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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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HARMONIZING SOUND AND SCRIPT: INTEGRATING PHONETIC SYMBOLS WITHIN THE LEXICAL APPROACH TO IMPROVE EFL LISTENING SKILL Susanto, Susanto; Nanda, Deri Sis
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.v12i1.9224

Abstract

Phonetic symbols play a crucial role in linguistics by providing a systematic means to represent the phonological attributes of words, encompassing both pronunciation and orthographic manifestations. Their primary function is to enhance the identification and comprehension of words in spoken and written language contexts. In the realm of English as a Foreign Language (EFL), this study explores the utilization of phonetic symbols to enhance students’ clarity and understanding when engaging with the English lexicon. This application is integrated into the framework of the lexical approach, a pedagogical paradigm that underscores the significance of mastering vocabulary and language components such as collocations, phrases, and idiomatic expressions. The participants were 46 students enrolled in phonetics and phonology courses at the English Language Education Department, Bandar Lampung University, Indonesia. The research design follows a classroom action research model, aiming to enhance students’ listening skills through the strategic incorporation of phonetic symbols within the lexical approach framework. Based on observations and assessments, the study reveals that proficiency in recognizing and differentiating phonetic symbols contributes to students’ comprehension of words embedded in spoken texts. Furthermore, the results from the testing phase indicate that 36 out of 46 students achieved a passing score of 75 or higher, reflecting a success rate of 78%. This achievement aligns with the predetermined research success criteria, highlighting the positive impact of incorporating phonetic symbols within the lexical approach for improving students’ language skills. The implications suggest that incorporating phonetic symbols within the lexical approach framework can serve as a valuable pedagogical strategy for educators aiming to enhance students listening skills and overall language proficiency in an EFL context.
RELATIONSHIP BETWEEN EFL PRE-SERVICE TEACHERS’ SELF-EFFICACY AND THEIR EPISTEMIC BELIEFS Injiya, Rida Rohmata; Emaliana, Ive
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.v12i1.9237

Abstract

Nowadays, English is an essential language that must be mastered and has been studied for many years as a foreign language in many countries in the world. Specifically, English pre-service teachers' ability to teach students English as a foreign language requires self-efficacy and epistemic beliefs that can support students’ 21st century skills. Self-efficacy and epistemic beliefs are related to individual differences in psychological domains that can affect learning achievement. An investigation of the relationship between self-efficacy and epistemic beliefs of pre-service teachers in a reputable university in Malang, East Java was conducted in this study. This study examined the relationship between pre-service teachers' self-efficacy and epistemic beliefs. The method of this research is correlational study. A total of 85 pre-service teachers completed the self-efficacy and epistemic beliefs questionnaires. SPSS was used to analyze the questionnaire filled out by the participants and determine the results. As a result of SPSS's analysis, self-efficacy is positively correlated with epistemic beliefs, which implies a correlation in both areas. The findings of the correlation coefficient is -0.528, the correlation between self-efficacy and epistemic beliefs is negative and it means that the higher EFL self-efficacy the simpler their epistemic beliefs.  A correlation from SPSS's analysis indicates that self-efficacy and epistemic beliefs have a medium relationship.
A NARRATIVE INVESTIGATION ON TPACK ENGLISH TEACHERS’PROFICIENCIES Cahyati, Sri Supiah; Rahmijati, Cynantia; Supartini, Nai
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.v12i1.9302

Abstract

Abstract: The introduction of the Merdeka curriculum has brought significant changes in the curriculum, particularly in terms of the autonomy and flexibility of teachers’ teaching especially regarding to digital literacy. The Merdeka curriculum is based on the Technological Pedagogical Content Knowledge (TPACK) framework, which seeks to integrate subject expertise, pedagogical skills, and technological content. Despite extensive research on TPACK, there is a noticeable gap in qualitative studies that explore teacher experiences and perceptions, particularly in the context of Indonesia’s Merdeka curriculum. The novelty of this research lies in its methodological approach—using Narrative Inquiry to explore the experiences of English teachers. This approach provides a deeper, more nuanced understanding of how teachers perceive and implement TPACK in their classrooms. To gain a comprehensive understanding of this issue, we examined 50 teachers from various regions in West Java. Our findings indicate that a significant portion of teachers (55%) have successfully incorporated technology in their teaching practices. Furthermore, the majority of teachers (84%) feel confident utilizing efficient teaching strategies and delivering targeted content (80%). We note that a large percentage of teachers (76%) exhibit proficiency in integrating technology into the teaching-learning process, while also acknowledging their proficiency in technology, pedagogy, and content (79%).However, we also identified several obstacles such as internet connectivity issues, which were identified as a significant potential hindrance (68%), students' unfamiliarity with the application (20%), and data quota limitations (5%) as restrictions. A minor yet distinguished percentage illuminated issues such as school procedures (3%), lack of access to smartphones (2%), and indecision in using LCD facilities (2%) as pitching factors that hinder the smooth merging of technology into teaching and learning. Based on the available evidence, it can be inferred that despite facing several obstacles, a majority of teachers have demonstrated a high level of confidence in their ability to implement digital literacy TPACK-related skills. These skills are essential for promoting effective teaching and learning in a digital age. However, it is important to note that the challenges faced by teachers in this regard cannot be ignored. To ensure that teachers are adequately equipped to navigate these challenges, it is essential to provide them with appropriate training and support. Moreover, the result of this study could contribute to the field of English language teaching, educational technology, and policymaking in education.
EXPLORING PRAGMATIC DEVELOPMENT IN 4-YEAR-OLD CHILDREN: AN INTERACTIONALIST PERSPECTIVE Salamah, Siti; Zultiyanti, Zultiyanti
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.v12i1.9355

