cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fahrus Zaman Fadhly
Contact Email
fahruszf@gmail.com
Phone
-
Journal Mail Official
englishreviewjournal@gmail.com
Editorial Address
-
Location
Kab. kuningan,
Jawa barat
INDONESIA
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
 66   67   68   69   70 
SUPPORT SYSTEMS AND LEARNER RESILIENCE IN DISTANCE ENGLISH HIGHER EDUCATION Sri Ardiasih, Lidwina; Juhana; Syafri, Frimadhona; Rahmiaty; Meylina; Sik Chung, Kwang
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.v13i2.11846

Abstract

This study examined distance learner resilience in overcoming academic burnout during their research in the English department. The descriptive qualitative and quantitative approaches were used to evaluate the experiences and perspectives of 144 distance learners on their self-directed learning activities from the Undergraduate and Graduate English Education Study Programs at Universitas Terbuka (UT). The findings revealed that a strong support system is important in enhancing learners' resilience in distance higher education. Support from family and institutions contributes to their emotional and academic stability, while community engagement and access to digital resources expand learning opportunities and overcome barriers. In addition, the balance between online learning and personal life is key to preventing academic burnout and maintaining learning motivation. Therefore, educational institutions need to develop holistic support strategies, covering emotional, social, and managerial aspects for distance learners.
DISTANCE LEARNING IN DEVELOPING INDONESIAN MIGRANT WORKERS’ ENGLISH-SPEAKING SKILLS OF PKBM PPI TAIWAN Heryono, Heri; Supri, Ida Zuraida; Astarina, Atri Nadia; Hendar, Hendar; Sujatna, Meita Lukitawati
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.v13i2.11847

Abstract

This research explores the practices of distance learning in enhancing English speaking skills among migrant workers at the Community Learning Center (PKBM-PPI) in Taiwan. The research purpose is to understand how remote educational strategies are tailored to meet the unique needs of migrant workers, who often face challenges such as irregular work schedules and limited access to educational resources. Using a mixed-methods approach, the study combines quantitative data from pre- and post-course assessments with qualitative insights from participant interviews and instructor feedback. Key findings indicate that the integration of technology, such as mobile learning applications and online discussion forums, significantly improves learners' engagement and speaking proficiency. Additionally, the flexibility of distance learning programs allows workers to balance their educational pursuits with occupational demands. The study concludes that well-structured distance learning initiatives, supported by interactive and accessible content, can effectively develop English speaking skills among migrant workers, contributing to their personal and professional growth. The findings provide valuable insights for educators and policymakers aiming to implement effective language learning programs in similar contexts.
MAPPING PHONOLOGICAL CHANGE: A GEOLINGUISTIC STUDY OF /W/ AND /B/ VARIATION IN BAHASA JAWA CIREBON Juwintan; Eri Kurniawan; R. Dian Dia-an Muniroh
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.v13i2.11849

Abstract

Phonological difference between geographical areas is a primary topic for dialectology and sociolinguistics, especially in multilingual settings like Indonesia. Previous studies of Cirebon Javanese have been mostly concerned with lexical matters and general dialect groupings, whereas the more detailed phonemic differences and their geographical dynamics are understudied. Previous studies of Cirebon Javanese have been mostly concerned with lexical matters and general dialect groupings, whereas the more detailed phonemic differences and their geographical dynamics are understudied. This research is intended to describe the spatial distribution of consonantal phonemes /w/ and /b/ in Cirebon Javanese and identify points of conservatism and innovation. This research applied a descriptive qualitative research design, with data obtained from 534 respondents from 267 villages in four distinct areas (North, East, Central, and Northwest Cirebon). The five key lexical items that showed variation between /w/ and /b/ were examined through structured interviews, phonological coding, and geospatial analysis with the help of QGIS. The /w/ phoneme was predominantly present in the Northern and Eastern regions, with archaic linguistic features. The /b/ phoneme was discovered to be more prevalent in Central Cirebon, with phonological innovation as a result of urbanization and contact with Standard Indonesian. Also, transitional zones with merged forms were discovered in Northwest Cirebon. The geographical, social, and contact factors influence the phonological variation of Cirebon Javanese. This research underscores the need to incorporate spatial technologies into sociophonological investigation and informs a more nuanced understanding of dialect change in multilingual settings. Theoretically, it advances micro-level geolinguistic analysis; practically, it aids dialect documentation and preservation.
READING QUESTION CONSTRUCTION BY ENGLISH TEACHERS: IMPLEMENTING BLOOM’S TAXONOMY IN PADANG SCHOOLS Meiliza Delviyanti; Sitti Fatimah
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.v13i2.11857

