English Review: Journal of English Education
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FROM BASICS TO EXPERTISE: LEVERAGING GOOGLE TRANSLATE AND CHATGPT FOR ENGLISH LANGUAGE LEARNING ACROSS ACADEMIC JOURNEYS
No full textThis study explores the use of language technology and AI tools, specifically Google Translate (GT) and ChatGPT, among first-year and final-year students at a private higher education institution in Kebumen. The study aims to identify differences and similarities in the use of these tools, focusing on how their usage varies based on academic stage and language-related needs. A descriptive qualitative approach was employed, with 121 students participating through fully completed online questionnaires. The study utilizes both closed- and open-ended questions to gather quantitative and qualitative data on AI usage patterns, which were analyzed through descriptive and thematic analysis methods. The results indicate that GT is more frequently used across both groups due to its ease of use, offering quick and direct translations, while ChatGPT is preferred for tasks requiring deeper understanding and more natural, context-sensitive translations. First-year students primarily use AI tools to translate unknown words and assist with basic comprehension of foreign language materials. In contrast, final-year students demonstrate a more diverse usage pattern, employing AI for tasks such as translating academic texts, understanding journal articles, and preparing for foreign language proficiency tests. Furthermore, the academic needs of the two groups differ significantly, with first-year students focusing on writing and grammar tasks, while final-year students rely more heavily on AI for research and advanced academic activities. The study contributes to the understanding of how language technology and AI tools impact academic life and offers insights into how these tools can be integrated into the educational process to meet the varying needs of students at different levels of study
ENHANCING STUDENTS' ARGUMENTATIVE WRITING THROUGH PROBLEM-BASED LEARNING AND CRITICAL THINKING SKILLS
No full textThis study aims to investigate whether the students who are treated using problem-based learning (PBL) with critical thinking have better writing ability than the students who are treated not using problem-based learning (PBL) with critical thinking. The research design was quasi experimental. Solomon Three-Group Design was used because there were three groups conducted in this study to minimize the intervening variables that might affect the result of the study. MANCOVA was used for data analysis. The study result says that problem-based learning (PBL) with critical thinking taught to the students was effective to increase students’ writing ability. Their argumentative essay writings perform better in introduction (sig=0.00), main points (sig=0.01), critical thinking (sig=0.01), organization of (sig=0.03), style (sig=0.004), and mechanics (sig=0.03). This research is useful and meaningful for the teachers to use problem-based learning with critical thinking in teaching argumentative essay. For the next researchers who will research the relevant topic, this study result can be used for enriching their knowledge for researching argumentative essay, comparison and contrast essay, expository essay
FLIPPED-BASED LEARNING FOR EFL STUDENTS: ENHANCING CLASSROOM INTERACTION AND AUTONOMY IN THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT (P5)
No full textThis study investigates the impact of flipped learning on classroom interaction and student autonomy among secondary school EFL students involved in the Pancasila Student Profile Strengthening (P5) project. A mixed-methods design was used, integrating both quantitative and qualitative data to gain a deeper understanding of the research questions. Data were collected through a survey and interviews. The survey, completed by 536 students, assessed students’ perceptions of flipped learning using the adapted Technology Acceptance Model (TAM). Data analysis was conducted using Rasch analysis, which helped identify outliers and assess the reliability of the survey instrument. Qualitative data, gathered from interviews with 10 students, were analyzed thematically to explore how flipped learning influenced students’ classroom interaction and autonomy. The findings indicate that flipped learning improves both classroom interaction and student autonomy, although challenges related to technology access and adapting to independent learning were noted. These insights offer valuable guidance for educators and curriculum developers aiming to implement flipped learning effectively in secondary education
BOOSTING STUDENTS' IDEAS THROUGH TEXT MODELLING: A CLASSROOM ACTION RESEARCH ON DISCUSSION WRITING
