English Review: Journal of English Education
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.
Articles
695 Documents
<![CDATA[EXPLORING THE USE OF ANIMATED TRAPEZIUM IN TEACHING ENGLISH DIPHTHONGS AT SENIOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Rahman, Arif]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.8676
<![CDATA[The main purpose of this study was to examine Animated Trapezium to teach the English Diphthongs as one of some important and complicated aspects, the articulation of diphthongs is often treated as the “stepchild of language learning aspects” compared to that of grammar and vocabulary. Further than that, as one of the phonetic systems, articulating diphthongs is not usually taught explicitly in secondary schools. Indeed, articulating diphthongs is often problematic for the EFL/ESL teachers as well. This study found that most (if not all) English teachers adopted some approaches by relying on materials that, as a matter of fact, lack grounding but expect good results. In Indonesia, particularly in West Nusa Tenggara for the secondary school level, articulating diphthongs is one most difficult parts of the English sound systems to learn. It is commonly known that the difficulties are caused by the fact that in the Indonesian language, diphthongs are usually (if not always) articulated by monophthongize. As such, in trying to articulate the English diphthongs, secondary school students also tend to monophthongize them. Designed by giving animation to the common English vowel trapezium, this paper is intended to discuss how this ‘Animated Trapezium’ can be used by English teachers as the medium of teaching and how this medium can help students easier to understand and practice articulating the English diphthongs.]]>
<![CDATA[DEVELOPING A MEDIA BOOK CREATOR FOR INTENSIVE READING BASED ON LOCAL WISDOM FOR ENGLISH STUDY PROGRAM STUDENTS ]]>
<![CDATA[Tuminah, Tuminah]]>;
<![CDATA[Nurcahyoko, Kunto]]>;
<![CDATA[Giovani, Wanda]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 3 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i3.8778
<![CDATA[Rapid advancements in science and technology over the past decade have greatly influenced the development of teaching materials. This accelerated progress has provided significant support to educators in enhancing the quality of both online and offline learning experiences. This study aims to develop a local wisdom-based book creator media while assessing its validity, effectiveness, and innovativeness.The research methodology employed a research and development (R&D) approach, specifically following the procedure outlined by Borg and Gall, which consists of 10 stages. However, this study focused on 8 key stages within the development process. The findings of this research indicate that the local wisdom-based book creator media demonstrate a high level of feasibility. A questionnaire was employed as the primary data collection technique to evaluate the feasibility of the media book creator. Expert assessments were obtained from media experts, material experts, and IT experts, while feedback from lecturers and students also contributed to the evaluation process. The results show that media experts evaluated it at 90%, material experts at 93%, IT experts at 95%, and student responses indicated an 85% feasibility rating, collectively suggesting the learning media to be "highly feasible" for implementation. Educators can leverage this medium to provide students with a more interactive and culturally relevant learning experience, fostering a deeper connection between academic content and their local contexts. ]]>
<![CDATA[ENHANCING STUDENT ENGLISH WRITING SKILLS THROUGH PROJECT-BASED LEARNING ]]>
<![CDATA[Yuliana, Fitri]]>;
<![CDATA[Sahayu, Wening]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.8833
<![CDATA[Writing becomes one of the most difficult skills to be experted by the students, especially in high school level. Therefore, Project Based-Learning is offered to solve the difficulties that were faced by the students in writing. Some experts believed that Project Based-Learning could help students to develop their writing skills through the projects given by the teacher. This research reports on the implementation of Project Based-Learning in teaching writing, especially news text. The objectives of this research were to describe the improvement of the student’s writing skill through Project Based-Learning and to describe the students’ attitudes in learning English writing skill through Project Based-Learning. This research used qualitative method and classroom action research as a research design. The participants of the research were 21 students of tenth grade of MA Diponegoro Yogyakarta. The collected data were obtained through observation, writing test, and interview. The data were analysed based on triangulation. As result, it was found that the implementation of Project Based-Learning in teaching writing worked well. It could be seen from the students’ responses and development during the implementation of this method.]]>
<![CDATA[CHALLENGES IN FORMATIVE ASSESSMENT IMPLEMENTATION FOR ENGLISH LANGUAGE INSTRUCTION ]]>
<![CDATA[Puspitasari, Maya]]>;
<![CDATA[Pelawi, Muhammad Arifin]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.8853
