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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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FEMALE REPRESENTATION IN ENGLISH LEARNING TEXTBOOK: CRITICAL DISCOURSE ANALYSES Putri, I Gusti Ayu Vina Widiadnya; Widiadnya, I Gusti Ngurah Bagus Yoga; Irwandika, Gede
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.v13i1.11307

Abstract

This research aims to examine discourse components on the dynamics of female stereotype in texts. This research uses data taken from the Narrative text of an English textbook specifically designed for elementary school students in Indonesia. Books are considered a valuable source of scientific inquiry. This research uses a combination of data analysis techniques and field methods, especially by observations and interviews. The data collection strategy used in this research includes the use of questionnaires, interviews, and documentation of language forms contained in narrative texts in textbooks. The findings of this research show there are some aspects of discourse on the dynamics of female representation in students’ texts book, which include microstructure, macrostructure, and superstructure of the text. Microstructure includes grammatical components such as references, substitution, and conjunctions. The macrostructures are contained in context, circumstances, and culture that successfully represent women from different points of view. The superstructure of the text include orientation, complication and resolution. Data analysis reveals the prevalence of female stereotypes as evidenced by micro, macro, and superstructure.
EFL STUDENTS’ PERCEPTION OF ETHICAL CONCERNS ON USING CHATGPT IN ACADEMIC WRITING Pasaribu, Arsen Nahum; Manik, Sondang; Pasaribu, Tiara Kristina; Sibagariang, Ruth Olga; Saragih, Yohana Insani
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.v13i1.11322

Abstract

In recent years, there has been an increased interest in the application of artificial intelligence (AI), namely ChatGPT, for educational purposes. However, EFL students' insights of the ethical use of using ChatGPT in academic writing remain unexplored. The purpose of this study is to reveal the EFL students' perspectives on the ethical use of Chat GPT in academic writing. Data were obtained from 54 EFL students who have taken academic writing course by using a Likert Scale questionnaire, with a focus on ethical issues such as plagiarism, academic integrity, over-reliance on ChatGPT, data biases, and unclear guidelines. The findings show that students significantly concerns about the ethical use of ChatGPT, though a small number remain unaware of these issues. The study recommends incorporating ethical education regarding ChatGPT into academic curricula. Lecturers or teachers should focus on helping students understand the ethical challenges related to the application of ChatGPT, such as plagiarism and bias. Additionally, clear guidelines for ChatGPT use in academic writing should be established to promote academic integrity and responsible ChatGPT use.
POSTHUMANIST APPLIED LINGUISTICS: A TRANSPARENT ASSIGNMENT FOR WRITING RESEARCH PROPOSAL ABSTRACTS Kweldju, Siusana; Tjandra, Christina Sandi
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.v13i1.11421

Abstract

Students had limited knowledge of posthumanism in applied linguistics. The assignment aimed to deepen their understanding while advancing academic and research skills. In the context of posthumanist thought, AI and chatbots are making digital technology increasingly essential in foreign language use and instruction. In posthumanist thought, machines are integral enhancements that merge with human cognition, expanding linguistic processing, multilingual interaction, and knowledge production. Pennycook’s concept of Posthumanist Applied Linguistics builds on this notion, challenging us to rethink cognition, language learning, and the interdependence of humans with nonhuman and technological entities. This study aims to discover whether doctoral students are prepared to conduct research within this emerging framework of applied linguistics. As part of the IKU 7 initiative, nineteen doctoral students enrolled in an advanced applied linguistics course were tasked with exploring this new perspective. They were guided through a transparent assignment design to develop research proposal abstracts. The design, rooted in inclusive pedagogy, ensures all students can learn by providing suitable conditions tailored to their unique needs. Quantitative analysis of the submitted abstracts revealed that students struggled to identify suitable research topics within this novel framework, due to a lack of practical knowledge in research methodology and limited understanding of posthumanist principles. Consequently, many students produced unclear titles and abstracts, with 11 out of 19 (over half) omitting the methodology section
YOUTH LANGUAGE UNCOVERED: META-SYNTHETIC INSIGHTS INTO GEN Z AND GEN ALPHA SLANG Paoleti, Veronika Deyanova; Mujahidah, Nur Fathiyya Zahira
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.v13i1.11425