Abstract

Many studies of pragmatic acquisition in Indonesia have been carried out, but they are only limited to aspects of speech acts. For this reason, it is necessary to have an in-depth study related to aspects of acquiring pragmatics in children. This research was conducted using a qualitative descriptive method. This study aims to describe the main issues regarding pragmatic acquisition in children aged 4 years. The research data was obtained at ABA Nitikan Yogyakarta Kindergarten. As for the technique of data collection, it was done by observation method with recording and note-taking techniques. Data analysis uses the Miles & Huberman flow model. The validity of the data is achieved by triangulation of methods and theories. Data triangulation was carried out by extracting data from three sources, namely in-depth observations in class, audio recordings of class interactions and reflective analysis of field notes. Theoretical triangulation is carried out by comparing the results of research data acquisition with relevant theoretical perspectives to avoid the researcher's individual bias on the resulting findings or conclusions. The results of a study of the acquisition of pragmatics in children show that 4 years old children in ABA Nitikan Yogyakarta Kindergarten have acquired the aspects of Joint Attention (JA) as much as 4%, Common Ground (CG) 9%, Convention and Contrast (CC) 11%, Feedback and Repair (FR) 9%, and Speech Act (SA) 67%.
FIGURATIVE LANGUAGE AND SPEECH ACTS IN "THE ADVENTURES OF SHERLOCK HOLMES": A STUDY ON DESCRIPTIVE TEXTS Bahing, Bahing; Meilantina, Mayang; Fadhly, Fahrus Zaman
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.v12i1.9398

Abstract

Abstract This study explores the intricacies of figurative language and speech acts within five selected short stories from "The Adventures of Sherlock Holmes." Through a qualitative analysis grounded in the theories of Austin and Searle for speech acts, and further supported by the descriptive insights of figurative language as discussed by Adiwangsa & Sakinah (2023) and Ampa & Quraisy (2018), this research aims to identify the dominant types of speech acts and the underlying meanings conveyed through figurative expressions. The methodology encompasses content analysis, with the researcher herself acting as the primary instrument, supplemented by digital tools for text examination. The findings reveal the prevalence of directive, expressive, and representative speech acts manifested in similes, metaphors, and metonyms, underscoring the significance of these linguistic features in enhancing the interpretative richness of literary texts. This study contributes to the broader discourse on linguistic analysis in literature, offering insights into the dynamic interplay between language form and function, and its educational implications in English Language and Arts curricula. 
FIELD EXPERIENCE CHALLENGES: EXPLORING THE DIFFICULTIES OF PPG ENGLISH EDUCATION STUDENTS AT FKIP UIR, PEKANBARU Rugaiyah, Rugaiyah; Putri, Miranti Eka; Khulaifiyah, Khulaifiyah; Idayani, Andi; Mulyani, Ari
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.v12i3.9405

Abstract

This research aims to determine the difficulties of English Language Education PPG students at FKIP UIR in carrying out the field experience program in Pekanbaru, Riau. This research is a type of descriptive research that uses a qualitative approach. The subjects of this research were 10 students of PPG English education at FKIP UIR who were carrying out a field experience program in Pekanbaru in the 2023/2024 academic year. Data collection in this research used a questionnaire technique and the data analysis technique used a percentage test. Based on the results of data analysis, it was found that the difficulties of PPG English Language Education FKIP UIR students in carrying out lesson opening activities were classified as low, the difficulties in mastering the learning material were classified as low, the difficulties in applying educational learning strategies were classified as moderate, the difficulties in applying the scientific approach were classified as moderate, the difficulties The use of learning resources and media is relatively low, the difficulty in involving students in learning is very low, and the difficulty in carrying out lesson closing activities is very low. Overall, the level of difficulty for English Language Education PPG students at FKIP UIR in carrying out PPL is relatively low with a difficulty which shows that PPG English language education students at FKIP UIR Pekanbaru Riau do not experience difficulties in implementing it.
DIGITAL HUMOR AND ITS IMPACT ON ADOLESCENT LITERACY: A LOOK AT HIGH SCHOOL READING TRENDS Ayu, Citra; Rizky, Ramanda; Herdi, Herdi
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.v12i2.9420

