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NextGen Education Review Journal
Published by Institut Pendidikan dan Bahasa Invada
ISSN : -     EISSN : 29884047     DOI : 10.58660
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
NextGen Education Review Journal is a dynamic and influential scholarly publication dedicated to exploring and evaluating the forefront of educational advancements and innovations. As an open-access platform, the journal provides an inclusive space for researchers, educators, policymakers, and practitioners to contribute and engage in critical discussions on next-generation education. The journal covers a diverse range of topics including innovative teaching methodologies, digital learning, educational technology, curriculum design, assessment strategies, and pedagogical approaches that drive transformative learning experiences. With a strong emphasis on evidence-based research and practical implications, NextGen Education Review Journal serves as a valuable resource for educational professionals seeking to stay informed about emerging trends, make informed decisions, and implement effective practices in their respective fields. Through its rigorous peer-review process and commitment to intellectual rigor, the journal strives to advance the field of education and inspire the adoption of future-oriented approaches that prepare learners for a rapidly changing world.
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
ANALYSIS TRANSLATION STRATEGIES IN “ANTI-HERO” SONG BY TAYLOR SWIFT IN ENGLISH TO INDONESIAN LANGUAGE Utami Rosalina; Yasri Tika Damayanti
NextGen Education Review Journal Vol. 1 No. 1 (2023): April 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i1.28

Abstract

Translation can be described as the activity of translating the meaning of text from one language to another or SL (source language) to TL (target language).This study focuses on the investigation of translation strategy used for Taylor Swift's song "Anti-Hero" A descriptive qualitative approach is used in this study. The process of choosing, concentrating, streamlining, abstracting, and changing the information found in the study's field notes and transcripts is sometimes referred to as the data gathering procedure. In parallel with the data collection method, data analysis was done. Out of the 18 methods based on Molina and Albir (2002), researchers can conclude that eight types of strategies are obtained from 47 data found in the translation of the lyrics to Taylor Swift's song "Anti-Hero."The strategies found include; Amplification (15 data) 32%, Borrowing (5 data) 11%, Calque (1 data) 2%, Discursive creation (1 data) 2%, Establish equivalence (11 data) 23%, literal translation (10 data) 21% and reduction (4 data) 9%. It was found that the type of amplification translation strategy was the strategy that appeared the most with a percentage of 32% of all translation techniques found so that it became the most dominant type of translation used by translators in lyrics of the song 'Anti-Hero'. While the strategies of calque and discursive creation were the fewest translation strategies with a percentage of 2% in the translation of the lyrics of the song 'Anti-Hero' from all the strategies found.
THE CORRELATION BETWEEN SIMPLE PRESENT TENSE MASTERY AND DESCRIPTIVE PARAGRAPH WRITING ABILITY OF THE ELEVENTH-GRADE STUDENTS OF SMAN 1 BLAHBATUH Ni Wayan Rima Haryati
NextGen Education Review Journal Vol. 1 No. 1 (2023): April 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i1.29

Abstract

The present study used an ex-post facto research design that figure out the correlation between simple present tense mastery and descriptive paragraph writing ability of the eleventh-grade students of SMAN 1 Blahbatuh in academic year 2022/202. The present research sample consisted of 60 students from 247 populations of the eleventh-grade students of SMAN 1 Blahbatuh in academic year 2022/2023. Chosen by random sampling method that chosen by the teacher. The data were collected by administering the research instrument in the form of sentence writing test and descriptive paragraph tests. The obtained data were analyzed by using Pearson product-moment correlation and T-test. The data analysis result showed that the students’ simple present tense mastery correlated with their descriptive paragraph writing ability. To sum up, the present research findings finally confirmed that there was a significant correlation between simple present tense mastery and descriptive paragraph writing ability of the eleventh-grade students of SMAN 1 Blahbatuh in academic year 2022/2023.
STUDENTS’ PERCEPTION OF COOPERATIVE LANGUAGE LEARNING-IN EFL LEARNERS’ CLASSROOM Barri Nikko; Sarah Salsabila
NextGen Education Review Journal Vol. 1 No. 1 (2023): April 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i1.30