Abstract

This study aims to analyze the linguistic behaviors of Gen Z and Gen Alpha, focusing on their use of slang, the influence of digital platforms, and the broader cultural and societal implications of their language practices. A meta-synthetic research design was employed, synthesizing data from 30 academic articles, conference proceedings, and credible publications spanning 2016–2024. Thematic synthesis techniques were applied, including coding, categorization into thematic areas, and meta-synthesis to identify patterns and trends. Quantitative metrics, such as the frequency of slang usage on platforms like TikTok and Instagram, were also analyzed to examine inter-generational differences. The findings reveal that both generations use slang as a cultural marker, with Gen Z favoring socio-political expressions such as "no cap" and "woke," while Gen Alpha leans towards playful, meme-based phrases like "Skibidi" and "pog." Digital platforms significantly shape their linguistic behaviors, with TikTok fostering short-lived trends and Instagram blending slang with visual storytelling. Gen Z exhibits adaptability in integrating slang into formal and informal communication, whereas Gen Alpha faces challenges balancing slang usage with traditional literacy skills. The study also highlights the economic relevance of youth slang, as brands adopt generational language to engage audiences effectively. The study emphasizes the adaptive and expressive nature of youth slang, which serves as both a creative tool and a cultural identifier in the digital era. However, challenges such as maintaining traditional literacy skills and linguistic diversity warrant further attention. It is recommended that educators, policymakers, and marketers leverage these insights to bridge generational communication gaps, design effective learning strategies, and create relatable marketing campaigns. Future research should explore longitudinal studies and cross-cultural comparisons to deepen our understanding of the evolution and impact of youth language.
LEXICAL ERRORS AND FALSE COGNATES IN CROATIAN EFL LEARNERS: CHALLENGES AND PEDAGOGICAL IMPLICATIONS Miličić, Ivona; Matanović, Mia
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.v13i1.11435

Abstract

Lexical errors and false cognates pose significant challenges for Croatian learners of English as a Foreign Language (EFL), often leading to miscommunication and reduced linguistic accuracy. This study examines common lexical errors arising from direct translation, semantic misinterpretation, and interference from Croatian, with a particular focus on false cognates—words that appear similar in both languages but have different meanings. Using a mixed-method approach, data were collected through error analysis of student writing samples and teacher observations from Croatian EFL classrooms. The findings reveal that Croatian learners frequently misapply English vocabulary due to phonetic and semantic similarities with Croatian words, leading to errors that hinder fluency and comprehension. Additionally, the study explores how limited exposure to authentic English input and insufficient focus on lexical differentiation in curricula contribute to these errors. Pedagogical strategies such as contrastive analysis, explicit vocabulary instruction, and corpus-based learning are recommended to mitigate these issues. This research underscores the need for targeted interventions in Croatian EFL teaching to enhance lexical competence and foster more accurate language use among learners.
THE INFLUENCE OF WORLD WAR II ON ENGLISH LITERATURE: A CRITICAL ANALYSIS OF ELIE WIESEL’S NIGHT Metin, Irmak
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.v13i1.11445

Abstract

World War II profoundly influenced English literature, particularly through the emergence of Holocaust narratives that document trauma, survival, and moral ambiguity. Elie Wiesel’s Night is one of the most significant literary testimonies of the Holocaust, offering a firsthand account of the atrocities experienced in Nazi concentration camps. This study critically examines Night in the broader context of postwar literature, exploring its contributions to trauma representation, memory transmission, and ethical dilemmas. Through a meta-synthetic analysis of scholarly works, this research addresses three key questions: (1) How does Night contribute to the understanding of trauma and memory in postwar literature? (2) What are the key literary and ethical elements in Night that differentiate it from other Holocaust narratives? and (3) How has the reception of Night evolved in educational and literary discourse over time? Findings reveal that Night employs fragmented narration, silence, and minimalist prose to convey the ineffability of trauma, reinforcing its literary and psychological impact. Additionally, the memoir’s rejection of sentimentalism and its portrayal of survival as morally ambiguous set it apart from other Holocaust accounts. Over time, Night has transitioned from relative obscurity to a foundational text in Holocaust education and global memory studies, shaping discussions on genocide prevention and ethical witnessing. This study underscores Night's enduring relevance in literature, history, and ethics, advocating for continued scholarly engagement with its themes in contemporary discourse on trauma and human rights.
THE ROLE OF MULTIMEDIA IN ENHANCING KNOWLEDGE REPRESENTATION AND LEARNING OUTCOMES IN TRANSLATION EDUCATION Pramawati, Anak Agung Istri Yudhi; Mantra, Ida Bagus Nyoman; Pramerta, I Gde Putu Agus
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.v13i1.11504