Full text linkThis study explores the use of Modeling of the Text (MoT) within the Genre-Based Approach (GBA) to enhance students' ability to construct well-supported arguments in discussion texts. Despite the recognized potential of MoT as an explicit teaching method, it remains underexplored in academic research. This Classroom Action Research, conducted over two cycles, involved 39 students, with a focus on 6 participants from a senior high school in West Java, Indonesia. Data were collected through classroom observations and text analysis. Findings from Cycle 1 indicated that while students were familiar with the structural components of discussion texts, they struggled with developing arguments, integrating evidence, and formulating a clear stance. However, in Cycle 2, the introduction of Toulmin’s Argumentation Model, counter-argument practice, and explicit teaching led to significant improvements in their writing. These interventions helped students construct more coherent arguments, engage in critical reasoning, and incorporate supporting evidence more effectively. Based on these results, the study advocates for teaching approaches that go beyond structural awareness to include targeted instruction on argumentation strategies, stance formulation, and the integration of research and digital literacy skills. Additionally, it suggests adopting differentiated instruction to address diverse student needs. The study concludes by recommending further research to examine the long-term effects of these instructional strategies on students’ writing proficiency
LISTENING WITH A SMILE: HOW HUMOR ENHANCES STUDENT ENGAGEMENT IN EFL COURSES
No full textThe use of humor in English as a Foreign Language (EFL) classrooms has gained increasing attention due to its potential to enhance learning outcomes. Research has shown that humor can improve student motivation, engagement, and comprehension by reducing anxiety and creating a more relaxed learning atmosphere. However, little is known about the effectiveness of humor in EFL listening courses within the Indonesian context, particularly in hierarchical learning environments where teacher-centered instruction is dominant. This study aims to explore the perceptions of English Literature students at Universitas Negeri Medan (Unimed) regarding the use of humor in listening courses and to analyze its impact on motivation, engagement, and listening comprehension. The study employed a qualitative approach with a descriptive design, involving 56 students from two Intermediate Listening Comprehension classes. Data were collected through observations, questionnaires, and semi-structured interviews, and analyzed using thematic analysis. The results indicate that humor positively influences listening comprehension and enhances motivation and engagement. Students reported that humor made listening activities more enjoyable and increased their willingness to participate. However, cultural sensitivity, linguistic complexity, and the lack of structured training for lecturers were identified as challenges in implementing humor effectively. The findings suggest that incorporating contextually relevant humor into listening instruction can create a more engaging learning environment and improve student outcomes. Future research should explore the long-term effects of humor through experimental and cross-cultural studies to strengthen the understanding of humor’s role in EFL education
IMPLEMENTING DIFFERENTIATED INSTRUCTION IN INDONESIAN SECONDARY SCHOOLS: OPPORTUNITIES AND CHALLENGES FROM LANGUAGE TEACHERS
No full textThe implementation of differentiated instruction (DI) is significant, as Indonesia's new curriculum emphasizes its role in enhancing student learning outcomes and accommodating diverse learning needs. This study employs a qualitative case study approach to explore the teachers’ understanding, benefits and challenges in implementing Di within language classroom. The research involved five teachers from three public secondary schools in Indonesia, all with a minimum of five years of teaching experience. Data collection encompassed multiple ways, including semi-structured interviews, classroom observations, and document analysis, following a thematic analysis framework. Findings revealed that while teachers recognized the benefits of DI in fostering student engagement and catering to diverse learning needs, they faced challenges such as time constraints for preparation, varying levels of student responsiveness, and difficulties in obtaining parental support, which hindered the overall effectiveness of instruction. This research contributes to the discourse on DI in education by highlighting practical insights for enhancing teaching practices and addressing the complexities involved in meeting diverse student needs
EFL STUDENTS' PERCEPTIONS OF AI SPEECH RECOGNITION IN PRONUNCIATION PRACTICE: THE CASE OF GOOGLE READ ALONG