Abstract

Reading is a critical skill that contributes significantly to academic success and personal growth, especially at the High School level. Therefore, this study explores the relationship between Reading Motivation, Reading Comprehension, and Online Humorous Reading Content among high school pupils. Leveraging a correlational design and quantitative research methods, data was collected from 186 eleventh grade pupils through questionnaires and tests. Statistical analysis, including Moderated Regression Analysis (MRA), was used to test the relationship between variables. Findings showed a significant effect of Reading Motivation on Reading Comprehension, with Online Humorous Reading Content as a moderating variable since the acceptance of alternate hypotheses (Ha) had been obtained. Specifically, Online Humorous Reading Content was found to increase pupils’ interest in reading and reduce barriers to reading comprehension, thus improving overall reading performance. This study underscores the importance of incorporating entertaining reading materials into the curriculum to foster engagement and improve learning outcomes. Undeniably, these findings contribute valuable insights for educators aiming to improve reading skills and create a stimulating learning environment in high school settings.
TRANSFORMING LITERARRY TEXTS: A MULTILITERACIES APPROACH TO ENGAGING DIGITAL NARRATIVES Mandarani, Vidya; Megawati, Fika
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.v12i2.9530

Abstract

Combining technology with literary texts may help solve the obstacles faced in modern education. Digital storytelling (DST) is an engaging approach that involves students with literature, developing creativity, cultural knowledge, and character development, while creating a dynamic classroom atmosphere. This research investigated how the lecturer use multiliteracies pedagogy to facilitate students in transforming literary text into a DST and their responses to this process. The researchers used purposive sampling and performed a qualitative case study to get detailed insights into how multiliteracies instruction transforms literary text into digital storytelling among 25 ELT students at Universitas Muhammadiyah Sidoarjo. The results showed that the DST task promotes students’ active involvement with texts. They scrutinised the components of the narrative and converted the text into a digital story. The stages of multiliteracies teaching had a good influence on students’ learning experiences, improved their comprehension of literary content, and encouraged them to combine literature and technology. Ultimately, multiliteracies teaching may transform passive learning into active engagement and foster students’ creativity, cultural proficiency, and multimodal literacy abilities.
STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF DIALOGIC TEACHING FOR IMPROVING SPEAKING SKILLS AT A UNIVERSITY IN WEST JAVA Romios, Laser; Musthafa, Bachrudin; Lengkanawati, Nenden Sri
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.v12i2.9531

Abstract

In the present day, English has become a crucial language that individuals must acquire proficiency in. It has been extensively taught as a second language in many locations throughout the globe for a considerable period of time. In the Indonesian context, the tertiary students seem to still lack of English skills despite prolonged duration of learning English. Therefore, an effective teaching strategy is needed to teach English to tertiary students for the best outcomes possible. An experimental study to investigate whether Dialogic Teaching strategy works well to improve English speaking skills was conducted at a university in West Java. In particular, this study reveals the students’ perceptions of the implementation of Dialogic Teaching in a speaking class through the use of focus group discussion involving six participants of low, medium and high speaking skills in English. A qualitative analysis was conducted and some findings were found, including: (1) students being more motivated when under pressure; (2) students earning confidence boost; (3) students acquiring creativities in presenting ideas; (4) students engaging in a dialogic discussion; (5) students wanting a balanced classroom activity; and (6) students aspiring to have outdoor learning activities.Keywords: Dialogic teaching; Perception; Speaking class; Speaking skills; Tertiary Education; 
A GENRE-BASED APPROACH IN TEACHING MULTIMODAL TEXTS Nugraha, Irsyad; Emilia, Emi; Gunawan, Wawan
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.v12i3.9568

Abstract

Abstract: This research aims to investigate how the teaching and learning processes of English Education Program Students occur in creating multimodal texts using the Genre Based Approach teaching method. The study seeks to demonstrate that Genre Based Approach, as a teaching method for academic reading and writing courses, can assist students in creating their own multimodal texts, which combine words and images. Participatory Case Study is employed as the research design, aiming to delve deeper into the phenomenon of teaching and learning processes within it. The use of field notes in each phase of the learning activities is crucial in this research as it clearly records interactions between lecturers and students in the classroom. This study provides evidence that the analysis based on the Image Framework analysis (O'Halloran, 2008) in collaboration with the Transitivity System from Systemic Functional Linguistics (Emilia, 2014) enables students to comprehend multimodal texts, analyze them, and ultimately create their own multimodal texts using the genre of analytical exposition. The results of this research demonstrate that the Genre Based Approach teaching process, conducted over 14 sessions from February 21 to April 10, 2024, has improved the reading and writing abilities of fourth-semester students who will be undertaking the PLP program in their fifth semester. This improvement is evidenced by the pre-test and post-test results, which measured understanding of multimodal texts and the production of multimodal texts.

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