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[A CRITICAL REVIEW OF INDONESIAN TRADITIONAL PROVERBS BY DERRIDA’S DECONSTRUCTION ]]>
<![CDATA[Zakaria, Zakaria]]>
<![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.v12i3.9580
<![CDATA[Abstrak:This research uses qualitative case studies with Derrida's deconstruction method. The object of research is the text of traditional Indonesian proverbs. The results of the research conclude that several mythical meanings of traditional Indonesian proverb texts can be shifted by another meanings, the analysis shows that the proverb of air beriak tanda tak dalam means someone who talks a lot without knowledge can be reconstructed with meaning “a person who talks a lot is a person with knowledge so it must be present as many arguments as possible.” The proverb of buah jatuh tak jauh dari pohonnya means parents and children have the same temperament and character, can also be reconstructed with meaning “that a child can be shaped by a good or bad environment, not just by the parents.” The proverb of hujan emas di negeri orang, lebih baik di negeri sendiri can be reconstructed also with the meaning of “it would be better live in someone else's country if it can give a guarantee of prosperity”. Finally, the proverb of biar lambat asal selamat can be reconstructed by some meaning based on considerations of effectiveness and efficiency of work. Meaning will continue to move and look for new traces of meaning, therefore meaning is never single and absolute but continue to be born along with each dimension of perspective.]]>
<![CDATA[MULTIMODALITY IN EXTENSIVE LISTENING: A CASE STUDY OF INDONESIAN EFL STUDENTS ]]>
<![CDATA[Fitri, Sherly Annisa]]>;
<![CDATA[Gunawan, Muhammad Handi]]>;
<![CDATA[Nurlaelawati, Iyen]]>
<![CDATA[ English Review: Journal of English Education Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v13i1.9706
<![CDATA[Listening comprehension is a crucial component of language learning, with extensive listening (EL) recognized as an effective strategy for language learners. However, the majority of listening resources in classrooms are often limited to audio-only formats, presenting challenges for students. This study explores the potential of multimodality, defined as the combined utilization of various communication modalities, in enhancing the EL experience. Despite the increasing research on multimodality in language education, a notable gap exists in understanding how students perceive the combined use of multiple modes, especially in EL classes. This research employed a case study design involving EFL students in a public university in Indonesia. The study utilized course reflections which served as open-ended questionnaires, and semi-structured interviews to gather insights into students’ perceptions and challenges related to multimodal materials in EL instruction. The findings reveal that students generally find multimodality beneficial in understanding the context of EL materials. However, challenges arise when there are too many modes, leading to distractions and reduced effectiveness. This research contributes to addressing the research gap and emphasizes the importance of examining students’ perceptions and challenges in the context of EL classrooms employing multimodality.]]>
<![CDATA[THE IMPACT OF AI QUILLBOT IN IMPROVING STUDENT WRITING ABILITY TO WRITE ARGUMENTATIVE ESSAYS ]]>
<![CDATA[Pratama, Yoga]]>;
<![CDATA[Fridolini, Fridolini]]>;
<![CDATA[Pitaloka, Roro Meifi]]>
<![CDATA[ English Review: Journal of English Education Vol. 13 No. 1 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v13i1.9746
<![CDATA[ The integration of Artificial Intelligence (AI) in language learning has transformed academic writing, particularly in English as a Foreign Language (EFL) contexts. AI-powered writing tools such as QuillBot offer real-time feedback, automated paraphrasing, and grammatical enhancements, potentially improving students’ writing proficiency. However, limited research explores the specific impact of QuillBot on argumentative essay writing in EFL classrooms. This study aims to examine the effectiveness of QuillBot in enhancing the writing skills of third-semester EFL students at Universitas Darma Persada, Indonesia. Using a quasi-experimental design, 60 students were divided into an experimental group (QuillBot-assisted learning) and a control group (traditional instruction). Pre-test and post-test essay scores were analyzed using SPSS 27.0 to assess improvements in structure, coherence, and grammar. The findings revealed that students using QuillBot showed significantly higher improvements in writing proficiency compared to those in the control group. The experimental group demonstrated enhanced argumentation, coherence, and grammatical accuracy, indicating that AI-assisted tools can be effective in fostering writing development. The study concludes that QuillBot is a valuable supplementary tool for EFL writing instruction, providing instant feedback and reducing students’ dependency on traditional teacher-led corrections. Educators are encouraged to integrate AI writing assistants into teaching methodologies to optimize learning outcomes. Future research should explore the long-term effects of AI-assisted writing on different writing genres and across diverse educational contexts.]]>
