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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.
Arjuna Subject : -
Articles 695 Documents
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BEYOND THE GAME: INTERNATIONAL MEDIA ATTITUDES TOWARD INDONESIA'S CANCELLATION OF THE U20 WORLD CUP Syahputra, Fikry Prastya; Ganie, Rohani; Ridlo, Muhammad Rasyid; Febrilliandika, Bayu
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.8761

Abstract

In March 2023, Indonesia was confronted with a situation that was also a worldwide concern. The hosting of the U20 World Cup in Indonesia has been cancelled. This study, however, will not address the reasons why this could happen but rather the attitudes of the world's newspapers in reporting on the subject. It is significant because, as a nation which constantly seeking global recognition, Indonesia should be introspective by understanding the global community's perspectives on the problems that exist in Indonesia, which can be illustrated by news about Indonesia that exists in foreign newspapers. Furthermore, attitude analysis can be done using Appraisal Theory. This study sampled three articles from online news: BBC, CNA, and The Straits Times. The data were analyzed by adopting a mix-method. The results obtained that the three news articles had negative attitudes perspective. Furthermore, the findings of this study's analysis can be used as teaching material for language and communication students interested in becoming journalists or writing articles for print and online publications.
IMPLEMENTATION OF ANDROID-BASED AUGMENTED REALITY IN ENGLISH EDUCATION Oktadela, Resy; Shalawati, Shalawati; Elida, Yusti; Hadiyanti, Putri Octa; Ismail, Syofianis
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9303

Abstract

The aim of this study was to leverage augmented reality (AR) technology in enhancing English language learning, focusing on the development and evaluation of AR-based learning media for educational use, particularly at SD IT Imam Syafe’i. The study encompassed a comprehensive approach, starting with an analysis of existing educational tools to identify the need for AR in language learning, followed by the design and development of an AR framework tailored for English education. This process included expert evaluations and revisions to ensure the quality and effectiveness of the AR tools. The implementation phase involved testing the AR media in an educational setting and analyzing its impact on students' critical thinking and digital literacy through various quantitative methods. Finally, the study evaluated the practicality and user-friendliness of the AR learning media based on student feedback, aiming to provide insights and resources for educators and institutions interested in integrating advanced technology into their teaching practices, with potential applications extending to school-based and Islamic boarding school-based university environments. 
ENHANCING STUDENTS' LITERACY: CANVA AND QUIZIZZ AS DIGITAL MULTIMODAL TOOLS Tilana, Febriana Putri; Dewi, Dian Novita
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9578

Abstract

In this current era, the use of technology in daily activities is not something new for Indonesian people. Almost all activities in various fields already use technology, especially in education. In education, technology is very necessary as a reform effort that can stimulate students' abilities in the learning process to be more effective and efficient. The use of technology in learning can be used when preparing and even using learning media. The aim of this research is to describe the effect of using the Canva and Quizizz applications as digital multimodal texts in improving students' literacy skills. This research uses mixed methods. Data collection was obtained through 2 stages, namely a questionnaire to obtain quantitative data and interviews to obtain qualitative data for 10 grades students at Panjura High School Malang, total 89 students. Researchers used SPSS 26.0 and Microsoft Excel to process research data. The results of this research show that digital multimodal texts have positive influence on students' literacy skills in learning English. This is proven by the highest average score for each indicator, an average of 3.12 on the audio/video indicator; 3.22 on visual design; 3.16 on expression and voice; 3.18 on gestures and 2.99 on spatial position. In terms of implementation, students' motivation and enthusiasm for literacy in learning English increases due to the use of appropriate and innovative learning media.Keywords: Digital multimodal texts; students’ literacy skills; Canva; Quizizz
SPEECH FUNCTION BY LECTURERS AND STUDENTS IN THE COMMUNICATION USING WHATSAPP: SOCIOPRAGMATICS STUDY Sudar, Sudar
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8812

