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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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EXPLORING ENVIRONMENTAL SUSTAINABILITY IN TERI MEDAN PRODUCTION: AN ECOLINGUISTIC PERSPECTIVE ON TOURIST SOUVENIRS Puji Hariati; Purwarno Purwarno
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.v13i2.11836

Abstract

This study investigates the environmentally sustainable production methods of Teri Medan, a popular anchovy product from Medan, Indonesia, which has become an eco-conscious souvenir distributed through local markets and Micro, Small, and Medium Enterprises (UMKM). The research problem centers on how Teri Medan production integrates sustainable practices and how these are reflected in local cultural narratives. Using a descriptive qualitative approach, data were gathered through field observations, in-depth interviews, and document analysis. The study employs an ecolinguistic framework, which analyzes the language used to describe and communicate environmental values in the production process. Ecolinguistics, a discipline that examines the relationship between language and the environment, provides tools for identifying key cultural terms and narratives that convey sustainability practices. Findings reveal that Teri Medan production emphasizes sustainability across various stages, from selective fishing techniques, such as the use of gill nets that protect marine ecosystems, to eco-friendly methods in washing, boiling, sun-drying, sorting, and packaging. These practices not only minimize environmental impact but also enhance Teri Medan’s role as a cultural symbol of Medan’s commitment to environmental stewardship. The study highlights how promoting Teri Medan as a souvenir that embodies local traditions and sustainable values can contribute to the growth of sustainable tourism and serve as a model for eco-friendly souvenir production, aligning with global trends in responsible tourism.
KING'S THE STAND: DWELLING NECROPOLITICS IN PANDEMIC'S LEGACY Poetri, Maharanny; Salam, Aprinus
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.v13i2.11837

Abstract

This research examines Stephen King's The Stand through the lens of Achille Mbembe's necropolitics and the pandemic narrative approach, analyzing how the novel portrays a pandemic as a state of siege. The research reveals that the pandemic in The Stand serves not only as a source of fear and societal disruption, highlighting human mortality and the fragility of social structures, but also as a catalyst for necropolitical governance, where sovereignty operates through the control of life and death, utilizing fear to maintain dominance. Utilizing a qualitative methodology focused on character interactions, control mechanisms, and depictions of death, the research demonstrates how the post-pandemic landscape in the novel reflects a slow social and political death, alongside physical demise. Additionally, this work implicates King's negotiation of humanity as an aspiration for peace, effectively neutralizing the pervasive fear of necropolitical implementation during a pandemic, as perceived at the time of the novel's release.
BOOSTING STUDENTS' IDEAS THROUGH TEXT MODELLING: A CLASSROOM ACTION RESEARCH ON DISCUSSION WRITING Fajriah, Yustika Nur; Rachmani, Rafsya; Vinh, Hoang Thi Tuong
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.v13i2.11838

Abstract

This study explores the use of Modeling of the Text (MoT) within the Genre-Based Approach (GBA) to enhance students' ability to construct well-supported arguments in discussion texts. Despite the recognized potential of MoT as an explicit teaching method, it remains underexplored in academic research. This Classroom Action Research, conducted over two cycles, involved 39 students, with a focus on 6 participants from a senior high school in West Java, Indonesia. Data were collected through classroom observations and text analysis. Findings from Cycle 1 indicated that while students were familiar with the structural components of discussion texts, they struggled with developing arguments, integrating evidence, and formulating a clear stance. However, in Cycle 2, the introduction of Toulmin’s Argumentation Model, counter-argument practice, and explicit teaching led to significant improvements in their writing. These interventions helped students construct more coherent arguments, engage in critical reasoning, and incorporate supporting evidence more effectively. Based on these results, the study advocates for teaching approaches that go beyond structural awareness to include targeted instruction on argumentation strategies, stance formulation, and the integration of research and digital literacy skills. Additionally, it suggests adopting differentiated instruction to address diverse student needs. The study concludes by recommending further research to examine the long-term effects of these instructional strategies on students’ writing proficiency.
USING TASK-BASED LEARNING TO TEACH ARGUMENTATIVE WRITING AND FOSTER CRITICAL THINKING IN HIGHER EDUCATION Pohan, Erwin; Emilia, Emi; Lestari Damayanti, Ika
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.v13i2.11839

