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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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EVALUATING TEACHER’S COMPETENCE IN DEVELOPING READING COMPREHENSION QUESTIONS BASED ON BARRETT’S TAXONOMY Yude, Uswatun Hasanah; Zainil, Yetti
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.v12i3.10296

Abstract

This study investigates the competence of English teachers in developing reading comprehension questions based on Barrett's Taxonomy in Senior High Schools in Padang. Given the importance of effective questioning in stimulating critical thinking and comprehension, this research aims to assess the levels and types of questions formulated by teachers. Using cluster random sampling, 12 English teachers from 6 schools were selected. The study employed a test instrument to evaluate teachers' abilities to create questions across Barrett's five levels: Literal Comprehension, Reorganization, Inferential Comprehension, Evaluation, and Appreciation. Results indicate that most questions were at the Literal Comprehension level, with fewer questions addressing higher-order thinking skills (Evaluation and Appreciation). These findings highlight a need for professional development to enhance teachers' skills in crafting balanced and challenging questions.
DEVELOPING ANIMATION VIDEOS AND GAME CARDS FOR TEACHING TELLING TIME IN ENGLISH TO FOURTH-GRADE STUDENTS Kurniawati, Ike; Widagdo, Arif
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.v13i1.10305

Abstract

Changes in the curriculum in education affect how the implementation of existing learning, as well as in learning media, is needed as an effort to stimulate students' abilities in the learning process to be more effective and efficient. The purpose of this research is to develop animation video media and game cards on Telling Time material in English. This research uses the type of research and development with the ADDIE model. The research subjects were fourth grade students of Wates 01 Semarang State Elementary School. Data collection techniques used in this research are (1) interview; (2) observation; (3) questionnaire; (4) test; and (5) documentation. The instruments used are interview guides, documentation, needs questionnaires, media response questionnaires, pretest and posttest questions, and validation sheets conducted by 2 experts, namely media experts, material experts, and language experts. Data analysis techniques were carried out by normality test (Shapiro-Wilk), t test, and n-gain test. The results showed that animated video media and playing cards can improve student understanding and student learning outcomes in English. This result is evidenced from the average value on students there is an increase in small-scale learning outcomes pretest average value 58.3 and posttest average 86.8 then on a large scale pretest average value 57 and posttest average value 82.8. Then the results of the N-gain test on a small scale of 0.7512 and a large scale of 0.5925 which means the high and medium categories, can be concluded to be effective for use in learning. Therefore, it can be concluded that animation video media and game cards can be said to be a category worth using in an interesting learning process and can improve student understanding and learning outcomes. 
CONVERSATIONAL IMPLICATURE IN MABA BELO SELEMBAR DIALOGUE OF KARONESE CULTURE Sembiring, Rony Arahta; Manik, Sondang; Pasaribu, Arsen Nahum; Surbakti, Tiara Sari; Ketaren, Selfiyani
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.v12i2.10307

Abstract

Abstract: Implicit meaning or supplementary meaning of the speaker's speech is revealed by implicature analysis, a technique employed in pragmatics. This research is expected to provide a deeper understanding of implicatures in the Karonese language and can assist in preserving the Karonese language and culture. The research method used in this research is the descriptive-analytical method. The data used in this study were obtained from video recordings of Maba Belo Selambar conversations taken from youtube. Descriptive qualitative analysis was used to analyze the social phenomena in depth and comprehensively, explaining or describing these phenomena in detail. The data analysis would be based on the implications developed by Grice in exploring cooperative communication in conversation and using Jakobson's theory of language function to see the implications of the conversation. The writer found 35 pieces of data that consist of implicacies based on the function of language. After analyzing the data, the researcher finds that the metalinguistic function (15 data) is the most dominant, followed by the comparative function (11 data), the referential function (6 data points), the phonic function (2 data) and the poetic function (1 data). The author found that the use of language functions in metalinguistics was more likely to be used because the speakers on both sides threw structured, ethical language codes at the event.
LEARNING STYLES AND TEXTBOOK DESIGN: A CASE STUDY OF 'BAHASA INGGRIS WORK IN PROGRESS' FOR TENTH GRADE Reynaldi, Kelvin; Refnaldi, Refnaldi
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.v12i3.10310

