English Review: Journal of English Education
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FEMALE REPRESENTATION IN ENGLISH LEARNING TEXTBOOK: CRITICAL DISCOURSE ANALYSES
No full textThis research aims to examine discourse components on the dynamics of female stereotype in texts. This research uses data taken from the Narrative text of an English textbook specifically designed for elementary school students in Indonesia. Books are considered a valuable source of scientific inquiry. This research uses a combination of data analysis techniques and field methods, especially by observations and interviews. The data collection strategy used in this research includes the use of questionnaires, interviews, and documentation of language forms contained in narrative texts in textbooks. The findings of this research show there are some aspects of discourse on the dynamics of female representation in students’ texts book, which include microstructure, macrostructure, and superstructure of the text. Microstructure includes grammatical components such as references, substitution, and conjunctions. The macrostructures are contained in context, circumstances, and culture that successfully represent women from different points of view. The superstructure of the text include orientation, complication and resolution. Data analysis reveals the prevalence of female stereotypes as evidenced by micro, macro, and superstructure
ENHANCING EFL STUDENTS’ SPEAKING SKILLS AND ENGAGEMENT THROUGH TURN-TAKING STRATEGIES
No full textEnglish communication skills are one of the 21st century educational skills demand to face the technological and industrial era. The previous studies have examined the influence of Turn-Taking Strategy (TTS) on speaking skill in the classroom, but no one has examined its influence on the issue of student engagement which is always being discussed recently. Hence, this study addresses the gap by investigating the effect of TTS through speaking skills and student engagement in EFL classroom. A total of 30 tenth grade students at SMK TPI Al-Ghoniyyah are divided into experimental and control groups using a non-random sampling approach with purposive sampling technique. This study used a quasi-experimental, non-equivalent (pretest and post-test) control group design. The researcher used observation sheet, speaking tests and documentation to collect the data and parametric statistical analysis which consists of testing requirements and hypotheses to analyse the data. The findings indicated that TTS positively influence students' speaking skills and engagement with a significance value of 0.00 ≤ 0.05. The mean difference values of experimental and control group were 3.20 and 18.20 higher than 1.00 and 3.07 showed the impact of TTS in fostering EFL student’s self-confidence, developing interactional competence, and overcoming engagement problems. The formation of positive characters and personality types of EFL student was revealed indirectly in this study
THE IMPACT OF AI QUILLBOT IN IMPROVING STUDENT WRITING ABILITY TO WRITE ARGUMENTATIVE ESSAYS
No full text The integration of Artificial Intelligence (AI) in language learning has transformed academic writing, particularly in English as a Foreign Language (EFL) contexts. AI-powered writing tools such as QuillBot offer real-time feedback, automated paraphrasing, and grammatical enhancements, potentially improving students’ writing proficiency. However, limited research explores the specific impact of QuillBot on argumentative essay writing in EFL classrooms. This study aims to examine the effectiveness of QuillBot in enhancing the writing skills of third-semester EFL students at Universitas Darma Persada, Indonesia. Using a quasi-experimental design, 60 students were divided into an experimental group (QuillBot-assisted learning) and a control group (traditional instruction). Pre-test and post-test essay scores were analyzed using SPSS 27.0 to assess improvements in structure, coherence, and grammar. The findings revealed that students using QuillBot showed significantly higher improvements in writing proficiency compared to those in the control group. The experimental group demonstrated enhanced argumentation, coherence, and grammatical accuracy, indicating that AI-assisted tools can be effective in fostering writing development. The study concludes that QuillBot is a valuable supplementary tool for EFL writing instruction, providing instant feedback and reducing students’ dependency on traditional teacher-led corrections. Educators are encouraged to integrate AI writing assistants into teaching methodologies to optimize learning outcomes. Future research should explore the long-term effects of AI-assisted writing on different writing genres and across diverse educational contexts
EFL LEARNERS’ PERCEPTION ON INTEGRATING E-READING MODULE BASED ECO ELT IN EFL CLASS
No full textEnvironmental issues have emerged widely recognized as global issues in the world. Consequently, they have attracted significant attentions from various academic disciplines, all dedicated preventing further harm to the environment. Upon reflection, it becomes evident that these issues are intrinsically linked to the behavior, awareness, and actions of all communities. Therefore, English Language Teaching (ELT) has a unique opportunity to contribute by providing information and fostering eco-green awareness among learners. To achieve this, a comprehensive research project was undertaken at a university in Bojonegoro to investigate and examine the EFL learners’ perception on implementation of e-reading module based eco-ELT and how EFL learners perceive eco-ELT. This research used mixed method which present and analyze both quantitative and qualitative analysis. The research involved 45 EFL learners, and data was collected through questionnaires and interviews. The questionnaire encompassed various indicators related to the clarity and sustainability of the reading material, presenting reading materials based Eco-ELT themes, and ease of access. The data was analyzed by using data verification, scoring and calculating the percentage of each item and interpret the script of interview. The finding reveals that the majority of the EFL learners have positive perception and acceptance on the use of e-reading module based on eco-ELT in EFL class. The average score was about 50% EFL learners shows their positive perception on the implementation of e-reading module based eco-ELT. While, EFL learners view eco-ELT offers new insights in acquiring information about environment and comprehend reading material while doing the reading exercise. EFL learners imply eco-ELT can encourage them to practice green and sustainable lifestyle to save the earth. Dealing with the findings, eco-ELT can be taken into account as a new innovative approach to develop teaching and learning materials. Consequently, the learners not only acquire the knowledge but also enhance and encourage their characters to love nature