<![CDATA[ENHANCING INTRINSIC MOTIVATION AND LISTENING SKILLS THROUGH INTEGRATING AUTHENTIC LEARNING MATERIALS ]]>
<![CDATA[Husnawati, Nurul]]>;
<![CDATA[Puspitasari, Maya]]>;
<![CDATA[Yundayani, Audi]]>
<![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.v12i2.9761
<![CDATA[Authentic learning materials (ALM) are recognized for providing meaningful and engaging educational experiences. However, there is a lack of extensive research examining the relationship between authentic learning materials, students’ intrinsic motivation, and their listening skills. This study addresses this gap by employing a quantitative method through the distribution of a 35-item Likert scale questionnaire to junior high school students in Batam. The questionnaire aimed to assess students’ attitudes and perceptions regarding the use of authentic materials in their English classes. The results from 30 students indicated that authentic learning materials positively influence student engagement, intrinsic motivation, and cultural awareness. These materials were found to enhance students' interest and participation in learning activities by making the content more relatable and applicable to real-life situations. The study also highlighted some challenges, such as difficulties in comprehension and issues with classroom dynamics, which could impact the overall effectiveness of these materials. Despite these challenges, the data suggest that authentic learning materials effectively bridge the gap between classroom learning and real-world language use. This connection fosters a sense of achievement and satisfaction among students, as they can see the practical application of their language skills. Thus, incorporating authentic materials into the curriculum can provide significant benefits, enhancing the overall learning experience and motivation of students in the English classroom.]]>
<![CDATA[CHALLENGES FOR INDONESIAN EFL STUDENTS IN ENGLISH ACADEMIC WRITING ]]>
<![CDATA[Pasaribu, Arsen Nahum]]>;
<![CDATA[Pasaribu, Tiara Kristina]]>;
<![CDATA[Siahaan, Restu Berkah]]>;
<![CDATA[Sitompul, Dewi Sartika]]>
<![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.v12i2.9780
<![CDATA[This research aims to examine the challenges faced by Indonesian EFL students in academic writing, specifically the errors they made while writing scholarship application essays. The study focused on identifying syntactical and morphological errors and understanding their sources and reasons. The data consisted of 20 essays from third-semester students in an academic writing course at a private Indonesian university. Two English language lecturers reviewed the essays twice to identify the errors. The findings revealed that syntactic errors were the most common, with 132 instances (61.69%), followed by punctuation and capitalization errors with 50 instances (23.37%), and morphological errors were the least frequent with 32 instances (14.94%). Interlingual, or native language interference, was found to be the primary source of these errors. The main factor of making errors is the lack of previous experience and knowledge about the conventions of academic writing and the expectations of the institution they are studying at. This study offers teaching recommendations for EFL teachers, emphasizing the importance of considering the impact of learners' native language besides providing appropriate grammar instruction as the key to effective teaching for ESL teachers.]]>
<![CDATA[ENHANCING EFL SPEAKING SKILLS THROUGH SPOTIFY: THE POWER OF INTERACTIVE COMMENTS ]]>
<![CDATA[Lubis, Devi Nauli]]>;
<![CDATA[Wahono, Suparwoto Sapto]]>
<![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.v12i2.9834
<![CDATA[The ability to communicate verbally is essential for learners to interact within society, particularly in mastering English speaking skills. However, many students struggle with speaking due to a lack of understanding, confidence, and fear of criticism. This study aims to motivate students to enhance their speaking skills through the use of the Spotify application for commenting. Utilizing a qualitative descriptive approach, data were collected through observations, interviews, and document analysis involving 20 students. The findings indicate that the use of Spotify significantly motivated students and improved their speaking abilities. This is evidenced by the variety and quality of comments submitted by the students. The results suggest that integrating digital media like Spotify in language learning can effectively enhance students' speaking skills by providing a flexible and engaging platform for practice.]]>
<![CDATA[STUDENTS’ PERCEPTION AND ATTITUDE ON ‘CODE HUNTING’ FOR OUTDOOR GRAMMAR LEARNING ]]>
<![CDATA[Huda, Raihan Nashrullah]]>;
<![CDATA[Sujannah, Wahyu Diny]]>
<![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.v12i2.9892