Abstract

Textbooks can provide effectiveness and efficiency in the learning process for both teachers and students. Meanwhile, learning styles are individual or student preferences in processing information, which are generally categorized into visual, auditory, and kinesthetic. Therefore, textbooks should accommodate learning styles in a balanced way for a more efficient and effective learning process. This study aims to analyze the learning styles accommodated by the textbook 'Bahasa Inggris Work in Progress' for grade ten. The approach used was descriptive quantitative, with research instruments developed based on Priyatna's (2013) and Bobbi & Mike's (2015) theories. Data analysis was conducted by three independent analyzers to ensure the accuracy and consistency of the results. The research findings show that this textbook accommodates visual learning styles by 39%, auditory by 31%, and kinesthetic by 30%. This result shows a relatively balanced distribution in supporting the three types of learning styles. This research highlights the importance of diversifying teaching methods in textbooks to create an inclusive and effective learning environment. As such, it makes a meaningful contribution to the development of textbooks and teaching strategies that are more responsive to students' learning needs.
DIGITAL FOOTPRINTS: UNPACKING CULTURAL IDENTITY THROUGH ENGLISH-LANGUAGE PRACTICES ON SOCIAL MEDIA Sugiarto, Eko; Arif, M Fauzi
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.v12i3.10321

Abstract

In an increasingly widespread digital age, the practice of speaking English on social media has become one of the most striking cultural imprints. This phenomenon is not just a form of communication, but also a powerful representation of cultural identity in today's global society. This research aims to dig deeper into the cultural footprints manifested in English-speaking practices on social media, focusing on the representation of cultural identity. This study uses a qualitative approach by analyzing case examples from social media such as Instagram, Twitter, and online discussion forums. The results in this study state that the practice of speaking English on social media reflects the complexity and diversity of cultural identities in today's global society. The use of English is not only as a means of communication, but also as a medium to convey individual and collective cultural identity. Factors such as an individual's cultural context, social media platforms, demographic factors, globalization, and power dynamics play an important role in shaping the way English is used and interpreted as a representation of cultural identity. Therefore, a deeper understanding of the dynamics of language and culture in this digital age is important to promote appreciation of cultural diversity, as well as to build bridges of understanding and dialogue between different cultural groups
EVALUATING THE EFFECTIVENESS OF PORPE METHOD IN ENHANCING READING COMPREHENSION: A STUDY OF SELF_ESTEEM AS A MODERATING FAKTOR Sari, Rahma Kamanda; Zaim, M
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.v12i3.10323

Abstract

This study explores the effect of using PORPE method and students’ self-esteem toward reading comprehension achievement. The objectives of the research are to find out whether: (1)PORPE method produces higher achievement in reading comprehension on junior high schools students; (2) There is an interaction between PORPE method and students’ self-esteem toward students’ reading comprehension. The study categorized as an experimental research. The population of the research was the eighth grade students in the academic years 2023/2024. The sample of this research was taken by using cluster random sampling. The sample was 54 students with 27 students of experimental class taught by using PORPE method and 27 students of control class taught using conventional method by teacher. The data collection was done by giving self-esteem questionnaire and reading comprehension test (pre and post test) after five meetings of treatments.  The data analysis was done by applying T-test and Two ways ANOVA to test the hypothesis. The findings of this research are (1) The use of PORPE method produces higher achievement in reading comprehension on junior high school students; (2) There is no interaction between PORPE method and students’ self-esteem toward students’ reading comprehension.
CHALLENGES AND OPPORTUNITIES IN IMPLEMENTING THE MERDEKA CURRICULUM IN LANGUAGE EDUCATION: A META-SYNTHETIC ANALYSIS Emawati, Emawati; Taufiqulloh, Taufiqulloh; Fadhly, Fahrus Zaman
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.v12i2.10356

Abstract

The Merdeka Curriculum, recently introduced in Indonesia, aims to restore learning by prioritizing essential content and character development. While promising, its implementation in language education presents significant challenges and opportunities. This meta-synthetic analysis explores these aspects by synthesizing findings from various qualitative studies on the curriculum’s impact on language learning. Data were gathered from peer-reviewed journals, conference proceedings, and educational reports, focusing on studies conducted in diverse Indonesian educational settings. Key challenges identified include inconsistent teacher training, limited resources, and resistance to new pedagogical approaches. However, the curriculum also offers notable opportunities, such as enhanced student engagement, improved critical thinking, and the promotion of learner autonomy. Its emphasis on project-based learning and flexible teaching methods fosters a more interactive, student-centered environment. The study concludes that while the Merdeka Curriculum presents challenges, it also holds significant potential to enhance language education. Addressing these challenges requires comprehensive teacher training, adequate resource allocation, and continuous support for educators. The study recommends targeted professional development for teachers, increased investment in educational resources, and ongoing evaluation to ensure effective implementation. Policymakers should create supportive frameworks that enable schools to adapt the curriculum to their specific contexts, maximizing its benefits for language education. 
Responses to Intercultural Teaching and Learning Activities Among Indonesian EFL Students Aulia, Muhammad; Judaya M Alanazi, Mohammed
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.v12i3.10358

