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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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DEVELOPING EFFECTIVE ESP LEARNING MATERIALS USING A LEARNING MANAGEMENT SYSTEM IN TERTIARY EDUCATION Manan, Nanan Abdul; Badroeni, Badroeni
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.v13i2.11818

Abstract

This study aimed to conduct a needs analysis for developing an English for Specific Purposes (ESP) teaching model at Muhammadiyah Kuningan College of Teacher Training and Education in West Java, Indonesia. The research involved 104 students enrolled in the Information and Communication Technology Education program, aged between 19 and 21 years. Additionally, six lecturers, holding master’s degrees in Information Technology and possessing teaching experience ranging from three to ten years, participated in the study. Data from students were gathered through a multiple-choice questionnaire administered via the Ruangmu Learning Management System (LMS), focusing on three key areas: prerequisites, challenges, and educational aspirations. The feasibility of the LMS-based ESP model was also assessed using a validated instrument endorsed by experts. Results highlighted the importance of a detailed needs analysis in identifying knowledge gaps, forming the basis for developing an effective teaching model. A gap analysis helped bridge the disparity between current and required competencies. Pre-test scores revealed averages of 59.32, with the median, lowest, and highest scores being 60, 30, and 80, respectively. A clear improvement was observed in post-test results, indicating that the Ruangmu LMS had a positive impact on students' learning outcomes. The paired sample test further validated this enhancement, showing a statistically significant improvement with a two-tailed significance value of 0.00. In conclusion, the findings suggest that the Ruangmu LMS plays a critical role in improving student outcomes in English for Specific Purposes (ESP).
AN ANALYSIS OF STUDENTS' READING STRATEGIES BASED ON GENDER AT SMAN 3 BATUSANGKAR Yendoris, Febri; Ardhi, Havid
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.v13i2.11820

Abstract

The ability to read well is very important for students to understand and process information effectively, especially in the context of learning. Reading ability is closely related to the strategies used by students, where the better the strategy used, the better the information obtained. This study aims to analyze the differences in reading strategies based on gender in class XI students at SMAN 3 Batusangkar. Using a comparative descriptive research design, three reading strategy variables Global (GLOB), Support (SUP), and Problem Solving (PROB) were analyzed. The results showed that male and female students used similar reading strategies, with average scores ranging from 54.0 to 63.5. Male students tended to excel more in the SUP and GLOB strategies, while female students excelled more in the PROB strategy, although the difference was relatively small. The study concluded that although there were differences in strategy use based on gender, the differences were not statistically significant. This finding indicates that gender is not the main determining factor in students' choice of reading strategies.
AN ANALYSIS OF TYPES OF DEIXIS IN THE SONG LYRICS OF 'GIVE ME YOUR FOREVER' BY ZACK TABUDLO Mustafidah, Any Dinda Zahrotul; Putri, Aprilia Riyana
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.v13i2.11825

Abstract

This study aims to analyze the deixis used in the lyrics of the song "Give Me Your Forever" by Zack Tabudlo and examine its functions within the context of the song. Adopting a qualitative analysis approach, the research identifies various forms of deixis, including person, temporal, and spatial deixis. The analysis reveals that person deixis, through pronouns such as "I" and "you," plays a significant role in establishing relationships and emotional connections between the singer and the listener. Temporal deixis is explored through expressions referring to specific time frames, which anchor emotions and experiences within a particular context, enhancing the emotional depth of the song. Additionally, spatial deixis is examined through terms indicating location, which serve to enrich the meaning of the interactions depicted in the lyrics. The findings highlight how the use of deixis not only enhances the lyrical content but also creates emotional resonance for the listeners, demonstrating the complexity of communication in music through the interplay of language, time, space, and emotion.
CHATGPT FOR DEVELOPING CRITICAL THINKING IN WRITING: PERSPECTIVES OF SENIOR HIGH SCHOOL ENGLISH TEACHERS IN INDONESIA Anam, Khoirul; Rowiyah, Siti; Hendro Wicaksono, Bayu; Wahyu Setyaningrum, Rina; Lestiono, Riski
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.v13i2.11828