Abstract

Student perception plays a crucial role in determining their understanding and engagement in the classroom. By understanding students' perceptions, teachers can effectively develop a revitalizing learning environment that caters to their specific needs. With this objective in mind, a research study was conducted to investigate the perceptions of twenty-eight students from SMKN 1 Kedawung regarding the implementation of cooperative learning. The findings revealed that students responded positively to cooperative learning, which proved to enhance their academic achievements, motivation, and social values. To gather data, a survey questionnaire was distributed among the participants to gauge their perceptions of the cooperative learning approach employed in class. Overall, the study demonstrates that cooperative learning is an effective method for classroom instruction, as it not only motivates students but also positively impacts their academic and social development.
INVESTIGATING EFL LEARNERS’ READING DIFFICULTIES AND THE POSSIBLE SOLUTIONS Devi Nurhayati; Reno Julyan; Aldha Williyan
NextGen Education Review Journal Vol. 1 No. 1 (2023): April 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i1.32

Abstract

This study investigates the reading difficulties faced by EFL learners and proposes possible solutions for English Education students in an Indonesian university. Reading comprehension is a vital component of the English education curriculum, as it enables students to comprehend and analyze texts effectively. To conduct this study, a descriptive strategy was employed in combination with a qualitative approach. The questionnaire was designed to identify common challenges encountered by students, including difficulties in text translation, enhancing motivation, and the teaching methods employed by instructors. Data was collected through interview sessions, questionnaire responses, and documentation. The findings revealed that students predominantly struggled with sentence comprehension. By addressing these issues and fostering a desire to read, related challenges such as limited vocabulary, grammar proficiency, and sentence interpretation can be effectively tackled. Moreover, some students faced difficulties arising from inadequate teaching methods employed by their instructors. Consequently, this study concludes that students' reading difficulties primarily revolve around understanding the text itself, which in turn leads to other complications such as grammar mastery, vocabulary limitations, and text translation problems. These factors emerge from both students themselves and the instructional approaches adopted by their teachers.
AN ANALYSIS OF ENGLISH WRITING ERRORS IN EFL LEARNERS’ RECOUNT TEXT Alisa Maulida Sari; Rahma Ayuditya Putri; Aldha Williyan
NextGen Education Review Journal Vol. 1 No. 1 (2023): April 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i1.33

Abstract

This research discusses the analysis of students' errors in writing recount texts. This study aims to analyze the types of errors made by undergraduate students’ writing scores at the English Language Teaching Department at one of the universities in Cirebon. This study focuses on writing errors taken from three categories of English proficiency levels (low, average, high). This study used the descriptive qualitative method. There were six participants. The data were taken from their recount text writing results. The results of this study show that there are four types of errors based on Surface Strategy Taxonomy by students: Omission, Addition, Misinformation, and Misordering. The result of the total number of student errors is 37 which contains 14 Omission (37.83%), three Addition (8.11%), 19 Misinformation (51.36%), and one Misordering (2.70%). The most errors were made by Misinformation, with 19 errors (51.36%). It can be concluded that the ability of undergraduate students at one university in Cirebon is still low in writing recount text.
EMPOWERING GEN Z: ENHANCING ENGLISH SPEAKING SKILLS THROUGH TECHNOLOGY AND AUTHENTIC COMMUNICATION Sumartono Sumartono
NextGen Education Review Journal Vol. 1 No. 2 (2023): October 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i2.34

Abstract

This research article explores effective strategies to enhance English speaking skills among Generation Z (Gen Z) learners, known as the first truly digital-native generation. Despite their extensive exposure to English media, many Gen Z individuals face challenges in developing their English speaking proficiency. This mixed-methods study employs surveys and qualitative interviews to collect data on the perceived effectiveness of various strategies. The findings highlight the crucial role of technology in English speaking development, with digital language learning applications and online language exchange platforms being recognized as potent tools. Moreover, the study emphasizes the significance of authentic communication experiences, such as role-plays and debates, and the value of peer collaboration in improving English speaking skills. Common challenges identified include time constraints and the influence of informal language use. Consequently, the implications of this research underscore the integration of technology, the promotion of authentic communication, the facilitation of peer collaboration, and the implementation of strategies to address time constraints in English language instruction for Gen Z learners. By adopting these approaches, educators and policymakers can establish engaging learning environments that empower Gen Z learners to thrive in our interconnected society.
EXPLORING PROJECT-BASED LEARNING FOR YOUNG LEARNERS IN ENGLISH EDUCATION Didit Kurniadi; Ika Oktaria Cahyaningrum
NextGen Education Review Journal Vol. 1 No. 2 (2023): October 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i2.35