Abstract

Abstract: This study is to investigate the lecturers and students communication using the technology of social media. It is particularly WhatsApp.  Related to this issue, researcher would like to state some questions, namely; a, what are the types of speech function made by lecturers and students in the conducting their communication by using WhatsApp? b, what is the most dominant of speech function produced by lecturers and students? c, what are the meanings of speech function made by lecturers and students in their texting to each other using WhatsApp’s?  It is a qualitative descriptive research. There are one hundred and thirty four students and fifteen lecturers used as samples. To analyze the data, researcher used theory of speech function developed by Holmes, Janet, (2013) cited in, Wiliany, Megah, & Iriyana, (2018). The findings revealed that there are four types of speech functions made by students and lecturers; namely; expressive, directive, referential, and phatic speech function. Students produced referential speech function the in the highest level. Furthermore, lecturers preferred to developed expressive and referential speech function equally. It was 81 utterances of directive speech function developed by lecturers. Students produced expressive speech function 211 utterances and lecturers produced117 utterances of expressive speech function. Referential speech function was the highest speech functions produced by students and lecturers. Students produced 232 utterances, and lecturers produced 195 utterances of referential speech function. Phatic speech function was higher produced by students produced by lecturers. The meaning of speech functions depends on the context of using speech function itself. Speech functions made by lecturers and students have different meanings. The facts students were always to create intimacy to the lecturers, and lecturers appreciated and respected the student’s texting. WhatsApp is useable to achieve students and lecturers’ academic purposes.  
COMPARATIVE ANALYSIS OF SYNTACTIC COMPLEXITY IN INDONESIAN GRADUATE-LEVEL WRITING: A CORPUS STUDY OF MASTER'S THESES VERSUS DOCTORAL DISSERTATIONS Anjarwati, Dhini; Basthomi, Yazid; Zen, Evynurul Lailiy
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9528

Abstract

Syntactic complexity is an essential indicator of English Foreign Language (EFL) students' academic writing quality. Previous studies analyzed and compared syntactic complexity in published research articles through large-grained measures. However, the study of syntactic complexity unpublished research at graduate level gains less attentions. Thus, this study tried to fill the gap by analyzing and comparing syntactic complexity of master theses and doctoral dissertations that written by Indonesian students through fine-grained measures. This study conducted a quantitative design of a corpus-based method. The corpus data consists of two sub-corpora that selected through stratified sampling technique based on years and issues. Those were 52 doctoral dissertations and 74 master theses from English Language Education of Universitas Negeri Malang. The twelve phrasal complexity measures were employed through Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC) tool created by Kyle (2016). The finding showed the characteristics of Indonesian graduate-level writing that they were intended to utilize more dependents per direct object (standard deviation) measures, and fewer dependents per nominal (standard deviation) measures in their writing. It also showed doctoral dissertations have higher quality than master theses which reflected significant difference in most of phrasal complexity measures. These outcomes offer syntactic complexity insights of Indonesian context. The study highlighted the need more attention to syntactic complexity at graduate-level writing for improving writing quality.  
STUDENTS’ DIGITAL VOCABULARY LEARNING: EXPERIENCES, BARRIERS, AND ADAPTIVE STRATEGIES EXPLORATION Muryani, Rera Nadian; Yunus, Muhammad
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9328

Abstract

This study aims to explore the experiences of students as they navigate individualized obstacles in the learning of digital vocabulary. The research employs a research methodology of a qualitative research, specifically employing a design centered around narrative inquiry, with the purpose of examining the subject matter. Specifically, the research examines the barriers faced by students in their pursuit of proficient acquisition of vocabulary through digital means, with a focus on the barriers that hinder optimal comprehension and retention. The findings of the research illuminate that students encounter both internal and external obstacles when learning vocabulary through the use of digital tools, as revealed by research. In addition, the findings reveal that students strategically combine different resources in order to enhance their vocabulary acquisition experience. This research offers practical insights to refine and enhance methods of vocabulary instruction in the digital age. A more efficient, inclusive, and captivating digital vocabulary learning environment for students can be created by educators, curriculum designers, and technology makers with an understanding of these issues and adaptable solutions. It is crucial for educators and developers to prioritize the inclusion of interactive elements in their digital vocabulary tools to address the identified need for heightened engagement and cognitive involvement in the vocabulary acquisition process.
CROSS CULTURAL SPEECH ACTS OF INDIRECT REQUEST IN AN EFL CONTEXT Perdhani, Widya Caterine; Hartono, Didik; Grace, Dita; Ubadillah, Ardafa Rizko; Annisa’, Indriyani
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9538