Abstract

The use of ChatGPT as a generative artificial intelligence (AI) has been increasingly integrated into daily communication as a complimentary chatbot that assists individuals in resolving inquiries. ChatGPT's ease is also being discussed in the educational context, including in language teaching. Although previous studies have examined the use of artificial intelligence in English language teaching, limited studies investigate the possibilities and constraints of ChatGPT in enhancing students' critical thinking abilities in writing from the educators' viewpoint, especially senior high school level educators. Therefore, this study examines English teachers' perspectives on utilizing ChatGPT to improve students' critical thinking skills in English writing sessions. Employing a mixed-method design, insights were obtained from qualitative data of interviews with six teachers and triangulated with quantitative survey responses from 20 teachers. Findings reveal the teachers' recognition of ChatGPT's ability to facilitate individualized learning and improve instructional effectiveness. However, there are remaining concerns that educators are apprehensive about, particularly regarding the students' overdependence on AI, which may hinder the advancement of critical thinking abilities. This study offers a framework for the efficient use of AI tools in L2 instruction to enhance students' critical thinking skills, providing valuable recommendations for instructors aiming to align technological improvements with pedagogical principles. Further research utilizing larger sample sizes in an experimental context should be conducted to yield more robust conclusions.
EFL STUDENTS’ READING HABIT THROUGH EXTENSIVE READING IN HIGHER EDUCATION Anisa Rahma, Endah; Elvia Jakfar, Ana; Rahmatillah, Refanja; Irna Liyana, Cut; Hasni, Jusnaini
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.v13i2.11830

Abstract

This study aims to investigate Indonesian college students’ reading habits. 60 non-English major students who took Extensive Reading course involved in this study in the sixth semester. Previous research has discussed related to English major students’ reading habit, however this study focuses on non-English major students’ reading habit. Descriptive quantitative research was used to reveal the students’ reading habit in English. Data were collected from questionnaire about reading habit activity adapted from Mikulecky and Jeffries (1996). The results indicated that all of students agreed that reading aloud helps them to improve their reading (95%). 96% of them also agree that reading English slowly makes more understand. Besides, most of them (95%) agreed that learning grammar help them to understand more in reading English and 98% of them also agreed that learning vocabulary supported them to understand more English. Majority of them (95%) need to know every word in order to understand English material. 95% of them also agreed that pronouncing every word helps them to read well in English. It can be concluded that Reading slowly and learning vocabulary support them to understand more in reading. This finding confirms that the language teachers or lecturers should be able to help their students cope with foreign language reading anxiety by creating a learning environment which is less stressful. This study provides pedagogical implication that provides significant pedagogical implication for language practitioners and students in creating enjoyable atmosphere in reading class and provide the reading material based on students need.
TEACHING PRESENCE AND ITS IMPACT ON STUDENT ENGAGEMENT AND SENSE OF COMMUNITY IN BLENDED BUSINESS ENGLISH Suharno, Suharno; Musthafa, Bachrudin; Purnawarman, Pupung
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.v13i2.11831

Abstract

This study emphasized the critical role of teaching presence in enhancing student engagement and fostering a sense of community in blended business English learning environments. As blended learning becomes increasingly popular, understanding how instructors' active participation, feedback, and facilitation impact student outcomes is essential. The research utilized a mixed-method approach, combining quantitative surveys with qualitative interviews among university-level business English students and their instructors. Key findings revealed that a strong teaching presence boosted student participation, while constructive feedback motivated improved performance. Additionally, effective facilitation by instructors helped create supportive communities, encouraging collaboration and teamwork among students. These insights underscore the importance of active instructor involvement in blended learning to maximize educational outcomes. Educators are advised to maintain high levels of teaching presence and leverage feedback to stimulate dynamic student interactions, thereby fostering an engaging and cohesive learning environment. This study contributes practical recommendations for optimizing business English instruction in mixed-mode settings. The sample size was the obvious limitation to address to yield a more reliable study result.
NAVIGATING OBSTACLES IN WRITING SCHOLARLY ARTICLES FOR REPUTABLE INTERNATIONAL JOURNAL PUBLICATION Lafu Salu, Martinus; Emilia, Emi; Gin Gustine, Gin
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.v13i2.11832