Abstract

Since Intercultural Communicative Competence was introduced, there have been multiple studies conducted to do research on how the competence can potentially improve not only students’ knowledge and skills at using the foreign language, but also students’ attitudinal development towards the culture of the foreign language. The present study focuses on the ways of how the competence has been realized and taught at Indonesian universities with varied course names in the context of English as a Foreign Language (EFL). Via a qualitative multiple case studies, forty-two students’ responses towards activities and personal changes after attending the course were elicited through interview surveys. The iterative data analyses involved data condensation, data display, data verification and conclusion. It can be found from the data that cultural sharing with discussion and presentation has been prevalent at the classroom activities despite the debate of its effectiveness. It was quite striking that the students expressed their changes of attitudes towards other foreign cultures upon the engagement of the course. This study proposes the most-suited-contextualized teaching activities for the competence in Indonesian context and strives to enrich phenomena of intercultural teaching and learning in the typical EFL contexts. All of these to support that there is no one-fit-all contexts in promoting Intercultural Communicative Competence.
ENHANCING EFL STUDENTS’ SPEAKING SKILLS AND ENGAGEMENT THROUGH TURN-TAKING STRATEGIES Gaffar, Muhammad Andriana; Rismayanti, Rismayanti; Ilmi, Hapidotul; Nuryani, Siti
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.v13i1.10363

Abstract

English communication skills are one of the 21st century educational skills demand to face the technological and industrial era. The previous studies have examined the influence of Turn-Taking Strategy (TTS) on speaking skill in the classroom, but no one has examined its influence on the issue of student engagement which is always being discussed recently. Hence, this study addresses the gap by investigating the effect of TTS through speaking skills and student engagement in EFL classroom. A total of 30 tenth grade students at SMK TPI Al-Ghoniyyah are divided into experimental and control groups using a non-random sampling approach with purposive sampling technique. This study used a quasi-experimental, non-equivalent (pretest and post-test) control group design. The researcher used observation sheet, speaking tests and documentation to collect the data and parametric statistical analysis which consists of testing requirements and hypotheses to analyse the data. The findings indicated that TTS positively influence students' speaking skills and engagement with a significance value of 0.00 ≤ 0.05. The mean difference values of experimental and control group were 3.20 and 18.20 higher than 1.00 and 3.07 showed the impact of TTS in fostering EFL student’s self-confidence, developing interactional competence, and overcoming engagement problems. The formation of positive characters and personality types of EFL student was revealed indirectly in this study.
THE IMPACT OF THE QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY ON IMPROVING STUDENTS’ READING COMPREHENSION Gaffar, Muhammad Andriana; Aini, Hasna Qurrotul; Hidayah, Lutfiah; Maulana, Ryfo Juan
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.v12i2.10364

Abstract

Abstract: This study investigates the impact of the Question Answer Relationship (QAR) strategy on improving reading comprehension among ninth-grade students’. This rerserarch was urtilizing stratergy is qurantitativer rerserarch by applying prer-erxperrimerntal rerserarch. This study uses research techniques grourp irrergurlar tersting or random sampling. This rerserarch was urserd oner grourp discurssion dersign. A pre-eksperimental design with pre-test and post-test was employed on a sample of 30 ninth-grade students at MTs An-Namiroh. Data was collercterd throurgh a terst on rerading comprerhernsion. Ther data was rerqurirerd by condurcting murltipler choicer terst consisterd of 10 iterms. Ther hypothersis of ther QAR stratergy ursing ther pairerd simpler terst bertwerern ther prer-terst and post-terst shows differrernt rersurlts, that ther sturdernts' scorers increraserd in ther post-terst. Ther pairerd sampler terst was urserd to ervalurater ther data, and p<0,05 was urserd to asserss significancer. Results indicate a significant improvement in students’ reading comprehension after the implementation of the QAR strategy. Ther findings show that, at a significant thrershold of 0,05, therrer was a statistically significant differrerncer ther sturdernts’ rerading comprerhernsion achiervermernt. These findings suggest that the QAR strategy can effectively enhance reading comprehension in junior high school students.Keywords: Qurerstion Answerr Rerlationship (QAR) Stratergy, Sturdernts’ Rerading Skills, Rerading Comprerhernsion 

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