Abstract

This paper explores the theoretical foundations of task-based learning (TBL) and its effectiveness in enhancing argumentative writing and critical thinking skills among university students. TBL emphasizes engaging learners through meaningful tasks that mirror real-life communication, fostering linguistic competence and critical thinking—essential skills for constructing coherent and persuasive arguments. The study addresses key concepts in argumentation, such as claims, evidence, and reasoning, and underscores their significance in developing well-supported, logical arguments. Furthermore, it focuses on the exploration of (1) definition and core principles of task-based learning and its application in writing, (2) benefits of task-based learning for language and writing skills development, (3) the role of critical thinking in argumentative writing, (4) key concepts in argumentation (claims, evidence, reasoning), (5) explanation of clarity, precision, relevance, and logic (as standards of thought) in the context of argumentative writing, and (6) the relationship between critical thinking and standards of thought. This integrated framework highlights the interconnections between TBL, critical thinking, and argumentative writing and provides actionable insights for English lecturers on implementing TBL strategies in their curricula to better support students’ academic development.
PRAGMATIC POWER OR PERIL? INDONESIAN STUDENTS RESPOND TO CHATGPT'S LINGUISTIC SUBTLETIES IN ARGUMENTATIVE WRITING Nurjamin, Lucky; Maulana, Risal; Nurjamin, Asep; Subki, Ahmad; Damayanti, Hemalia
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.v13i2.11840

Abstract

This study investigates Indonesian university students' responses to the pragmatic meaning conveyed by ChatGPT in the context of argumentative writing. Employing a qualitative approach, the research explores students' perceptions of the ease of understanding and utilizing the pragmatic cues embedded in AI-generated text, their attitudes toward using the tool, and their behavioral intention for continued use. Findings reveal that while students appreciate ChatGPT's usefulness and ease of use for generating argumentative content, their engagement with its pragmatic meaning is more nuanced. Students often modify AI-generated language to align with their own writing styles and perceived academic appropriateness, indicating a level of critical awareness. A writer's stance and attitude towards the argument are often conveyed through pragmatic choices. Students' modifications could reflect an effort to inject their own voice and perspective, which might be absent or inadequately represented in the AI-generated text.
DEVELOPING E-LAS FOLKLORE: ENHANCING READING LITERACY THROUGH ‘RATU AGUNG’ TO SUPPORT STUDENTS READING LITERACY SKILLS Alwi, Zahra; Aulia Oktarina, Detia; Putri, Eka; Ilma Indra Putri, Ratu; Zulkardi
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.v13i2.11841

Abstract

This research aims to develop web-based student activity sheets (e-LAS) designed to enhance literacy skills by adapting the Ratu Agung folklor into short stories. The development process employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Data were collected through interview, observation, and evaluation stages, and analyzed using both qualitative and quantitative approaches. The study involved 10th-grade students at Athalla Putra Health Vocation School in Palembang. The expert evaluation of final e-LAS product yielded scores of 79,54 (good) for content relevance, 92,50 (very good) for presentation, and 91,66 (very good) for language, with an overall average of 87,90. Initial trials revealed that students were unfamiliar with analyzing and extracting information for complete text. Nonetheless, 84,61% of students achived the set learning objectives, indicating a high level of product effectiveness. These results suggest that the developed e-LAS can serve as a valuable aternative instruction tool to support literacy development and foster students’ creativity through culturally rooted literary expressions.
IMPLEMENTING MULTIMODAL PEDAGOGY FLIPPED CLASSROOM (MPFC) TO PROMOTE EFL STUDENTS’ SPEAKING ABILITY AND THEIR AUTONOMY Faridah, Didih; Ratnawati; Thoyyibah, Luthfiyatun; Nurani, Desi; Pebriani Permana, Sherly; Yohana, Adila
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.v13i2.11842

Abstract

Multimodal Pedagogy Flipped Classrooms (MPFC) are well regarded for professional, pedagogical, and practical contributions to classroom practices in global context. Yet, Indonesian education setting has not provided significant attention, and the implementation of MPFC should be cultivated further for its benefit in language learning. Therefore, the present study investigates the impact of the MPFC to promote students' performance of speaking skill, measure the relationship of speaking ability and their level of autonomy, and exploring students' perception of MPFC implementation. The study conducted a mixed method which involved sixty students learning English as a foreign language from a private university in Indonesia and 6 selected students for interviews data collection. The quantitative research mediated MPFC for experimental class and product-based approach for control class while the qualitative research design using classroom observation and semi-structured interviews. The obtained data were analyzed using independent t-test and ANOVA for quantitative purpose, and thematic analysis to interview. The results show a profound difference in students' speaking from the pretest (M=77.00 SD=4.85) to the post-test (M=80.90 SD=3.12). Moreover, the relationship between their speaking skill and autonomy reveal betterment after MPFC implementation (t-value 0.003). Students perceive positively toward this pedagogical intervention including their experience, challenges, and their strategy to cope with challenges found. The implications and recommendations of the study are also discussed.
INTEGRATING DIGITAL COMPETENCE IN ADULT EFL LEARNERS: STRATEGIES FOR EFFECTIVE TECHNOLOGY USE Imaniah, Ikhfi; Zakky, Akhmad; Yuliana, Deni
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.v13i2.11843