Abstract

The following are the issues raised by this study: 1) What are the challenges that English lecturers face when writing research articles for scholarly publication in a reputable international journal? 2) What are the most significant impediments that English lecturers face when writing research articles for scholarly publication in a reputable international journal. The dominance of English in global studies has recently become an issue of debate in the publishing sector. Writing academic papers in English has grown more significant. However, faculty members and postgraduate students face writing barriers in a number of areas, including knowledge claim, textual organization, interference from diverse cultural perspectives, linking the text to the audience, argument structure, grammatical rules, and so on. According to the findings of this study, one of the most common difficulties that researchers encounter while writing is selecting how to claim expertise. Furthermore, they emphasize the importance of writing and publishing in a well-known international indexed journal for the benefit of themselves, their university, and their country. They argue that the university should offer them a course, training, or workshop.
THE  PREDOMINANT EDUCATIONAL PHILOSOPHIES AMONG PRE-SERVICE ENGLISH TEACHERS Indaswari, Ragilia; Ena, Ouda Teda
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.v13i2.11833

Abstract

Theory and philosophy are inseparably linked. Theory shapes how people purposefully engage with the world, whereas philosophy shapes how people perceive the world. The idea behind this study is that pre-service English teachers follow certain beliefs to improve their pedagogical abilities prior to the implementation. This study investigated the predominant educational philosophies among pre-service English teachers enrolled in an English Education program at a University in Solo. The respondents of the study were 38 pre-service English teachers at a University in Solo, Central Java who were chosen through simple random sampling. Data were collected using a survey adapted from the self-assessment educational philosophies scoring guide. It utilized a quantitative survey research that involves gathering data through questionnaires. The analysis revealed that Behaviorism emerged as the most commonly endorsed philosophy, followed by Perennialism and Progressivism. These findings suggest that pre-service English teachers tend to adopt teacher-centered approaches that emphasize structure, repetition and reinforcement. The study suggests that Indonesian pre-service English teachers believe effective teaching involves a combination of student-centered and teacher-centered approaches, urging for curriculum support.
EXPLORING GLOBAL ENGLISHES IN INDONESIAN EFL CLASSROOMS: A CASE STUDY OF EXTENSIVE LISTENING Maharani, Nabilla; Siti Rodliyah, Rojab; Handi Gunawan, Muhammad
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.v13i2.11834

Abstract

This study explores how Global Englishes (GE)-informed materials can be used for teaching extensive listening, focusing on students’ perceptions before and after learning the concept, as well as the benefits and challenges they experienced. The study was conducted with 24 third-year university students in Bandung, Indonesia. In this study, data were collected through course reflective journals, semi-structured interviews, and classroom observations and were thematically analysed. The findings revealed that most students were initially not familiar with Global Englishes. However, after learning the concept, they gained a better understanding and awareness of the diversity of English. They also became more confident speaking English with their own accents. A significant challenge, however, was understanding accents they had not been exposed to before. In essence, the findings may elucidate how GE-informed materials can boost students’ confidence and expand their understanding of effective communication in English, as well as provide suggestions for incorporating GELT into classrooms.
ICT BARRIERS IN EFL REMOTE EDUCATION: COMPARATIVE EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS ACROSS SCHOOL TYPES IN WEST JAVA, INDONESIA Eddraoui, Bouchra; Sukyadi, Didi; Bukhori Muslim, Ahmad; Musthafa, Bachrudin
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.v13i2.11835

Abstract

The COVID-19 pandemic has disrupted education globally. In response, the Indonesian government mandated an immediate transition to virtual teaching. However, the rapid transformation was associated with unprecedented challenges and complications. This qualitative study investigates the experiences of 24 EFL senior high school teachers in West Java, Indonesia, representing diverse school backgrounds. The study illustrated that the teachers faced various challenges categorised into three significant aspects: 1-Technological/Technical (equity and accessibility, bandwidth, technological support), 2- Students (lack of motivation, time management, changed behaviour), and 3-Facilitator's abilities (limited ICT abilities, burnout, workload). Specifically, urban public high school teachers failed to keep students engaged and motivated in online classrooms. In contrast, rural public senior high school instructors encountered severe technical hurdles, such as inadequate internet access and limited digital equipment, making it challenging to prepare interactive classes. Furthermore, private senior high school instructors were unprepared for online education and battled to keep their pupils engaged and motivated. Furthermore, private Islamic school teachers had a particular issue connecting their teaching techniques with Islamic beliefs, which complicated digital tools and platforms. The study suggests that EFL teachers require extensive support networks, focused interventions, and specialised training to address these issues.

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