Abstract

This research endeavors to bridge the existing gap in the literature by investigating the implementation of Project-Based Learning (PBL) in English education for young learners and its influence on their language acquisition and critical thinking abilities. Employing a mixed-methods approach, this study combines quantitative analysis of language proficiency tests with qualitative exploration of student perspectives and teacher insights to unveil the transformative potential of PBL in facilitating comprehensive language development and fostering essential cognitive competencies in young learners. The research findings offer compelling evidence that PBL serves as an effective instructional strategy, holding promise in augmenting language proficiency and nurturing vital cognitive aptitudes among young English learners. These valuable insights contribute to the advancement of educational practices and inspire innovative approaches to language teaching, ultimately empowering young learners to become confident communicators and astute critical thinkers in today's interconnected global landscape.
ASSESSING CROSS-CULTURAL UNDERSTANDING AND INTERCULTURAL COMMUNICATION SKILLS IN EFL CLASSROOMS: CHALLENGES, BEST PRACTICES, AND PERCEPTIONS Yusi Rahmawati
NextGen Education Review Journal Vol. 1 No. 2 (2023): October 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i2.37

Abstract

This research study explores the challenges and best practices in assessing cross-cultural understanding and intercultural communication skills in English as a Foreign Language (EFL) learners, considering both formative and summative assessment methods. Employing a mixed-methods research design, quantitative and qualitative data were gathered from EFL teachers and learners in diverse cultural settings. The findings reveal a variety of assessment tasks commonly used, such as written assignments, oral presentations, group discussions, and cultural projects, to evaluate cross-cultural competence. Formative assessment methods, including self-reflection, peer feedback, and teacher-student conferences, were prevalent in assessing cross-cultural understanding. Challenges in cross-cultural assessment include developing culturally sensitive tasks and rubrics, addressing biases in assessment instruments, balancing language proficiency and cultural understanding, and ensuring fairness and inclusivity. Best practices identified include providing clear assessment criteria, incorporating authentic tasks, promoting self-reflection and peer feedback, integrating multiple assessment methods, and offering professional development for teachers. The study emphasizes the positive perceptions of both teachers and learners regarding the effectiveness of cross-cultural assessment in promoting intercultural competence. By addressing these challenges and implementing recommended practices, educators can enhance the quality of EFL education and better prepare learners for effective communication in diverse cultural settings.
UNDERSTANDING THE STRATEGIES EMPLOYED BY EFL LEARNERS TO OVERCOME SPEAKING ANXIETY IN THE CLASSROOM Ana Theriana
NextGen Education Review Journal Vol. 1 No. 2 (2023): October 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i2.38

Abstract

This research study aims to investigate the strategies employed by English as a Foreign Language (EFL) learners to overcome speaking anxiety in the classroom. Speaking anxiety is a significant challenge faced by EFL learners, hindering their development of fluency and confidence in speaking. However, there is limited understanding of the specific strategies used by EFL learners to cope with and overcome this anxiety in the classroom context. This study adopts a qualitative research design, utilizing interviews and observations to gather in-depth data from EFL learners. The findings reveal a range of strategies employed by participants, including cognitive strategies (positive self-talk, visualization, and reframing anxious thoughts), preparation and practice, a supportive learning environment, gradual exposure and desensitization, and emotional regulation techniques. These strategies contribute to the effective management of speaking anxiety and the promotion of speaking proficiency among EFL learners. The insights from this study provide valuable implications for educators and practitioners, enabling the development of targeted interventions and instructional approaches to support EFL learners in managing their anxiety and enhancing their speaking skills. By addressing speaking anxiety effectively, language teaching and learning practices in the EFL context can be improved, fostering a positive and inclusive environment for EFL learners to develop their speaking abilities with confidence.
THE ROLE OF SYNCHRONOUS AND ASYNCHRONOUS MULTIMEDIA IN EFL LISTENING COMPREHENSION Kabri Kabri; Budiyanto Budiyanto
NextGen Education Review Journal Vol. 1 No. 2 (2023): October 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i2.39

Abstract

This research investigates the role of synchronous and asynchronous multimedia in EFL listening comprehension among EFL learners. The study adopts a mixed-methods design, gathering quantitative data through listening comprehension tests and surveys and qualitative data through focus group discussions and interviews. Participants from various proficiency levels engaged with both synchronous and asynchronous multimedia. The findings revealed significant improvements in EFL listening comprehension for learners exposed to both formats. Synchronous multimedia offered interactive experiences with immediate feedback, while asynchronous materials provided flexibility and autonomy. A blended approach accommodating diverse preferences proves beneficial for language educators, fostering well-rounded language proficiency in EFL learners worldwide.

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