English Review: Journal of English Education
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ENHANCING ENGLISH VOCABULARY AMONG STUDENTS WITH INTELLECTUAL DISABILITIES THROUGH FLASHCARD-BASED INSTRUCTION
Full text linkVocabulary acquisition is fundamental to English language fluency, enabling comprehension in reading and listening, which subsequently facilitates speaking proficiency. Flashcards offer an engaging learning medium for vocabulary development, particularly beneficial for students with intellectual disabilities who often experience boredom and disinterest in traditional English instruction. This study investigated the effectiveness of flashcards intervention in enhancing vocabulary mastery of nine students with intellectual disabilities enrolled at SLB Rela Bhakti II Wates, Yogyakarta. Employing a pre-experimental, one group pre-test-post-test research design with a quantitative approach, assessed vocabulary gains following the flashcard-based intervention. The pretest established baseline vocabulary knowledge, followed by targeted flashcard instruction, and concluded with a posttest to measure improvement. Data analysis compared pretest and posttest scores to determine the impact of the intervention. The results of the study demonstrated a significant increase in vocabulary mastery. The average pretest score was 6, while the average posttest score rose to 44.4. Furthermore, the lowest pretest score was 0, increasing to 26 in the posttest, and the highest pretest score of 32 improved to 76 in the posttest, indicating substantial vocabulary growth across all participants. These findings suggest that flashcards are an effective tool for improving speaking vocabulary among students with intellectual disabilities
THE PREDOMINANT EDUCATIONAL PHILOSOPHIES AMONG PRE-SERVICE ENGLISH TEACHERS
Full text linkTheory 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
Full text linkThis 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.
 
EXPLORING ENVIRONMENTAL SUSTAINABILITY IN TERI MEDAN PRODUCTION: AN ECOLINGUISTIC PERSPECTIVE ON TOURIST SOUVENIRS
Full text linkThis 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.
 
IMPLEMENTING MULTIMODAL PEDAGOGY FLIPPED CLASSROOM (MPFC) TO PROMOTE EFL STUDENTS’ SPEAKING ABILITY AND THEIR AUTONOMY
Full text linkMultimodal 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.
 
KING'S THE STAND: DWELLING NECROPOLITICS IN PANDEMIC'S LEGACY
Full text linkThis 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
INTEGRATING DIGITAL COMPETENCE IN ADULT EFL LEARNERS: STRATEGIES FOR EFFECTIVE TECHNOLOGY USE
Full text linkThe 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
READING QUESTION CONSTRUCTION BY ENGLISH TEACHERS: IMPLEMENTING BLOOM’S TAXONOMY IN PADANG SCHOOLS
Full text linkThis 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. 
BRIDGING THE GAP: TEACHERS’ KNOWLEDGE AND APPLICATION OF AI-DRIVEN LEARNING PLATFORMS IN STEM-BASED ENGLISH LANGUAGE EDUCATION
No full textThis study aims to determine teachers' knowledge level about AI-driven learning platforms in STEM education, to determine the extent to which language teachers apply AI-driven learning platforms in STEM education, and to see whether the level of knowledge, attitudes and readiness of teachers is balanced with its application. This study uses a quantitative and qualitative design or mixed method and applies a correlation approach. The participants of this study involved 33 English teachers in Indonesia. The results of this study conclude that the level of knowledge of language teachers on AI-driven platforms in STEM learning is still classified as intermediate. The application of AI-driven platforms in STEM learning for English teachers is also in the intermediate category. Language teachers have not yet entered the high level of application of AI-driven platforms in STEM learning, although a small number of teachers can reach this level. The correlation between teacher knowledge of AI-driven platforms in STEM learning is directly proportional to their application in learning practices. However, the data shows no correlation between teacher attitudes and readiness towards AI-driven platforms in STEM learning and the application of AI-driven platforms in STEM learning
ASSESSMENT IN TRANSLANGUAGING CLASSROOMS: INDONESIAN UNIVERSITY ENGLISH TEACHERS' EXPERIENCES AND RECOMMENDATIONS
No full textTranslanguaging has increasingly been used in English classrooms to symbolize a movement away from native-speakerism in the growing multilingual society. In translanguaging classroom contexts, students are evaluated on their ability to use their whole language repertoire to express what they know and can do in classroom tasks. Four principles of translanguaging in assessment are provided as guidelines. However, many classroom translanguaging studies barely address how the four principles are employed. This study explores teachers’ experiences in performing assessments in classroom translanguaging in relation to the four principles of translanguaging assessment to propose recommendations for translanguaging classrooms at the university level. Classroom observations and interviews were conducted with five teachers of an English department at a university in Indonesia. A thematic analysis performed on the data demonstrated that the teachers’ assessments had accommodated the different voices in assessment, the use of other people and other resources, and the authenticity of the tasks. However, the distinction between general linguistic and language-specific performances was not carried out. Another theme emerged – shared language among interlocutors. Recommendations covering improving teachers’ knowledge about pedagogical translanguaging, how to design translanguaging assessments, and how to manage the assessment are made to facilitate good alignment between classroom translanguaging instructions and assessments to maximize students’ learning benefits