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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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BRIDGING CULTURE AND LANGUAGE: INDONESIAN PRESERVICE TEACHERS' PERSPECTIVES ON INTEGRATING LOCAL WISDOM IN ENGLISH LANGUAGE COURSES Jaya, Hariswan Putera; Sofendi, Sofendi; Mirizon, Soni
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.v12i3.10990

Abstract

Abstract: This study investigated students’ perceptions of integrating local wisdom into English language skills courses, focusing on its impact on engagement, understanding, and learning experience. The research employed a survey design, collecting data through closed-ended questionnaire with insights from open-ended responses. The participants were pre-service teachers, students enrolled in the English Education Study Program. Descriptive statistics, including means, standard deviations, and frequencies, were used to summarize the responses for each section of the questionnaire in the data analysis. The questionnaire results revealed that students felt more motivated and reported a deeper comprehension of the cultural and social nuances within language use when local wisdom was incorporated into the curriculum.. Qualitative responses highlighted the significance of three main areas: relevant course materials, instructional expertise, and diverse pedagogical approaches. The study recommends ongoing curriculum adaptation to ensure a meaningful, effective blend of language and local cultural knowledge 
METAPHOR ANALYSIS IN THE HIKAYAT SI MISKIN AS CLASSICAL MALAY LITERATURE Subagiharti, Heni; Handayani, Diah Syafitri
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.v13i1.11020

Abstract

Hikayat Si Miskin is one of the classical Malay literary works that is rich in cultural and moral values. In this work, the use of metaphors is one of the main tools to convey symbolic messages and enrich the aesthetics of the story. This study aims to analyze the metaphors contained in Hikayat Si Miskin using a semiotic approach and classical literary studies. This study found that the metaphors in this text function to describe the social struggle, religiosity, and dynamics of the main character's life. For example, "poverty" in the story not only describes the material condition, but also becomes a spiritual symbol for the journey towards awareness and devotion to God. In addition, natural metaphors, such as "sea" and "mountain," are used to represent the challenges of life that must be faced by the main character. This analysis shows that Hikayat Si Miskin not only stores narrative richness, but also offers insight into how classical Malay society understands life and universal values. The results of this study are expected to contribute to the study of classical Malay literature and broaden appreciation of the use of metaphors in the Nusantara literary tradition.
DIGITAL IDENTITY CONSTRUCTION OF MOESLEM UNIVERSITY STUDENTS IN ENGLISH CLASSROOM Yanuar, Ivo Dinasta
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.v13i1.11139

Abstract

This research aims to explore the digital identity construction of Muslim university students learning English through social media and its impact on their offline identity in the English classroom. Digital identity involves the use of social media platforms to express oneself, including through usernames, profile pictures, personal information, and followers. Muslim students develop complex identities by blending local cultural and religious values with global influences, using social media to showcase their English language skills. This qualitative study utilized semi-structured interviews with eight university students who are active on social media. The findings highlight those Muslim students often navigate between local and global identities, striving to present a balanced image online that aligns with their religious and social values. Furthermore, the study reveals a significant contrast between the digital identity they project on social media and the more formal identity they adopt in academic contexts, such as the English classroom. This research underscores the complexities of managing multiple identities in the digital age.
ENHANCING WRITING CREATIVITY THROUGH BLENDED LANGUAGE LEARNING: INSIGHTS FROM POETRY 5.0 Budiawan, Budiawan; Agus, Cecep
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.v13i1.11141

Abstract

The study looks at using poetry 5.0 learning with blended language learning (BLL) to boost students' creativity and writing skills. A qualitative approach was taken, using virtual ethnography and classroom research, with data gathered through observations, interviews, and looking at student work. The findings show that BLL-based poetry 5.0 creates a lively and engaging learning space that encourages creativity, critical thinking, and emotional expression. Visual prompts and digital tools, especially Instagram, allowed students to connect personal experiences and get quick feedback from classmates and teachers. This method improved students’ ability to share ideas, think about social issues, and create unique poetry. However, the study encountered some issues like limited face-to-face interaction, which point out areas for teaching improvement. Overall, combining poetry 5.0 with BLL shows promise as a creative teaching method that meets the needs of society 5.0. More research is suggested to look into its use in different educational settings.
BRIDGING THE GAP: TEACHERS’ KNOWLEDGE AND APPLICATION OF AI-DRIVEN LEARNING PLATFORMS IN STEM-BASED ENGLISH LANGUAGE EDUCATION Wahyunengsih, Wahyunengsih
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.v13i1.11155