Abstract

The integration of digital literacy into language learning has been widely explored, yet studies focusing on adult English as a Foreign Language (EFL) learners’ digital competence in academic settings remain limited. Previous research has highlighted general digital literacy frameworks (Reddy et al., 2023; Fadilah, 2023), teacher digital competence gaps (Giannikas et al., 2022), and the positive correlation between digital literacy and language proficiency (Wahyuddin et al., 2024). However, these studies have not specifically examined how adult EFL learners navigate digital literacy challenges, particularly in critical evaluation of online resources and cybersecurity awareness. This study aims to assess the digital competence of adult EFL learners, focusing on five key dimensions: general digital competence, technology integration in language learning, digital literacy and skills, digital communication and collaboration, and online safety. Using a structured questionnaire administered to 56 university students, the findings indicate that while students demonstrate strong proficiency in basic digital tasks and language learning applications (71% overall digital competence score), they struggle with critically evaluating online resources and cybersecurity practices. These results emphasize the need for structured pedagogical strategies, including targeted digital literacy training and collaborative learning environments, to enhance EFL learners’ technological integration skills. This study contributes to the effective implementation of digital literacy in EFL education by addressing the specific challenges faced by adult learners, ultimately fostering their linguistic and digital proficiency in academic and professional contexts. The findings imply that EFL programs should include targeted digital literacy education that tackles critical thinking and online safety. Strengthening these areas will enable adult learners to effectively navigate digital settings, promoting academic achievement as well as lifetime digital involvement.
EVALUATING GENRE-BASED APPROACH ON SPEAKING PERFORMANCE ACROSS DIFFERENT ANXIETY LEVELS AMONG INDONESIAN EFL STUDENTS Putra, Hendra; Hartono, Rudi; Mujianto, Januarius; Yulianti
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.v13i2.11844

Abstract

One of speaking performance is presentation the topic material. In presentation the topic material nursing students implement the genre-based approach. This study examines the effectiveness of genre-based approach to enhance speaking performance. This study employed One-Group Pretest-Post-test Design. To collect the data used questionnaire and pre-test and post- speaking test. In analyzing the data of questionaire used Horwitz et.al and grouped them into three level anxety. The result found that the effectiveness of genre-based approach to enhance speaking performance on EFL students for high level anxiety is significant. It can be seen from the p-value = 0.022 is smaller than α = 0.05. If the p-value < α, then the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted.The effectiveness of genre-based approach to enhance speaking performance on EFL students for moderate level anxiety is not signficant because the p-value = 0.165 is greater than α = 0.05. If the p-value > α, then the null hypothesis (H0) is not rejected, and the alternative hypothesis (H1) is not accepted. The effectiveness of genre-based approach to enhance speaking performance on EFL students for low level anxiety is significant because the p-value = 0.001 is smaller than α = 0.05. If the p-value is very small like this, then the null hypothesis (H0) is rejected very strongly, and the alternative hypothesis (H1) is accepted very strongly. It can be concluded that the genre-based approach was found to significantly improve speaking performance in students with high and low anxiety, but not moderate anxiety.
EXPLORING MULTIMODAL APPROACHES IN STORYTELLING FOR LITERACY DEVELOPMENT: A SYSTEMATIC LITERATURE REVIEW Sirait, Asnita; Gunawan, Wawan; Radesman Lingga, Thomson; Siswantara, Yusuf; Lisdawati, Ida
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.v13i2.11845

Abstract

Improving students’ literacy has drawn various scholars’ attention as technology advances. This systematic literature review aims at investigating and synthesizing how multimodal approach is applied in the teaching of storytelling to improving students’ literacy. This study focuses on several aspects of multimodal applied in storytelling, such as components, media, objectives, skills improved, linguistic theories, and the complexity of the applied approach across different level of education. There are 71 articles collected to make a synthesis of storytelling which are published in range of 2017 to 2023. The selected articles are then compressed to 33 for articles based on the criteria of inclusion and exclusion. The study finds that the use of multimodal literacies in different level of study vary in the modes and media. In early educations, multimodal storytelling approach uses simpler components like audio and visual components but less digital tools. In the primary to secondary education, the combination of audio, visual and digital tool is balanced, while in higher to university education, multimodal approach is more complex with the combination of digital storytelling with linguistic theories such as MDA, social semiotics, and structural semiotics. This study is expected to provide other researchers or teachers a guideline of designing multimodal approach in storytelling classroom more deeply. By categorizing multimodal storytelling practices across educational level, this study offers practical guidance for educators to tailor their approaches to students’ developmental needs in literacy skills through storytelling and the selection of appropriate tools and techniques for diverse educational needs.

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