<![CDATA[We investigated how the Covid-19 pandemic affected formative assessment in English subjects in Indonesian junior and senior secondary schools in this study. Teachers' perceptions of their formative assessment practices at Indonesian schools is the main object of the study. This study studied formative assessment in English teaching in Indonesia in emergency remote teaching. Data was collected using open-ended questionnaires, which were then distributed via the WhatsApp group to 82 English teachers across the country. The respondents were English teachers from various Indonesian junior and secondary schools. This research was divided into four sections: (1) technique, (2) integrity, (3) media used, and (4) challenges. In this study, the majority of teachers believed that face-to-face instruction could provide better formative assessment than online learning. They could use more techniques, be more confident in the outcome, have more media, and face fewer challenges. Because of a lack of infrastructure and media, including internet access, in Indonesia, assessment practises during online learning had deteriorated. The findings suggested that the participating teachers found formative assessment via online learning to be distressing.]]>
<![CDATA[CLASSROOM MANAGEMENT STRATEGIES AND CHALLENGES IN EFL SPEAKING CLASS ]]>
<![CDATA[Rokhaniyah, Hesti]]>;
<![CDATA[Ardiyanti, Dwi]]>;
<![CDATA[Susilowati, Ida]]>;
<![CDATA[Virgiyanti, Diska Fatima]]>;
<![CDATA[Nuraini, Eka Indah]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.8895
<![CDATA[Classroom management involves all endeavors aimed at establishing an efficient and pleasant teaching and learning environment that can inspire learners to learn effectively based on their abilities. It encompasses a range of intentional activities conducted by lecturers with the goal of establishing and sustaining optimal conditions for the teaching and learning process. This research investigates practical management strategies for English as a Foreign Language (EFL) speaking class. Semi-structured interviews and active classroom observation were employed to collect the data. Three EFL lecturers from the English Department of Universitas Darussalam Gontor who provided English speaking classes participated in this study. The objective was to look into the lecturers' viewpoints and management of speaking classes and to examine the strategies they employed and the challenges they experienced. The findings show that the lecturers had implemented a variety of strategies, including setting discipline, physical environment, encouraging more usage of English, offering engaging topics, speaking correction techniques, and building excitement for content. The results also revealed that the lecturers encountered difficulties to manage their teaching. Challenges such as improper pronunciation, learners' low self-esteem, and shortage of lexical resources were among the lecturers’ obstacles. ]]>
<![CDATA[UNCOVERING THE RESILIENCE AND STRESS FACTORS OF EFL TEACHERS: A NARRATIVE STUDY ]]>
<![CDATA[Syabilla, Zalsa Febrina]]>;
<![CDATA[Ubaidillah, M. Faruq]]>;
<![CDATA[Mustofa, Mutmainnah]]>;
<![CDATA[Romadhon, M. Galuh Elga]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.8934
<![CDATA[EFL teachers typically confront an abundance of problems that can lead to stress and have an influence on their resilience. Understanding resilience and stress can help improve well-being and education. This qualitative study tried to figure out the resilience and stress factors faced by EFL teachers across educational levels. The narrative inquiry involved an in-depth semi-structured interview administered to four EFL teachers across primary, middle, and secondary levels. The findings indicate that EFL teachers across educational levels encounter similar stressors, such as heavy workloads, student behavior, and low salary. Surprisingly, there were differences in stress factors and resilience strategies utilized by teachers across educational levels. The primary-level teacher reported more stress when dealing with students’ behavior, whereas middle-level teacher was stressed by students’ behavior and resources, and high school teacher by resource constraints and encouraged student engagement. Regarding resilience strategies, teachers at all levels indicated seeking support from family and friends but also using different coping methods such as meditation, leisure activities, and positive thinking. The findings suggest the importance of understanding the unique stress factors faced by EFL teachers across educational levels and establishing targeted support programs to enhance teacher resilience.]]>
<![CDATA[INTEGRATING AUGMENTED REALITY IN ENGLISH LANGUAGE TEACHING :TRENDS IN INDONESIA FROM 2019 TO 2023 ]]>
<![CDATA[Rosyidah, Umniyah Juman]]>;
<![CDATA[Anugerahwati, Mirjam]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.8992
<![CDATA[Technology 5.0 leads to the technological implementation to help humans, including in terms of ELT. Augmented reality provides students to combine the virtual and real situations to maximize English language acquisition. Therefore, the implementation strategies of AR-ELT implementation need to be conducted. Besides, understanding the ways for implementing AR in ELT helps Indonesian teachers make informed decisions about when and how to implement AR technology into their English teaching. This research conducts systematic literature review to discover the level of education, how it is implemented, and what recommendation of AR-ELT implementation. The results show that elementary students with vocabulary teaching method as the most aspect taught. The implementation of AR-ELT can integrate appropriate teaching approach, blend it with the language learning between online and offline class, combining with another physical media, apply the AR-English implementation with non-English materials. The most important recommendation due to the implementation is that all parties in the institutions must support. Further Indonesian academics need to developed AR app and implement comprehensively in English language learning, so that academics do not only develop AR app without the implementation.]]>
