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All Journal International Journal of Economics, Business and Accounting Research (IJEBAR) Jurnal Ilmiah Edunomika (JIE)
Dewi Muliasari
Instutut Teknologi Bisnis AAS Indonesia
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education

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INOVASI PEMBELAJARAN BAHASA INGGRIS DALAM MENUMBUHKAN BUDAYA ILMIAH MAHASISWA: PENDEKATAN AUTOETNOGRAFI Dewi Muliasari
JURNAL ILMIAH EDUNOMIKA Vol. 10 No. 1 (2026): EDUNOMIKA
Publisher : ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jie.v10i1.19170

Abstract

Strengthening students' scientific culture is a key focus of higher education in supporting the development of superior human resources. One strategic effort that can be undertaken is through innovative English language learning integrated with students' scientific contexts. This study aims to examine how innovative English language learning contributes to the growth of students' scientific culture in the Accounting Study Program through an autoethnographic approach. The study used a qualitative approach with an autoethnographic design, where the experiences of lecturers teaching English courses served as the primary data source, which were analyzed reflectively and critically. The study was conducted in the English course of the Accounting Study Program at ITB AAS Indonesia. Data were collected through lecturers' reflective journals, learning documentation, and student academic artifacts, then analyzed thematically by linking the findings to the theoretical framework of scientific culture, academic literacy, and English language learning based on scientific contexts. The results showed that innovative English language learning integrated with the accounting context was able to increase students' awareness of the function of English as an academic tool, encourage the development of basic academic literacy, and foster scientific attitudes such as courage to express opinions and active involvement in class discussions. Despite challenges related to differences in student language abilities and limited learning time, this study concludes that English language learning plays a strategic role in fostering a scientific culture in students in non-language study programs. The findings offer theoretical and practical implications for developing innovative English language learning in higher education.
INTEGRATING DIGITAL ECONOMY MATERIALS INTO ENGLISH FOR SPECIFIC PURPOSES (ESP) INSTRUCTION: A STUDY OF ECONOMICS STUDENTS AT ITB AAS INDONESIA Dewi Muliasari
International Journal of Economics, Business and Accounting Research (IJEBAR) Vol 9 No 4 (2025): IJEBAR, VOL. 09 ISSUE 04, DECEMBER 2025
Publisher : LPPM ITB AAS INDONESIA (d.h STIE AAS Surakarta)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/ijebar.v9i4.19474

Abstract

The rapid expansion of the digital economy has significantly reshaped the competencies required of economics graduates, particularly in understanding global business terminology, fintech systems, e-commerce practices, and digital financial communication. Despite this transformation, English for Specific Purposes (ESP) courses in higher education frequently remain centered on conventional business topics and do not systematically incorporate digital economy content. This study aims to investigate how digital economy materials are integrated into ESP instruction and how this integration supports the development of digital economic literacy among economics students at ITB AAS Indonesia. Employing a qualitative case study design, the research collected data through classroom observations, in-depth interviews with lecturers and students, and analysis of syllabi and instructional materials. The data were analyzed using thematic analysis to identify emerging patterns in instructional strategies, content adaptation, and student perceptions. The findings reveal that the inclusion of digital economy topics—such as fintech terminology, digital marketing discourse, online transaction communication, and startup pitching—enhances students’ understanding of contemporary economic concepts and strengthens their confidence in using English in digital business contexts. The study underscores the importance of contextualized ESP instruction that aligns with ongoing economic transformation and provides implications for curriculum development in higher education. Keywords: English for Specific Purposes (ESP); Digital Economy; Digital Economic Literacy; Economics Students; Higher Education; Qualitative Case Study
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