ELE Reviews: English Language Education Reviews 2022-05-31T00:00:00+07:00 Zainal 'Arifin Open Journal Systems <div><strong>Journal Title </strong><a href=";search_id=16518628">English Language Education Reviews</a></div> <div><strong>Initials </strong><a href="">ELE Reviews</a></div> <div><strong>Online ISSN </strong><a href=";search_id=16518628">2797-</a><a href=";search_id=16518628">8877</a></div> <div><strong>Print ISSN </strong> <a href="">2798-2793</a></div> <div><strong>DOI </strong><a href="">1</a><a href="">0.22515/ele-reviews</a></div> <div> </div> <div> </div> <div><strong>English Language Education Reviews</strong> is a double-blind peer-reviewed and open-access journal published by the English Language Education Study Program, Faculty of Cultures and Languages, Universitas Islam Negeri Raden Mas Said Surakarta. ELE Reviews welcomes scholars from diverse backgrounds to submit their original research or reviews on various subjects of English language education. ELE Reviews are concerned with the development of English language education paradigm approaches, and practices, language policies, educational policies, the implementation of local wisdom as well as the development of science and technology especially in English as a Foreign Language Education.</div> Exploring First-Year EFL Students’ Problems in Essay Writing 2022-01-25T02:15:26+07:00 Doni Alfaruqy Harits Setyawan Tefur Nur Rohman <p>Writing has been considered the most difficult skill to master by EFL university students. It needs more effort and time for mastery. Some challenges in writing can make students confused. This condition has inspired the researchers to conduct the study. The study aims to identify the common errors in first-year students’ essay writing and provide suggestive solutions for the problems encountered by the students. This study was implemented using quantitative and qualitative approaches (mixed method). The researchers analyzed 205 students’ essays to identify the writing errors. After that, they randomly interviewed selected students to find the specific problems and suggestions. The data gathered were then classified and analyzed thematically. Based on the analyzed data, the most frequent error was faulty sentences which was 60.41%, grammar as the second error was 16.88%, the third error was mechanics with 13.1%, and vocabulary and other errors were 5.38% and 4.22%. The result shows that most students got difficulty writing sentences correctly. Therefore, providing appropriate learning materials for students and giving feedback on their writing are suggested.</p> 2022-05-31T00:00:00+07:00 Copyright (c) 2022 Doni Alfaruqy, Harits Setyawan, Tefur Nur Rohman Investigating the Incorporation of Digital Literacy and 21st-Century Skills into Postgraduate Students’ Learning Activities 2022-04-20T19:04:18+07:00 Lailatul Maya Muchlas Suseno <p>Students in higher education institutions require digital literacy and 21st-century skills for their learning activities. Despite the reality of students born into digital technologies that have become increasingly integrated into learning activities, no studies have looked into the situation, particularly study in the context of postgraduate students. This study aims to determine the extent of Master of English Language Education (MELE) students’ incorporation of digital literacy and 21st-century skills within their learning activities. This study was carried out using a survey research method. The sample consisted of 34 MELE students from Jakarta State University enrolled in various gap years (2019-2021) in the Master English Language Education department. The data were collected using 24 questionnaire items. The instruments were employed based on the International Society for Technology in Education (ISTE) Student Standard and disseminated using Google Form. The findings revealed that most MELE students had a high level of digital literacy and 21st-century skills. However, some students marked themselves as having low levels on it. Thus, the researchers recommended that the students enhance their engagement with technology, incorporate 21st-century skills, and develop digital literacy according to today’s requirements for completing their learning goals.</p> 2022-05-31T00:00:00+07:00 Copyright (c) 2022 Lailatul Maya, Muchlas Suseno How does the English4IT Platform Provide English Materials for Computer Science Learners? 2022-05-16T13:42:53+07:00 Puspa Fortuna Zulfa <p>During the COVID-19 pandemic, the learning process shifted from face-to-face to online learning. English4IT is one of the platforms that can support the success of the online learning process. This study aims to investigate and describe the use of the English4IT platform to assist the English learning process for computer science learners. The platform contains materials suitable for computer science learners’ needs, including vocabulary, four main English skills, and practical activities, either synchronous or asynchronous. This descriptive qualitative study gathered the data from the contents of the English4IT platform. The data were then analyzed qualitatively by applying the platform and comparing the findings with previous studies and existing theories. This study’s novelty lies in its originality since a deep investigation of this platform has not been conducted by any previous researchers. The findings indicated that the use of this platform could effectively assist the students in learning English and motivate them to join. Various materials provided adequate teaching materials and references for computer science learners. The activities could enhance the students’ progress in each skill, and the re-do feature made it easier for learners to correct their mistakes. This study implies that the English4IT platform is recommended as an alternative way to teach English to computer science students. Before using this platform, it is recommended to recognize the strengths and weaknesses so that the English teachers can use it effectively.</p> 2022-05-31T00:00:00+07:00 Copyright (c) 2022 Puspa Fortuna Zulfa The Correlation between Task Commitment and Students’ EFL Learning Achievement 2022-04-04T10:08:50+07:00 Jihat Nurrahman Hodairiyah Fajar Budiyono <p>This research aims to prove whether there is a correlation between task commitment and students’ EFL Learning achievement on reading comprehension of the second-semester students of the Indonesian Language and Literature Education Study Program. This study used eleven questionnaire items of task commitment and learning achievement tests on giving and responding opinions. The sample of this research was 30 out of 165 students. Based on the calculation results using r<sub>ser</sub> correlation, the correlation value of this study was 0.129. The correlation value was very low (almost uncorrelated) according to the interpretation table of the <em>r</em> value. A conclusion can be drawn that the task commitment, as one of the students’ internal factors, did not affect the students’ learning achievement.</p> 2022-05-31T00:00:00+07:00 Copyright (c) 2022 Jihat Nurrahman, Hodairiyah, Fajar Budiyono Analyzing Errors in Students’ Subtitle Products 2022-05-27T08:45:17+07:00 Muhammad Khafik Ikke Dewi Pratama <p>Subtitling has constraints that are different from other types of translation. In the pedagogical field, lecturers in subtitling courses must ensure that the students are aware of the constraints to creating a qualified subtitle. The constraints in subtitling frequently cause errors in the subtitles composed by the students. This article discusses the errors found in students’ subtitle products. The researchers took the subtitles of <em>Miacademy </em>Youtube channel videos composed by EFL students studying in one of the state universities in Central Java, Indonesia. Nine videos of <em>Miacademy </em>and their subtitles were analyzed to find the errors in the subtitles. The results revealed that the most frequent error is errors in spatial parameters, specifically on the excessive number of characters per line. The second most dominant error is the errors in the temporal parameter in which most of the students still found problems in obeying the rules of the maximum duration for either a full two-line or a single-line subtitle. Punctuation and letter case errors result from students’ lack of comprehension in mastering the target text language convention. Error in target text editing mainly occurs due to the too-long subtitles, segmentation that is not syntactically acceptable, the decision to omit or retain the source text, and the occurrence of dialect. Further analysis showed that the students need to practice adjusting their translation with the constraints. Likewise, a subtitling brief must be conducted before the lecturer delivers the task to the students by helping the students analyze the possible problems and solutions when composing the subtitles.</p> 2022-05-31T00:00:00+07:00 Copyright (c) 2022 Muhammad Khafik, Ikke Dewi Pratama