<![CDATA[BEYOND FALLACIES: STRENGTHS AND QUALIFICATIONS FOR ENGLISH TEACHING PROFESSION IN INDONESIA ]]>
<![CDATA[Sufyan, Agus]]>;
<![CDATA[Hakim, Lukman]]>;
<![CDATA[Jatmiko, M. Anang]]>;
<![CDATA[Ustufiarrizqi, Ustufiarrizqi]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 2 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i2.9033
<![CDATA[Proposing the idea of perception toward native English-speaking teachers (NESTs) and non-native English-speaking teachers (non-NESTs), this research was motivated by the historical changes from the ‘fallacies’ in finding the most suitable English teachers between the two categories to discussing their potential if those teachers collaborated in team teaching. This study aimed to reveal a) the top three language skills pre-service English teachers perceived to improve if taught by either NESTs or Indonesian English teachers and b) the priority list of qualifications to meet by them. The quantitative findings from a close-ended questionnaire involving 186 pre-service English teachers in the Department of English Education at an Indonesian university indicated that the respondents tend to view NESTs as good models to teach oral-aural skills such as listening, pronunciation, and speaking. On the other hand, Indonesian English teachers could better-supporting students in teaching written skills such as grammar, vocabulary, and writing skills, which are more related to accuracy and language features. For the second objective, our results indicated that our respondents agreed that the English teaching profession should have fair treatment. Both NESTs and Indonesian English teachers are required to have relevant academic qualifications, and teaching experiences were viewed.]]>
<![CDATA[TECHNOLOGY-ENHANCED FORMATIVE ASSESSMENT: UNRAVELING INDONESIAN EFL LEARNERS’ VOICES ]]>
<![CDATA[Taufiqulloh, Taufiqulloh]]>;
<![CDATA[Nindya, Meyga Agustia]]>;
<![CDATA[Rosdiana, Ihda]]>
<![CDATA[ English Review: Journal of English Education Vol. 11 No. 3 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i3.9076
<![CDATA[The current research works have put great concern on the positive impacts of the implementation of formative assessment in EFL learning and teaching. Simultaneously, the swift technological development also takes effect on supporting the practices of formative assessment. This study aims to explore EFL learners’ voices on implementing technology-enhanced formative assessment in EFL classrooms. It is a case study intended to obtain detailed information from the participants for a particular case. Five EFL learners from different universities were involved in this study by using a telephone interview. The findings of this study reveal that EFL learners have positive views on the use of formative assessment in terms of getting a better understanding and promoting learning independence. Besides, most EFL learners also perceived that the integration of technology-enhanced positively affects them in working with formative assessments assigned by the lecturers. The last, the challenges of technology-enhanced formative assessment by EFL learners comprised the overload of work assignments, the difficulty of time management, the incapability of staring at laptops for a long time, the instability of LMS, and the unclear instructions as well as insufficient feedback by the lecturers. Several implications are provided in this study.Keywords: challenges; EFL learners; formativ]]>
<![CDATA[ENHANCING EFL STUDENTS’ RECOUNT TEXTS BY EMPLOYING METACOGNITIVE LEARNING STRATEGIES (MLS) ]]>
<![CDATA[Dhillon, Bobby Pramjith Singh]]>;
<![CDATA[Musthafa, Bachrudin]]>;
<![CDATA[Wirza, Yanti]]>
<![CDATA[ English Review: Journal of English Education Vol. 12 No. 1 (2024) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v12i1.9206
<![CDATA[Although writing in English is challenging for non-native students, metacognitive learning strategies could be the solution. Therefore, this paper aims to examine and describe if students' metacognitive learning strategies and writing abilities are positively and significantly correlated during the second semester at Nommensen University in Pematangiantar, Indonesia. The text was analyzed using a correlation study with 25 writing II students. In this study, two different kinds of variables were used. The first is the independent variable—the students' metacognitive learning strategies—and the second is the dependent variable—their writing skills. Pearson's simple product-moment correlation was employed to evaluate the collected data. A questionnaire modified from the theory of metacognitive learning strategies was used to assess the students’ metacognitive learning strategies. A written test using recount texts assesses students' English writing ability. The researchers conducted interviews to see how students who used metacognitive learning strategies responded to writing and interviewed English teachers to confirm the findings. The result showed a significant correlation between the students' metacognitive learning strategies and the students' writing skills (r = 0.590 > r table = 0.505). Therefore, the teacher and students need to consider metacognitive learning strategies in the learning process to develop their writing skills.]]>
