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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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INVESTIGATING THE USE AND SEMANTIC INTERPRETATION OF FIGURATIVE LANGUAGE IN EFL STUDENTS’ LITERARY WORK Sudar, Sudar
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.v12i3.10367

Abstract

This study aims to investigate the types of figurative language written in the students’ literary work, to identify the dominant of figurative language written in the students’ literary work, and to interpret the meaning of figurative language written in the student’s literary work. This is descriptive qualitative research. The scenario of taking the data were as follow; first, researcher took the data from the literary classroom. Second, researcher identify figurative language taken from student’s literary work. Third, interpreting the data based on the theory of figurative language written by Fatimah, Amri, and Rusan, (2020) and the theory of meaning developed by Umagandhi and Vinothini, (2017). Research findings stated there were six types of figurative language written by students in their literary works. Then, the dominant of figurative language written by students was hyperbole figurative and personification. Further, there were four types of semantics meaning written by students, such as; connotative, affective, reflected, and associative. Affective semantic meaning was the dominant meaning written in the students’ literary work. Affective meaning was found in the Personification figurative language. Further, Figurative languages and their semantics meaning were meaningful for learning and empowering students’ linguistics’ competences. Particularly it is in semantics discussion. 
THE IMPLEMENTATION OF A CANVA-BASED E-PORTFOLIO: ITS IMPACT ON ACHIEVEMENT, SELF-EFFICACY, AND ANXIETY IN ESP-WRITING INSTRUCTION Budi, Beni Setya; Anwar, Khoirul
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.v12i3.10369

Abstract

English for Specific Purposes (ESP) learners derive significant advantages from a writing method that focuses on the process rather than just the end result. This need is emphasized by the fact that teachers often do not prioritize the optimization of this technique while teaching ESP writing workshops. This approach focuses on the different stages of text creation and is used in educational settings to give students clear guidance. It helps them go through a genuine writing process, boosts their confidence, reduces anxiety, and includes activities that support writing, such as choosing the right media. This study examines the influence of integrating Canva and e-portfolio on the writing proficiency of Agriculture students in an English for Specific Purposes (ESP) setting. The study also investigates the impact of this integration on students' self-efficacy and anxiety levels during the learning process. This is done through a mixed-method approach that incorporates before and post-tests, writing assignments, and post-treatment questionnaires. The implementation of Canva-based E-portfolios in teaching English for Specific Purposes (ESP) has yielded encouraging outcomes, as seen by improved posttest scores in both the control and experimental groups. Notably, the experimental group demonstrated a significant enhancement, indicating the potential advantages of broader utilization. The intervention demonstrates a positive impact on students' self-efficacy and reduces their anxiety levels, suggesting its effectiveness in ESP classrooms. However, additional research is needed to validate these findings and investigate the specific factors that contribute to this improvement
READING PROFICIENCY AND COGNITIVE READING STRATEGIES THROUGH ONLINE DYNAMIC ASSESSMENT (ODA) IN ENGLISH FOR ECONOMY Imron, Ahmad; Anwar, Khoirul
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.v12i3.10370

Abstract

Dynamic Assessment (DA) can help EFL students use more cognitive reading skills, but its application in ESP learning is restricted. DA in ESP is an important research subject since reading comprehension is an essential skill for English for Specific Purposes (ESP) students. The purpose of this study is to look into the impact of online DA on reading ability and the usage of cognitive reading comprehension strategies among English for Economy learners. The study employs a quantitative experimental design and survey, with two groups of management students (30 in the experimental class and 30 in the control class) currently enrolled in the English for Economy program, which includes planned and scheduled online dynamic assessments. The study found that the Online Dynamic Assessment-supported ESP reading program considerably improves management students' reading abilities, as shown by the experimental group's higher posttest performance and significant t-test results. The large range and standard deviation in the experimental group demonstrate the exam's capacity to discern between different student competencies. Furthermore, the study reveals students' proactive role in improving their comprehension and recall by detailing their cognitive reading strategies at various reading stages, including pre-reading anticipation and skimming, in-reading context-based inference, and post-reading categorization and content review. To improve ESP outcomes, future research should incorporate bigger sample sizes, a variety of ESP domains, motivating factors, strategy analysis, technique comparisons, proficiency adjustments, and skill integrations.
DEVELOPMENT OF PICTURE WORD CARD MEDIA USING MODELING THE WAY METHOD IN LEARNING ENGLISH VOCABULLARY TO IMPROVE CLASS 4 LEARNING OUTCOMES Febriyanty, Yessica; Suratno, Suratno; Widagdo, Arif
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.v12i3.10404

