GUNUNG TRADITION Fernanda, Andri; Ansyari, Irvan; Farhaby, Arthur Muhammad
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10841

Abstract

Myth is a story whose origin and author are unknown. The purpose of a Myth is to explain natural processes, the creation of the world, human races, traditional customs, political institutions, or religious rituals. In Pelangas Village, West Bangka, there is a tribe known as the Jerieng Tribe. This tribe has a tradition that is still practiced by its people, which the Sedekah Gunung tradition. This tradition is carried out every year to coincide with the 14th night full moon. Because the Sedekah Gunung ritual tradition is a traditional procession that cannot be separated from people's belief in myth, this research aims to analyze the representation of myth in the Sedekah Gunung ritual using semiotic theory by Charles Sanders Peirce. This research uses descriptive qualitative methods with data collection techniques in the form of a combination of interviews, observation, documentation. The results of this research found several ritual practices in Sedekah Gunung which symbolize the Jerieng Tribe's belief in the sacredness of the Sedekah Gunung ritual, belief in the myth of the symbiotic relationship between humans and nature through the practice of giving and receiving, as well as the respect and communication of the Jerieng Tribe towards nature through Sedekah Gunung.
ENHANCING STUDENT WRITING HABITS WITH POE AI: A STUDY ON DIGITAL TOOLS FOR ACADEMIC SUCCESS Nasution, Bincar; Matondang, Saiful Anwar; Barus, Efendi
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10979

Abstract

The advent of advanced AI technologies has opened up new avenues for enhancing the learning process of writing. The present research investigates the potential of Poe AI as an instrument for fostering improved writing habits among students at the university level. This study employs an applied research technique approach to investigate the effectiveness of Poe AI in fostering writing skills, elevating writing quality, and reinforcing writing habits. Data were gathered through observations, interviews, and text analysis from 10 students who utilized Poe AI for a two-month duration. The findings suggest that Poe AI has the potential to be an efficacious instrument for cultivating consistent writing habits and enhancing writing quality in regard to coherence, grammar, and structure.

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