English Review: Journal of English Education
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ENHANCING READING SKILLS THROUGH POP-UP BOOKS IN NARRATIVE TEXT LEARNING
Full text linkThis research aims to find out the problems that are faced by the students in reading skill and explain the pop-up book as a teaching medium can improve student’s reading skill in narrative text. The writer used classroom action research through two cycles design in this research. The respondent was XI-2 grade students of SMA N 1 Wiradesa that consisting of 31 students. The writer chose the XI-2 grade students because in this grade students should master of reading skill. In this research, the writer used qualitative design to gather the data. The data was collected through observation, open questionnaire, pre-test, and post-test. Based on data result of student's reading comprehension, it showed the significant improvement for reading comprehension using Pop-up book. The mean score of pre-test increased about 22.6% became 81.9 in post-test. Individually, students who had passed the KKM got a score of 75 or more were improved from only 14 or about 45.2% students in pre-test activity, then it had increased 100% became 31 students in post-test. Classically, all the students had passed the standard minimum score more than 75. It means the research ran successfully.
Keywords: Pop-up Book; Reading Skill; Classroom Action Researc
A SEMIOTIC ANALYSIS OF JERIENG TRIBE'S SEDEKAH GUNUNG TRADITION
No full textMyth is a story whose origin and author are unknown. The purpose of a Myth is to explain natural processes, the creation of the world, human races, traditional customs, political institutions, or religious rituals. In Pelangas Village, West Bangka, there is a tribe known as the Jerieng Tribe. This tribe has a tradition that is still practiced by its people, which the Sedekah Gunung tradition. This tradition is carried out every year to coincide with the 14th night full moon. Because the Sedekah Gunung ritual tradition is a traditional procession that cannot be separated from people's belief in myth, this research aims to analyze the representation of myth in the Sedekah Gunung ritual using semiotic theory by Charles Sanders Peirce. This research uses descriptive qualitative methods with data collection techniques in the form of a combination of interviews, observation, documentation. The results of this research found several ritual practices in Sedekah Gunung which symbolize the Jerieng Tribe's belief in the sacredness of the Sedekah Gunung ritual, belief in the myth of the symbiotic relationship between humans and nature through the practice of giving and receiving, as well as the respect and communication of the Jerieng Tribe towards nature through Sedekah Gunung
AI INTEGRATION IN ENGLISH LANGUAGE TEACHING: INSIGHTS INTO ESP TEACHERS’ VIEWS AND READINESS
Full text linkThis study investigates ESP teachers’ perspectives on the integration of AI tools in language teaching, focusing on the benefits, negative sides, usage, readiness, and barriers they face. A qualitative approach was employed, utilizing an open-ended questionnaire distributed to 30 teachers in higher vocational institutions. The thematic analysis of their responses reveals several findings. Teachers recognize AI's potential to support personalized learning, enhance skill development, and assist in lesson planning. However, concerns about over-reliance on AI and the lack of human interaction were also highlighted. Additionally, the study identifies barriers such as inadequate training, infrastructure limitations, and ethical concerns. Teachers emphasized the need for professional development programs, including technical training, AI integration in pedagogy, and ethical guidance. Institutional support in providing access to AI resources and managing workloads is also critical. The study suggests a balanced integration of traditional methods and AI-driven approaches
ASSESSING THE IMPACT OF COGNITIVE STYLES AND CRITICAL THINKING SKILLS ON WRITING PROFICIENCY
Full text linkThe important variables were reported to have the potential to affect the students’ performance in writing English essay. This present study investigates the predictive potential of cognitive styles and critical thinking skills variables on students’ performance in writing English essay. The quantitative design has been used in this study, wherein a multiple regression analysis was carried out between independent variables and writing skills. The total population was 40, from which a sample of 26 students was drawn based on simple random sampling from English department students of Faculty of Teacher Training and Education, Universitas Lakidende Unaaha. Concerning the results of regression analysis, it was stated that cognitive styles and critical thinking skills (p-value are respectively 0.002 and 0.021) had a significant effect on student performance in writing English essay. In other words, increasing critical thinking skill by one unit is on average associated with an increase in writing score of 2.468 points, and for an increase in cognitive style, there is a corresponding increase of 0.766 points. However, from these standardized beta coefficients, it is evident that critical thinking skills alone (0.627), have a stronger influence on writing performance than cognitive styles (0.449). The constant of 35.741 gives the predicted value of writing performance when the independent variables are zero. These findings point out how important it is to foster critical thinking and awareness of cognitive styles if an attempt is made to boost students’ performance in writing
CHATGPT FOR DEVELOPING CRITICAL THINKING IN WRITING: PERSPECTIVES OF SENIOR HIGH SCHOOL ENGLISH TEACHERS IN INDONESIA
Full text linkThe 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
Full text linkThis 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
Full text linkThis 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
SUPPORT SYSTEMS AND LEARNER RESILIENCE IN DISTANCE ENGLISH HIGHER EDUCATION
No full textThis 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
TRANSFORMATIVE TEACHERS AND DIFFERENTIATED ENGLISH INSTRUCTION: ENHANCING STUDENT MOTIVATION AND LEARNING OUTCOMES
Full text linkModern 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
SCHOOL LEADERSHIP AND POLICY IN IMPLEMENTING UNDERSTANDING BY DESIGN: A COMPARATIVE CASE STUDY IN ENGLISH TEACHING MODULES
Full text linkEffective teaching relies heavily on intentional instructional planning that aligns learning goals, assessments, and activities. The Understanding by Design (UbD) framework, known for its backward design approach, has been adopted within Indonesia’s Merdeka Curriculum to promote coherence and purpose in learning. However, its implementation across schools varies significantly, often shaped by leadership practices and local policy enforcement. This study investigates how school leadership influences the implementation of UbD in English teaching modules at two public secondary schools in Bogor City. Employing qualitative content analysis, the research draws on data from curriculum documents, semi-structured teacher interviews, and classroom observations. Findings reveal that one school demonstrates effective UbD integration, driven by assertive leadership, clear policy communication, and routine monitoring. In contrast, the second school shows fragmented implementation due to limited leadership involvement and a lack of institutional reinforcement. These contrasting cases highlight that while teacher understanding is necessary, school leadership plays a pivotal role in translating national curriculum mandates into coherent instructional practice. The study underscores the importance of proactive leadership and coordinated policy support to ensure the consistent and meaningful adoption of curriculum frameworks like UbD in schools.