Abstract

This research aims to develop a picture card product and apply a modeling approach to learning English vocabulary, aimed at improving the academic performance of fourth grade students at SDN Wonosari 01, Semarang City. The utilization of picture cards serves to facilitate teachers in delivering English lessons effectively in a classroom setting. These picture cards are organized based on the ADDIE model, which includes phases such as analysis, design, implementation, and evaluation. The rationale behind this study stems from the substandard academic performance of students in English language schools, which can be attributed to various factors, including the lack of diverse learning resources, ineffective teaching methodologies, and insufficient motivation of students towards learning English. The research methodology adopted for this study is quantitative in nature, using a research and development (R&D) framework. Data collection methods included observations, interviews, and questionnaire surveys. The data analysis process involved conducting the normality test, homogeneity assessment, and n-gain evaluation. After examining the findings, picture cards are considered very useful, categorized as “very valuable” to help the learning process. Picture cards were implemented using the modeling-the-way method to make learning more effective and interactive.
CONSTRUCTION AND EVALUATION OF MALL-BASED LEARNING MATERIALS WITH THE INTEGRATION OF BUSINESS CASE STUDIES TO ENHANCE ENGLISH READING COMPREHENSION FOR MANAGEMENT STUDENTS. Tiana, Ella Aprilia; Maruf, Nirwanto
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.v12i3.10405

Abstract

The purpose of this study was to develop and assess MALL (Mobile-Assisted Language Learning)-based learning materials, integrated with business case studies, to enhance English reading comprehension among management students. The research aimed to address the specific language needs of these students in the business context. Employing a mixed-methods design, the study used Pre-test and Post-test Assessments for quantitative analysis and Semi-structured interviews for qualitative insights. Results showed a statistically significant improvement in reading comprehension, with a t-value of 8.45 and a p-value of less than 0.001, indicating that the improvement was a direct effect of the MALL-based intervention. The Cohen’s d effect size was 1.2, suggesting a strong impact on students' reading comprehension skills. Qualitative data revealed increased engagement and motivation due to the interactive features of the MALL applications, and the relevance of the reading materials to future professional roles. However, usability challenges, such as navigation difficulties and application performance issues, were also noted. These challenges indicate a need for further refinement of the application design. Overall, integrating business case studies into MALL-based materials significantly enhances English reading comprehension for management students, with implications for curriculum development and instructional design in specialized language education contexts.
IMPLEMENTING BLOOM’S TAXONOMY IN THE ENGLISH CURRICULUM UNDER MERDEKA BELAJAR PROGRAM Edi, Syamsi; Iswandini, Iswandini; Andriani, Novi; Aryaningsih, Nur
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.v12i3.10408

Abstract

Education in Indonesia in the 5.0 era utilizes the MBKM English Education Curriculum, which is a modification of the 2013 English Education Curriculum. According to the 2019 PISA survey, Indonesia ranked 74th out of 79, indicating that the cognitive development of Indonesian children remains relatively low. The "Merdeka Belajar" (Independent Learning) strategy is a transformative step in education aimed at producing superior Indonesian human resources who embody the Pancasila student profile. This concept of independent learning emphasizes the cognitive growth of students, requiring them to think critically using their logical abilities. Bloom's Taxonomy can be interpreted as a hierarchical structure that classifies learning capabilities from the lowest to the highest levels. The cognitive, psychomotor, and affective elements are included in Bloom's three categories to categorize human learning activities. Students' intellectual capacities are developed within the cognitive domain, their skills within the psychomotor domain, and their attitudes and behaviors within the emotional domain. The problem formulation that the researcher will examine involves the implementation, factors, and impacts of Bloom's Taxonomy in the application of the MBKM English Education Curriculum in University institutions. This research employs a descriptive qualitative method, which is divided into three stages: data reduction, data presentation, and verification.
LINGUISTIC SHIFT AMONG GEN Z IN COMPUTER-MEDIATED COMMUNICATION Conny, Conny; Yultisa, Nudia; Sagala, Rakhmat Wahyudin; Rezeki, Tri Indah
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.v12i3.10414

Abstract

In the quickly changing context of the Information and Communication Technology (ICT) revolution, it is essential to comprehend how Generation Z (Gen Z) modifies their language usage. As digital natives who have grown up with technology, Gen Z is at the forefront of shaping and transforming language in the digital age. This study investigates the notable changes in Gen Z's language use in digital discourse, emphasizing Instagram. The goal is to recognize how the linguistic shifts of Gen Z are changing how people communicate in digital environments. This study used a qualitative content analysis method to analyze the data from Instagram comments and posts, highlighting essential features such mixing language, new slang and expression, use of non-standard spelling, emoji language and use of symbols, and contextualization in pop culture and social media trends. The results show that Gen Z used the linguistic shift in their communication in digital discourse such as communication in Instragram. These linguistic patterns show how Gen Z navigates and shapes their digital identities through language and how engaged they are with pop culture and social media trends. This study adds to our understanding of how digital platforms shape language use and social interaction in the modern period. It emphasizes the necessity of more investigation into how these changes may affect sociolinguistic theory, pedagogy, and communication techniques.
EFL LEARNERS’ PERCEPTION ON INTEGRATING E-READING MODULE BASED ECO ELT IN EFL CLASS Lestari, Iin Widya; Zumrudiana, Ainu; Habibullah, Muhammad Romadlon; Fatoni, Mohammad; Nadiyah, Faridatun
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.v13i1.10461