Abstract

This study aims to determine teachers' knowledge level about AI-driven learning platforms in STEM education, to determine the extent to which language teachers apply AI-driven learning platforms in STEM education, and to see whether the level of knowledge, attitudes and readiness of teachers is balanced with its application. This study uses a quantitative and qualitative design or mixed method and applies a correlation approach. The participants of this study involved 33 English teachers in Indonesia. The results of this study conclude that the level of knowledge of language teachers on AI-driven platforms in STEM learning is still classified as intermediate. The application of AI-driven platforms in STEM learning for English teachers is also in the intermediate category. Language teachers have not yet entered the high level of application of AI-driven platforms in STEM learning, although a small number of teachers can reach this level. The correlation between teacher knowledge of AI-driven platforms in STEM learning is directly proportional to their application in learning practices. However, the data shows no correlation between teacher attitudes and readiness towards AI-driven platforms in STEM learning and the application of AI-driven platforms in STEM learning.
FROM BASICS TO EXPERTISE: LEVERAGING GOOGLE TRANSLATE AND CHATGPT FOR ENGLISH LANGUAGE LEARNING ACROSS ACADEMIC JOURNEYS Pratiwi, Berlin Insan; Rakhmasari, Dwi Lia
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.v13i1.11160

Abstract

This study explores the use of language technology and AI tools, specifically Google Translate (GT) and ChatGPT, among first-year and final-year students at a private higher education institution in Kebumen. The study aims to identify differences and similarities in the use of these tools, focusing on how their usage varies based on academic stage and language-related needs. A descriptive qualitative approach was employed, with 121 students participating through fully completed online questionnaires. The study utilizes both closed- and open-ended questions to gather quantitative and qualitative data on AI usage patterns, which were analyzed through descriptive and thematic analysis methods. The results indicate that GT is more frequently used across both groups due to its ease of use, offering quick and direct translations, while ChatGPT is preferred for tasks requiring deeper understanding and more natural, context-sensitive translations. First-year students primarily use AI tools to translate unknown words and assist with basic comprehension of foreign language materials. In contrast, final-year students demonstrate a more diverse usage pattern, employing AI for tasks such as translating academic texts, understanding journal articles, and preparing for foreign language proficiency tests. Furthermore, the academic needs of the two groups differ significantly, with first-year students focusing on writing and grammar tasks, while final-year students rely more heavily on AI for research and advanced academic activities. The study contributes to the understanding of how language technology and AI tools impact academic life and offers insights into how these tools can be integrated into the educational process to meet the varying needs of students at different levels of study.
EVALUATING THE EFFECTIVENESS OF PBL IN ENHANCING SPEAKING SKILLS IN NON-FORMAL EDUCATION Saripi, Samid; Asari, Slamet
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.v12i3.11166

Abstract

This study examines the impact of Project-Based Learning (PBL) on enhancing speaking skills among Paket C students at Pusat Kegiatan Belajar Masyarakat (PKBM) Husnan Limboto, a non-formal educational institution in Indonesia. The research adopts a mixed-methods approach, integrating both qualitative and quantitative methods to evaluate the effectiveness of Project-Based Learning (PBL) in enhancing speaking skills in non-formal education settings. This approach ensures a comprehensive understanding of the phenomena by combining numerical data with contextual insights, the study developed and evaluated PBL materials aimed at improving fluency, coherence, and pronunciation. A mixed-methods approach was employed, combining quantitative assessments with qualitative feedback from students and teachers. The results showed significant improvements in students' speaking proficiency, with fluency increasing from a mean score of 3.2 to 4.5 (a 40.6% improvement), coherence rising from 3.0 to 4.3 (43.3% increase), and pronunciation improving from 2.8 to 4.1 (46.4% increase). Student motivation and engagement also saw considerable gains, with motivation scores increasing from 3.1 to 4.6 (48.4%) and engagement from 3.0 to 4.7 (56.7%). These improvements underscore the effectiveness of PBL in fostering speaking skills in a non-formal education setting. However, the study also highlights challenges such as insufficient technological resources and the need for professional development for teachers to fully implement PBL. Recommendations include addressing infrastructure issues, providing more training for educators, and developing cost-effective PBL models for resource-limited environments. Future research should explore the long-term impact of PBL on students' academic and professional success.
THE PERCEPTION OF STUDENT AND TEACHER OF NETFLIX ENGLISH TO ENGLISH SUBTITLE: CORRELATING ENGAGEMENT, MOTIVATION, AND LISTENING ABILITY Kurniawan, Bhagaskoro Ardhianto; 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.v12i3.11167