DIGITAL IDENTITY CONSTRUCTION OF MOESLEM UNIVERSITY STUDENTS IN ENGLISH CLASSROOM
No full textThis research aims to explore the digital identity construction of Muslim university students learning English through social media and its impact on their offline identity in the English classroom. Digital identity involves the use of social media platforms to express oneself, including through usernames, profile pictures, personal information, and followers. Muslim students develop complex identities by blending local cultural and religious values with global influences, using social media to showcase their English language skills. This qualitative study utilized semi-structured interviews with eight university students who are active on social media. The findings highlight those Muslim students often navigate between local and global identities, striving to present a balanced image online that aligns with their religious and social values. Furthermore, the study reveals a significant contrast between the digital identity they project on social media and the more formal identity they adopt in academic contexts, such as the English classroom. This research underscores the complexities of managing multiple identities in the digital age
EXPLORING UNDERGRADUATE STUDENTS' PERCEPTIONS OF EFL SPEAKING CLASSES: INSIGHTS FROM SIX DIMENSIONS IN INDONESIAN HIGHER EDUCATION
No full textThis study investigates the undergraduate perceptions over EFL speaking classes in six dimensions: general perceptions of speaking classes, anxiety, engagement and motivation, instructional strategies or methods, peer and teacher interactions, and assessment. This study employed a mixed-methods approach. The data were gathered from a 30-item Likert-scale survey questionnaire that was distributed to 40 undergraduate students of English Education Department, Faculty of teacher Training, Universitas pancasakti Tegal in the odd semester of the academic year 2024/2025. Using descriptive statistics and qualitative analysis, the findings indicate that students generally have positive views over the speaking classes attended, particularly valuing the instructional strategies like role plays and group discussions. However, anxiety stemming from fear of judgment and low self-confidence becomes a persistent challenge. In the dimension of engagement and motivation, the level was moderate as the activities linked to real-world situations and goal setting as a crucial part for maintaining interest. The study also highlights the importance of various instructional strategies to cope with varied learner needs, such as integrating technology-based tools like self-recorded videos and topic-specific vlogs. Moreover, peer and teacher interactions contributed a significant role to alleviate anxiety and to encourage communication, while the assessment approaches like peer and collaborative assessments were appreciated for self-reflecting and critical thinking. In general, this study emphasizes the needs of creative and innovative instructional strategies, a supportive and inclusive learning environment, and purposeful assessment to improve students’ speaking skills in EFL context of higher education. Future studies are recommended to evaluate the long-term effects of these strategies over various cultural settings
ICT BARRIERS IN EFL REMOTE EDUCATION: COMPARATIVE EXPERIENCES OF SENIOR HIGH SCHOOL TEACHERS ACROSS SCHOOL TYPES IN WEST JAVA, INDONESIA
Full text linkThe COVID-19 pandemic has disrupted education globally. In response, the Indonesian government mandated an immediate transition to virtual teaching. However, the rapid transformation was associated with unprecedented challenges and complications. This qualitative study investigates the experiences of 24 EFL senior high school teachers in West Java, Indonesia, representing diverse school backgrounds. The study illustrated that the teachers faced various challenges categorised into three significant aspects: 1-Technological/Technical (equity and accessibility, bandwidth, technological support), 2- Students (lack of motivation, time management, changed behaviour), and 3-Facilitator's abilities (limited ICT abilities, burnout, workload). Specifically, urban public high school teachers failed to keep students engaged and motivated in online classrooms. In contrast, rural public senior high school instructors encountered severe technical hurdles, such as inadequate internet access and limited digital equipment, making it challenging to prepare interactive classes. Furthermore, private senior high school instructors were unprepared for online education and battled to keep their pupils engaged and motivated. Furthermore, private Islamic school teachers had a particular issue connecting their teaching techniques with Islamic beliefs, which complicated digital tools and platforms. The study suggests that EFL teachers require extensive support networks, focused interventions, and specialised training to address these issues
USING TASK-BASED LEARNING TO TEACH ARGUMENTATIVE WRITING AND FOSTER CRITICAL THINKING IN HIGHER EDUCATION
No full text 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.
 
EVALUATING GENRE-BASED APPROACH ON SPEAKING PERFORMANCE ACROSS DIFFERENT ANXIETY LEVELS AMONG INDONESIAN EFL STUDENTS
Full text linkOne 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.
 
DESIGNING THE FISWR LEARNING MODEL: EMPOWERING ENGLISH LEARNERS THROUGH VOCABULARY MASTERY AND PEER COLLABORATION
No full textThe recent Covid-19 pandemic has forced universities to quickly adapt to conditions requiring the modernization of their learning systems through technology. Alongside these demands, universities must also maintain or enhance students' academic achievements. This presents significant challenges due to various internal and external problems faced by institutions. However, universities have taken numerous steps to maximize their potential and improve academic outcomes. To address these challenges effectively, universities must implement immediate solutions. A key approach is the development of adaptable learning models that can be applied both online and offline. This research focuses on developing an English language learning model. The study employs a Research and Development (RnD) design and will be conducted at the Indonesian Christian University. The objectives of this research are: a) to empirically identify the learning models students need; b) to empirically assess the feasibility of these models from the perspective of relevant experts; c) to empirically evaluate the effectiveness of the developed models; and d) to empirically analyze students' perceptions of the developed models. The expected outcome of this research is the production of fully developed learning models that are ready for implementation in universities