Abstract

This research aims to investigate the cross cultural among the L2 students that they have problems on indirect request in EFL context. The participants are students come from 2 different region between Malang, East Java and Palembang, South Sumatera. The indication of this research is the students were facing lacks on using L2 during their written area. This study uses written role play by DCT, to test how they were respond or analyze the questions were given. The participants from two different regions have different style to express their utterances in answering the questions. The results of this research that Javanese participants tend to explain everything in accordance to their manner, different from Sumatera which more answer directly. In different situation, for asking a help, Javanese participants are using hedged performative and later query prepatory, while Sumateran participants tend to using query prepatory to get a help. By mutual relationship situation, the Javanese participants use hedged performative and aware having closed relation, while the Sumatera participants are query prepatory strategy applied. Finally, from this research, it can be inffered that Java participants use strategy in giving respond, while Sumatera reduce kinship for respond situation.
ENHANCING STUDENTS' ARGUMENTATIVE WRITING THROUGH PROBLEM-BASED LEARNING AND CRITICAL THINKING SKILLS Yamin, Moh
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.v13i1.9704

Abstract

This study aims to investigate whether the students who are treated using problem-based learning (PBL) with critical thinking have better writing ability than the students who are treated not using problem-based learning (PBL) with critical thinking. The research design was quasi experimental. Solomon Three-Group Design was used because there were three groups conducted in this study to minimize the intervening variables that might affect the result of the study. MANCOVA was used for data analysis. The study result says that problem-based learning (PBL) with critical thinking taught to the students was effective to increase students’ writing ability. Their argumentative essay writings perform better in introduction (sig=0.00), main points (sig=0.01), critical thinking (sig=0.01), organization of (sig=0.03), style (sig=0.004), and mechanics (sig=0.03). This research is useful and meaningful for the teachers to use problem-based learning with critical thinking in teaching argumentative essay. For the next researchers who will research the relevant topic, this study result can be used for enriching their knowledge for researching argumentative essay, comparison and contrast essay, expository essay.
ASSESSMENT IN TRANSLANGUAGING CLASSROOMS: INDONESIAN UNIVERSITY ENGLISH TEACHERS' EXPERIENCES AND RECOMMENDATIONS Hapsari, Yulia; Hamied, Fuad Abdul; Emilia, Emi
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.v13i1.11246

Abstract

Translanguaging has increasingly been used in English classrooms to symbolize a movement away from native-speakerism in the growing multilingual society. In translanguaging classroom contexts, students are evaluated on their ability to use their whole language repertoire to express what they know and can do in classroom tasks. Four principles of translanguaging in assessment are provided as guidelines. However, many classroom translanguaging studies barely address how the four principles are employed. This study explores teachers’ experiences in performing assessments in classroom translanguaging in relation to the four principles of translanguaging assessment to propose recommendations for translanguaging classrooms at the university level. Classroom observations and interviews were conducted with five teachers of an English department at a university in Indonesia. A thematic analysis performed on the data demonstrated that the teachers’ assessments had accommodated the different voices in assessment, the use of other people and other resources, and the authenticity of the tasks. However, the distinction between general linguistic and language-specific performances was not carried out. Another theme emerged – shared language among interlocutors. Recommendations covering improving teachers’ knowledge about pedagogical translanguaging, how to design translanguaging assessments, and how to manage the assessment are made to facilitate good alignment between classroom translanguaging instructions and assessments to maximize students’ learning benefits.
DEVELOPING AN INNOVATIVE ENGLISH GRAMMAR LEARNING MODULE TO IMPROVE WRITING SKILLS IN JUNIOR HIGH SCHOOLS Siahaan, Leroy Holman; Hidayati, Dini; Andriani, Novi; Putri, Firsta Malyda
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.v13i1.11490

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.

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