Abstract

The application of multimedia in translation education enhances learning and knowledge representation. In this research, the application of animated video, infographic, and gamified translation application is applied to enhance students' performance and engagement in translation study. Using qualitative ethnographic strategies, including classroom observation and interviews, the study explores how multimedia technologies support translation learning. Results show that animated videos successfully visualize complicated translation techniques, text analysis, and cultural adaptation so that abstract theories become more clear. Infographics offer step-by-step, systematically organized descriptions of translation processes for reinforcement of learners' understanding. Gamified programmed like Duolingo and FluentU encourage active translation practice on the part of learners, while motivating them with fun activities and games. While these benefits are present, the study quotes challenges such as cognitive overload and surface learning danger in the event multimedia tools are not accompanied by structured instruction. The results emphasize the need for a balanced pedagogical approach, combining multimedia with conventional text-based instruction and discussion-based methods to maximize engagement and critical thinking.This research contributes to the discussion of multimedia in translation education, highlighting its pedagogical potential and limitations. Subsequent studies should explore the long-term impact of multimedia on translation ability and its adaptability in different learning settings
CHALLENGES IN PUNCTUATION USAGE AMONG LIBYAN EFL SECONDARY STUDENTS Alruwani, Murad Mohammed; Senowarsito; Andris Susanto, Dias
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.v13i1.11649

Abstract

Abstract: This study investigates the challenges in punctuation usage among Libyan EFL secondary students, with the primary objective of identifying specific types and underlying causes of punctuation errors in their writing. A qualitative descriptive methodology was employed, involving a sample of 20 first-year secondary students at Zlitin Central School who participated in narrative writing tests. These tests were specifically designed to identify and categorize punctuation errors. Additionally, semi-structured interviews were conducted with four experienced English language teachers from the same school to gain deeper insights into instructional practices and their perceptions regarding students' punctuation difficulties. Data analysis included thematic analysis techniques, resulting in the identification of three main categories of punctuation errors: omission, misinformation, and addition. Among these categories, omission errors, particularly the omission of commas, were most prevalent, reflecting significant gaps in students' punctuation understanding and application. Interviews revealed critical contributing factors, including linguistic interference from the students' first language (Arabic), insufficient explicit instruction regarding punctuation rules, limited practical writing exercises, and a general lack of awareness of punctuation's role in effective written communication. This study highlights the necessity of targeted instructional strategies and curriculum improvements aimed at addressing these challenges. Recommendations include integrating explicit punctuation instruction into the Libyan EFL curriculum, employing error analysis techniques in classroom activities, and enhancing practical writing exercises and feedback mechanisms. By focusing on these pedagogical interventions, educators can significantly improve students' punctuation proficiency, thereby enhancing their overall writing skills and academic performance.
TRANSFORMATIVE TEACHERS AND DIFFERENTIATED ENGLISH INSTRUCTION: ENHANCING STUDENT MOTIVATION AND LEARNING OUTCOMES Fitriani, Yara; Sofendi; Vianty, Machdalena
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.10199

Abstract

Modern classrooms demand teaching approaches that address diverse learning needs. This study examines how transformative English teachers implement Differentiated Instruction (DI) to enhance student motivation and learning outcomes, combining adaptive pedagogy with equitable education practices. Using a qualitative case study design, the research focused on two experienced Indonesian English teachers trained in DI through the Guru Penggerak program. Semi-structured interviews explored their DI implementation strategies and impacts on learners. Results showed DI significantly boosts engagement when teachers tailor instruction to individual needs through flexible grouping, tiered assignments, and multimodal assessments. Students demonstrated greater motivation when expressing understanding through varied formats like videos, podcasts, or traditional essays. The approach also improved academic performance by aligning with different learning preferences and readiness levels. The study concludes DI creates inclusive classrooms that foster both academic growth and 21st-century skills when implemented effectively. Recommendations include investing in teacher training, providing DI resources, and incorporating flexible assessment policies. Future research should investigate DI's long-term effects across diverse educational contexts.
THE INFLUENCE OF PRAGMATICS FAILURE IN CROSS-CULTURAL COMMUNICATION ON UNDERGRADUATE EFL STUDENTS Ruswandi, Riki; Zahra, Anastacia Fauzia Fazriatu; Wafiroh, Giska Hibbatin
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.10440

Abstract

This study aims to analyze pragmatic failures in cross-cultural communication. In communication, language is used, language is the most effective instrument that humans have to convey thoughts, ideas, and emotions, or even develop language or cultural differences during conversations. Students majoring in English need to improve their pragmatic competence to communicate effectively with foreign speakers. However, in contrast to pragmatic competence, there is a possibility of misunderstandings involving the target language and the native language, the most common of which is the failure of pragmatics in cross-cultural communication. In this study, the method used is quantitative, using a survey design with descriptive analysis and distributing questionnaires to students at UIN Sunan Gunung Djati. The results found from this study are pragmatic failures in terms of cultural differences, negative language transfer, and also pragmatic competence. In addition, pragmatic failure has a significant impact on the effectiveness of intercultural communication in undergraduate EFL students.

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