No full textThe study aimed to exploring students’ perception of implementing AI Speech Recognition to facilitate students’ pronunciation in EFL Students context. Quantitative and qualitative data were gained by applying a questionnaire and interviews. The study conducted at Non-English and English Study Program from four different Universities: Universitas Muhadi Setiabudi, Universitas Pancasakti Tegal, Universitas Pekalongan, and Universitas Jenderal Soedirman. Respondents in this study were 45 students from the English study program who joining the Pronunciation course and 75 non-English students who joining the English course. The result showed that students have positive perceptions of the use AI Speech Recognition in Google Read Along Application to facilitate English pronunciation learning. At the same time, students also stated that application's functionality may need to be supplemented with other learning tools for more comprehensive pronunciation training and the Google Read application would be more optimal if there was collaboration with the lecturer. In conclusion, the Google Read Along application is an effective tool for enhancing students' pronunciation skills and providing valuable feedback
COGNITIVE AND COMMUNICATIVE PRINCIPLES IN BANGKA MALAY TABOO LANGUAGES
No full textTaboo language within the Malay Bangka community acts as a social boundary that regulates behaviors, preventing discomfort or negative outcomes. This study explores the underlying codes and principles behind the use of taboo language in this community, using Sperber and Wilson's Relevance Theory (1995) to discuss Cognitive and Communicative Principles. The primary data comes from the Bangka Malay community across Bangka and South Bangka Regencies, while secondary sources include various literary works. Data were gathered through listening (simak), interviews (cakap), and document analysis, and were examined using six steps of qualitative analysis. Triangulation was applied to ensure validity, with discussions involving traditional Malay culture experts (Lembaga Adat Melayu). The results of the study suggest that, based on the Cognitive and Communicative Principles, speakers use ostensive stimuli (i.e. particular signals or cues that are deliberately used to indicate that someone is trying to convey information), such as coded phrases like "nanti bengkak kemaluan" (your genital may swell), to guide listeners toward the intended message, ensuring optimal relevance. Additionally, urban myths, often attributed to supernatural forces like ghosts, are employed to reinforce the consequences of disobedience. From the lens of Relevance Theory, these phrases are effective, as they require minimal cognitive effort for listeners to understand and process the speaker’s message
METAPHOR ANALYSIS IN THE HIKAYAT SI MISKIN AS CLASSICAL MALAY LITERATURE
No full textHikayat Si Miskin is one of the classical Malay literary works that is rich in cultural and moral values. In this work, the use of metaphors is one of the main tools to convey symbolic messages and enrich the aesthetics of the story. This study aims to analyze the metaphors contained in Hikayat Si Miskin using a semiotic approach and classical literary studies. This study found that the metaphors in this text function to describe the social struggle, religiosity, and dynamics of the main character's life. For example, "poverty" in the story not only describes the material condition, but also becomes a spiritual symbol for the journey towards awareness and devotion to God. In addition, natural metaphors, such as "sea" and "mountain," are used to represent the challenges of life that must be faced by the main character. This analysis shows that Hikayat Si Miskin not only stores narrative richness, but also offers insight into how classical Malay society understands life and universal values. The results of this study are expected to contribute to the study of classical Malay literature and broaden appreciation of the use of metaphors in the Nusantara literary tradition
LEXICAL ERRORS AND FALSE COGNATES IN CROATIAN EFL LEARNERS: CHALLENGES AND PEDAGOGICAL IMPLICATIONS
No full textLexical errors and false cognates pose significant challenges for Croatian learners of English as a Foreign Language (EFL), often leading to miscommunication and reduced linguistic accuracy. This study examines common lexical errors arising from direct translation, semantic misinterpretation, and interference from Croatian, with a particular focus on false cognates—words that appear similar in both languages but have different meanings. Using a mixed-method approach, data were collected through error analysis of student writing samples and teacher observations from Croatian EFL classrooms. The findings reveal that Croatian learners frequently misapply English vocabulary due to phonetic and semantic similarities with Croatian words, leading to errors that hinder fluency and comprehension. Additionally, the study explores how limited exposure to authentic English input and insufficient focus on lexical differentiation in curricula contribute to these errors. Pedagogical strategies such as contrastive analysis, explicit vocabulary instruction, and corpus-based learning are recommended to mitigate these issues. This research underscores the need for targeted interventions in Croatian EFL teaching to enhance lexical competence and foster more accurate language use among learners