Abstract

This study examines the perceptions of students and teachers regarding the use of Netflix’s English-to-English subtitles to enhance engagement, motivation, and listening skills among intermediate EFL learners. Using a mixed-methods approach, quantitative data were gathered from 50 learners using structured questionnaires and listening evaluations, while qualitative insights were gained from interviews with three Universitas Airlangga graduates who teach EFL. A Structural Equation Modeling Partial Least Squares (SEMPLS) study found a high relationship between motivation and engagement, implying that motivated students actively participate in subtitled activities. Subtitles were proven to lower anxiety related with authentic hearing materials supporting Krashen’s Affective Filter Hypothesis theory, hence increasing engagement by making challenging subjects more approachable and enjoyable. Teachers underlined that subtitles improve students' confidence by offering a framework for comprehending complex dialogues and accents, progressively preparing them for real-world listening tasks. However, the SEMPLS model revealed a reduced direct association between involvement and listening performance, implying that subtitles alone may not entirely meet the requirements of standardized tests such as the TOEFL. Teachers suggested integrating subtitles with targeted listening activities to increase efficacy. This study focuses on the transformative function of Netflix subtitles in EFL learning, demonstrating their potential to boost motivation and engagement while also providing practical solutions for closing listening competence gaps.
CULTURAL RESPONSIVENESS AND DIGITAL TOOLS IN LITERACY INSTRUCTION: INSIGHT FROM INDONESIAN HIGH SCHOOL TEACHERS Vonti, Lungguh Halira; Rosyid, Abdul; Indriyani, Indriyani; Muchtar, Adam Khalsia
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.v13i1.11195

Abstract

Students’ literacy skill has become pivotal in the era of globalization for both academic and professional success. However, according to the observation, conventional teaching methods often fail to accommodate the cultural diversity of students and do not include essential 21st – century skills. Moreover, lesson plans that integrate 21st - century skills such as critical thinking, communication, collaboration, creativity, cultural awareness, and character development are vital for supporting students learning success. Referring to the principles of CRT and 21st century education, this research explores the English teachers’ practices and challenges in integrating culturally responsive teaching (CRT) and digital tools in literacy instructions for senior high school students. The data was collected through a structured questionnaire highlighted current practices, barriers faced, and teachers’ preferences for module design. The interview session was also conducted to confirm the data from the documentation obtained in a form of lesson plan. The findings provide valuable insights for developing teaching materials that address these challenges while fostering critical thinking, creativity, and collaboration among students. Accordingly, the data will be able to provide the possible alternatives to include in teaching module for English teachers
EXPLORING UNDERGRADUATE STUDENTS' PERCEPTIONS OF EFL SPEAKING CLASSES: INSIGHTS FROM SIX DIMENSIONS IN INDONESIAN HIGHER EDUCATION Rosdiana, Ihda; Taufiqulloh, Taufiqulloh
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.v13i1.11248

Abstract

This study investigates the undergraduate perceptions over EFL speaking classes in six dimensions: general perceptions of speaking classes, anxiety, engagement and motivation, instructional strategies or methods, peer and teacher interactions, and assessment. This study employed a mixed-methods approach. The data were gathered from a 30-item Likert-scale survey questionnaire that was distributed to 40 undergraduate students of English Education Department, Faculty of teacher Training, Universitas pancasakti Tegal in the odd semester of the academic year 2024/2025. Using descriptive statistics and qualitative analysis, the findings indicate that students generally have  positive  views over the speaking classes attended, particularly valuing the instructional strategies like role plays and group discussions. However, anxiety stemming from fear of judgment and low self-confidence becomes a persistent challenge. In the dimension of engagement and motivation, the level was moderate as the activities linked to real-world situations and goal setting as a crucial part for maintaining interest. The study also highlights the importance of various instructional strategies to cope with varied learner needs, such as integrating technology-based tools like self-recorded videos and topic-specific vlogs. Moreover, peer and teacher interactions contributed a significant role to alleviate anxiety and to encourage communication, while the assessment approaches like peer and collaborative assessments were appreciated for self-reflecting and critical thinking. In general, this study emphasizes the needs  of creative and innovative instructional strategies, a supportive and inclusive learning environment,  and purposeful assessment to improve students’ speaking skills in EFL context of higher education. Future studies are recommended to  evaluate the long-term effects of these strategies over various cultural settings.

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