Abstract

This study explores the development of written reading comprehension questions by English teachers in junior high schools in Padang, focusing on the use of Bloom's Taxonomy to support higher-order thinking skills (HOTS). Given the importance of English as a foreign and international language, reading comprehension is crucial for students, not only for information retention but also for critical thinking. Using Bloom's cognitive taxonomy as a framework, this study assesses teachers' abilities to formulate questions across three HOTS levels: analysis, evaluation, and creation. Data were collected from four English teachers across three schools, employing qualitative methods, including interviews and test assessments. Results show that while teachers predominantly formulated questions at the analysis level (76%), questions requiring evaluation and creation—skills essential to fostering critical and creative thinking—were significantly lower, at only 15% and 8%, respectively. These findings reveal that although teachers demonstrate some capacity for incorporating analytical questions, there is a need for improvement in crafting questions that challenge students to evaluate and create, aligning with HOTS objectives. Teachers cited challenges such as limited student vocabulary, time constraints, and a lack of in-depth training on Bloom’s taxonomy. This study underscores the importance of targeted professional development to enhance teachers' competence in developing HOTS-oriented questions, thereby fostering students' critical thinking and problem-solving skills.
LINGUISTIC, STRUCTURAL, AND COGNITIVE CHALLENGES IN INDONESIAN EFL STUDENTS' ARGUMENTATIVE WRITING Jaya, Sinarman
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.v13i2.11876

Abstract

Argumentative writing remains challenging for EFL learners due to its demands for accurate language, logical organization, and critical thinking. Although previous studies have addressed these aspects individually, limited research has examined how linguistic, structural, and cognitive difficulties interact in students’ writing. This mixed-methods study investigated these interrelated challenges among 40 undergraduate students enrolled in an Essay Writing course at Universitas Muhammadiyah Bengkulu, Indonesia. Data were collected through essay analysis, student questionnaires, and semi-structured interviews. Quantitative analysis showed that 75% of students had difficulty with sentence complexity, 67% misused cohesive devices, and 82% lacked clear thesis statements. Structurally, 69% omitted counterarguments and exhibited weak coherence. Cognitively, 58% reported anxiety and low confidence, which negatively influenced their writing quality. A strong positive correlation (r = 0.72, p < 0.01) was found between language proficiency and essay organization. Following instructor feedback and guided instruction, 72% of students showed measurable improvement in their writing. Interview findings emphasized the perceived benefits of model texts, explicit feedback, and opportunities for revision in overcoming cognitive and structural barriers. This study contributes to the limited literature on the interplay of multiple constraints in EFL writing by offering an integrated view of the obstacles that students face. The findings suggest the need for a comprehensive instructional approach that simultaneously addresses linguistic accuracy, rhetorical structure, and cognitive support to enhance students’ argumentative writing competence in EFL classrooms.

Page 70 of 70 | Total Record : 695

 66   67   68   69   70 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2025) Vol. 13 No. 1 (2025) Vol. 12 No. 3 (2024) Vol. 12 No. 2 (2024) Vol. 12 No. 1 (2024) Vol. 11 No. 3 (2023) Vol 11 No 2 (2023) Vol. 11 No. 2 (2023) Vol. 11 No. 1 (2023) Vol 11 No 1 (2023) Vol. 10 No. 3 (2022) Vol 10, No 3 (2022) Vol 10 No 2 (2022) Vol 10 No 1 (2021) Vol 9 No 2 (2021) Vol. 9 No. 1 (2020) Vol 9 No 1 (2020) Vol 8 No 2 (2020) Vol 8, No 2 (2020) Vol 8, No 1 (2019) Vol 8 No 1 (2019) Vol 7 No 2 (2019) Vol 7, No 1 (2018) Vol 7, No 1 (2018) Vol 7 No 1 (2018) Vol 6, No 2 (2018) Vol 6, No 2 (2018) Vol 6, No 1 (2017) Vol 6, No 1 (2017) Vol 5, No 2 (2017) Vol 5, No 2 (2017) Vol 5, No 1 (2016) Vol 4, No 2 (2016) Vol 4, No 1 (2015) Vol 3, No 2 (2015) Vol 3, No 1 (2014) Vol 2, No 2 (2014) Vol 2, No 1 (2013) Vol 1, No 2 (2013) Vol 1, No 1 (2012) More Issue