English Review: Journal of English Education
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MULTIMODALITY IN EXTENSIVE LISTENING: A CASE STUDY OF INDONESIAN EFL STUDENTS
No full textListening comprehension is a crucial component of language learning, with extensive listening (EL) recognized as an effective strategy for language learners. However, the majority of listening resources in classrooms are often limited to audio-only formats, presenting challenges for students. This study explores the potential of multimodality, defined as the combined utilization of various communication modalities, in enhancing the EL experience. Despite the increasing research on multimodality in language education, a notable gap exists in understanding how students perceive the combined use of multiple modes, especially in EL classes. This research employed a case study design involving EFL students in a public university in Indonesia. The study utilized course reflections which served as open-ended questionnaires, and semi-structured interviews to gather insights into students’ perceptions and challenges related to multimodal materials in EL instruction. The findings reveal that students generally find multimodality beneficial in understanding the context of EL materials. However, challenges arise when there are too many modes, leading to distractions and reduced effectiveness. This research contributes to addressing the research gap and emphasizes the importance of examining students’ perceptions and challenges in the context of EL classrooms employing multimodality
THE INFLUENCE OF PRAGMATICS FAILURE IN CROSS-CULTURAL COMMUNICATION ON UNDERGRADUATE EFL STUDENTS
Full text linkThis 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
SOCIOSEMIOTIC INTERPRETATION OF POLITICAL JARGON USED BY LEGISLATIVE CANDIDATE IN 2024 GENERAL ELECTION
Full text linkThe phenomena of language have become a sociosemiotic issue. Many parties were joining the election. To win the election, they used attributes as a tool to campaign, such as posters, ballyhoos, and banners that hung on the side of the roads. The content of the posters included the identity and picture of the legislative candidate and the party's name, and they used political jargon. To express their identity or goal of the party, to find out the meaning of political jargon, and to understand its sociosemiotic interpretation. By using the descriptive qualitative method. Using Halliday's and Pterce’s theories, the result is that political jargon has a deep meaning and sociosemiotic interpretation. The heuristic function is not found in the function of language analysis in political jargon. Still, it was found that the interactional and personal functions are dominantly used in political jargon. Semiotic meaning found in political jargon that expresses the meaning of color, dress cr logo used in political jargon Sociosemiotic interpretation used in political jargon, that comes from sociolinguistics analysis, and Semiotic analysis
Keywords: Sociosemiotic Interpretation, Political Jargo
THE IMPACT OF HOME LITERACY ENVIRONMENT ON THE THEME PREFERENCES IN THE NOVELS BY CHILD AUTHORS
Full text linkChildren are naturally fond of stories that integrate meaning and humor yet engagingly deliver life principles and concepts. Stories provide not only entertainment but also a means of learning about various habits, cultures, and arrays of human experiences. In recent years, a remarkable shift has occurred in which children, previously passive consumers of stories, have become active contributors as child authors. In Bandung, the capital city of West Java capital city, a national publisher has emerged as a facilitator for child authors, allowing them to publish their creative works. This platform has published 536 novels written by young minds over the last two decades under the brand Kecil-Kecil Punya Karya (KKPK). This paper investigates the theme and genre preferred by child authors for their novels and to what extent immediate social factors influence their writing and topic preferences. This research may contribute valuable insights into the intersection of sociolinguistics, education, and societal influence by understanding the dynamics of child authorship. The results show that the themes preferred by the child authors are adventure and exploration, family and affection, friendship and mystery, and problem-solving. Immediate environment; family and school play a tremendous role in introducing, nurturing, and developing early literacy routines for child authors that lead to a positive productive literacy culture
EXPLORING MULTIMODAL APPROACHES IN STORYTELLING FOR LITERACY DEVELOPMENT: A SYSTEMATIC LITERATURE REVIEW
Full text linkImproving 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.
 
PSYCHOMETRIC PROPERTIES OF SELF-EFFICACY SCALE FOR ENGLISH LANGUAGE LEARNERS IN INDONESIA
Full text linkThis study explores the psychometric properties of the Indonesian version of the Self-Efficacy Scale for English Language Learners (SES-ELL). With the growing importance of English proficiency in Indonesia, understanding learners’ self-efficacy beliefs—defined as confidence in their ability to perform language tasks—is crucial. The study examines the validity and reliability of the SES-ELL, utilizing a cross-sectional, quantitative approach with a sample of 165 undergraduate English language students from public and private universities. Data were collected via the adapted 32-item Questionnaire of English Self-Efficacy (QESE), measured on a 7-point scale. Results showed that the SES-ELL meets unidimensionality requirements, with Principal Component Analysis of Residuals explaining 68.6% of the variance. Reliability indicators were robust, with an Item Separation Reliability (ISR) of 0.96 and a Person Separation Reliability (PSR) of 0.97, suggesting strong differentiation among learners' self-efficacy levels. Item analysis identified four items needing revision due to fit inconsistencies. The study confirms SES-ELL as a reliable tool for measuring self-efficacy among Indonesian English learners, offering insights into their confidence across language skills. Future research should refine the scale further to ensure optimal measurement accuracy and support targeted interventions to improve learners' self-efficacy and performance in Englis
AN ANALYSIS OF TYPES OF DEIXIS IN THE SONG LYRICS OF 'GIVE ME YOUR FOREVER' BY ZACK TABUDLO
Full text linkThis 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. 
MAPPING PHONOLOGICAL CHANGE: A GEOLINGUISTIC STUDY OF /W/ AND /B/ VARIATION IN BAHASA JAWA CIREBON
Full text linkPhonological 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. 
UNLOCKING POTENTIAL: THEME-BASED LEARNING TO IMPROVE NON-ENGLISH MAJORS’ READING AND WRITING SKILLS
No full textThis study explores the effectiveness of theme-based learning in enhancing English reading comprehension and writing skills among non-English majors, specifically accounting students at the State Polytechnic of Ambon. Using a quasi-experimental pretest-post-test control group design, 50 fourth-semester students were divided into experimental and control groups, with the experimental group receiving 20 instructional sessions using the Theme-Based Model of Content-Based Instruction (CBI). The results demonstrated significant improvements in reading comprehension and writing skills in the experimental group, with 36% of students achieving "Excellent" scores in reading comprehension post-tests, compared to none in the pretest. Writing skills showed improvement across content, organization, grammar, word choice, and mechanics. Statistical analyses, including Paired Sample t-tests and regression analysis, confirmed the efficacy of this approach, which mainly benefited reading comprehension components like inference, sequencing, and vocabulary. At the same time, grammar and structure were pivotal in writing improvement. These findings highlight the importance of integrating theme-based learning into English curricula for non-English majors to address the gap between language proficiency and professional learning needs
CULTURAL RESPONSIVENESS AND DIGITAL TOOLS IN LITERACY INSTRUCTION: INSIGHT FROM INDONESIAN HIGH SCHOOL TEACHERS
No full textStudents’ 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 teacher