Abstract

Environmental issues have emerged widely recognized as global issues in the world. Consequently, they have attracted significant attentions from various academic disciplines, all dedicated preventing further harm to the environment. Upon reflection, it becomes evident that these issues are intrinsically linked to the behavior, awareness, and actions of all communities. Therefore, English Language Teaching (ELT) has a unique opportunity to contribute by providing information and fostering eco-green awareness among learners. To achieve this, a comprehensive research project was undertaken at a university in Bojonegoro to investigate and examine the EFL learners’ perception on implementation of e-reading module based eco-ELT and how EFL learners perceive eco-ELT. This research used mixed method which present and analyze both quantitative and qualitative analysis. The research involved 45 EFL learners, and data was collected through questionnaires and interviews. The questionnaire encompassed various indicators related to the clarity and sustainability of the reading material, presenting reading materials based Eco-ELT themes, and ease of access. The data was analyzed by using data verification, scoring and calculating the percentage of each item and interpret the script of interview. The finding reveals that the majority of the EFL learners have positive perception and acceptance on the use of e-reading module based on eco-ELT in EFL class. The average score was about 50% EFL learners shows their positive perception on the implementation of e-reading module based eco-ELT. While, EFL learners view eco-ELT offers new insights in acquiring information about environment and comprehend reading material while doing the reading exercise. EFL learners imply eco-ELT can encourage them to practice green and sustainable lifestyle to save the earth. Dealing with the findings, eco-ELT can be taken into account as a new innovative approach to develop teaching and learning materials. Consequently, the learners not only acquire the knowledge but also enhance and encourage their characters to love nature.
EXPLORING THE TYPES AND CHALLENGES OF HEDGES AND BOOSTERS IN EFL STUDENTS’ ACADEMIC WRITING Merlinda, Riza; Hartono, Hartono; Masduki, Masduki
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.v13i1.10531

Abstract

This study aims to explore the types based on Bal-Gezegin & Baş (2020) theory and the problems of hedges and booster devices used in the EFL students’ theses. This research applied a qualitative approach, specifically a case study, and the data analysis employed by Miles et al., (2014). The researcher used purposive sampling to determine the research. The participants were six theses and six EFL students at English Education Department of UNU Lampung who studied in 2018 and graduated in 2022. Furthermore, the researcher used a document checklist and interview to gather the data. The research found four types of hedges: modal auxiliaries, lexical verbs, hedging adverbs, and hedging phrases. There were six types of boosters, namely lexical verbs, boosting adverbs, modal auxiliaries, boosting adjectives, boosting nouns, and boosting phrases. Moreover, the problems faced by the students are the learner’s limited knowledge, improper grammar, lack of confidence, difficulty constructing phrases, insufficient experience, overuse, inadequate vocabulary, and misplaced vocabulary. the results pointed out that using hedges and boosters is crucial to help the students understand how hedges and boosters can be used for expressing claims or arguments in academic writing. In sum, this research improved the learners’ understanding of the nuances of academic communication. It highlighted the significance of students and researchers acquiring comprehensive of hedges and boosters.
DESIGNING THE FISWR LEARNING MODEL: EMPOWERING ENGLISH LEARNERS THROUGH VOCABULARY MASTERY AND PEER COLLABORATION Naibaho, Lamhot; Tehupoeiory, Aarce; Tambunsaribu, Gunawan; Siregar, Geby Arny
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.v13i1.10535

Abstract

The recent Covid-19 pandemic has forced universities to quickly adapt to conditions requiring the modernization of their learning systems through technology. Alongside these demands, universities must also maintain or enhance students' academic achievements. This presents significant challenges due to various internal and external problems faced by institutions. However, universities have taken numerous steps to maximize their potential and improve academic outcomes. To address these challenges effectively, universities must implement immediate solutions. A key approach is the development of adaptable learning models that can be applied both online and offline. This research focuses on developing an English language learning model. The study employs a Research and Development (RnD) design and will be conducted at the Indonesian Christian University. The objectives of this research are: a) to empirically identify the learning models students need; b) to empirically assess the feasibility of these models from the perspective of relevant experts; c) to empirically evaluate the effectiveness of the developed models; and d) to empirically analyze students' perceptions of the developed models. The expected outcome of this research is the production of fully developed learning models that are ready for implementation in universities.

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