<![CDATA[For far too long, grammar lesson has been a concern amongst English teachers and a challenging journey for EFL learners. The conventional grammar learning process tended to be considered boring and complicated by students due to the monotonous teaching method used by teachers which leads to the students’ disengagement. Therefore, the researchers tried to employ a new grammar teaching strategy called ‘Code Hunting’. This survey research aimed to investigate the students’ perspectives towards the use of Code Hunting in the grammar learning process. In this research, the researchers used a quantitative method with descriptive quantitative as the research design. The participants were 60 11th-grade students in one of the senior high schools in Batu, East Java. The findings of this research showed that most students strongly agreed that grammar learning through Code Hunting was easier to understand, far more engaging, and increased their willingness to learn grammar. This research implies that Code Hunting is an effective tool to teach grammar. Thus, it is recommended for English teachers to use Code Hunting and could be offered as a strategy to create an interesting learning experience, especially in the grammar learning process. Furthermore, it is suggested for future researchers to explore more of the students’ perspectives using interview session in order to collect more in-depth information on the impact of Code Hunting. ]]>
<![CDATA[DEVELOPING AND VALIDATING THE ELEMENTARY STUDENT LEARNING AGILITY SCALE (ESLAS) FOR MEASURING KEY LEARNING TRAITS IN ELEMENTARY EDUCATION ]]>
<![CDATA[Kusumawati, Tri Harum]]>;
<![CDATA[Herwin, Herwin]]>
<![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.v12i3.9962
<![CDATA[This study aimed to develop elementary student learning agility scale (ESLAS) to measure elementary school students’ perseverance, tenacity, interest, and independence in accomplishing learning process. This study also focused on examining translational validity and internal consistency reliability to construct a valid and reliable scale. There were 90 elementary students chosen using voluntary random sampling as the respondents and five experts invited as the validators. The study developed ESLAS using a five-point Likert’s scaling method with twenty items measured. Data obtained from ESLAS were used to examine internal consistency reliability while data from validation sheet were used to judge content validity index (CVI) and content validity ratio (CVR). Results showed that the developed ESLAS was considered very valid by the validators (CVI = +1.00, CVR = 1.00) and was categorized in a very high reliability (Cronbach’s α = .879). Another result depicted that there was no negative value in inter-item correlation, meaning that all items measured similar construct. The results implied that the developed ESLAS is considered as a valid and reliable scale to measure elementary students’ learning agility. ]]>
<![CDATA[CRAFTING A SURVEY INSTRUMENT FOR EDUCATIONAL PODCASTS: INTEGRATING TECHNOLOGY IN ENGLISH LANGUAGE TEACHING ENHANCEMENT ]]>
<![CDATA[Inderawati, Rita]]>
<![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.v12i2.9977
<![CDATA[One technology that is increasingly popular in education is podcasts, which present an engaging and accessible format for delivering learning material. Despite their popularity, there is a lack of research on measuring instruments for educational podcasts. This study aims to produce a valid questionnaire to assess students' perspectives on educational podcast creation in the context of integrating technology in English language teaching. By reviewing the literature, four important aspects of educational podcast creation were identified. The research resulted in 60 statements covering these key aspects. The validity of the instrument was tested through assessments by English language education experts, producing valid results. The validation process involved evaluating statement items qualitatively, considering relevance, feasibility, and suitability to the research objectives. This instrument is expected to contribute significantly to improving English language learning through technology and student collaboration. ]]>
<![CDATA[ASSESSING SHS STUDENTS’ NEEDS E-WORKSHEET BASED ON DIFFERENTIATED INSTRUCTION ]]>
<![CDATA[Pratama, Miftahunajah Aditiya]]>;
<![CDATA[Sofendi, Sofendi]]>;
<![CDATA[Vianty, Machdalena]]>
<![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.v12i3.10023
<![CDATA[Education in Indonesia has developed a lot over time. Differentiated learning in the independent curriculum allows teachers to adjust instruction to meet the diverse needs of students. This approach acknowledges that students have varied learning styles, strengths, and interests. This study aimed to uncover the needs of senior high school students for developing differentiated instruction-based e-worksheet in English subjects for 10th Grade students. This study was conducted at MAN 3 Palembang to explore the perspectives of 30 tenth-grade students and their English teacher. To achieve the objectives of this study, a mixed-methods approach was applied, combining both quantitative and qualitative data collection methods. The data were obtained using a questionnaire and semi-structured interviews. Participants of this study were the tenth-grade students and English teacher. The result of the needs analysis showed that: 1) English learning materials with technology integration are limited and need development. 2) Students need differentiated instruction-based e-worksheets for reading that match their abilities. Therefore, this study is also used as the preliminary study to develop a differentiated instruction-based e-worksheet that can be used for English learning.]]>
