Articles
<![CDATA[The Need Analysis of English for Specific Purpose in Faculty of Law ]]>
<![CDATA[Wigati, Fikri Asih]]>;
<![CDATA[Iman, Candra Hayatul]]>
<![CDATA[ UICELL No 2 (2018): UICELL Conference Proceedings 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The flow of globalization is inevitable. This has brought changes in the development of English for Specific Purpose. Responding to this condition, this study was conducted to determine the need analysis of ESP in faculty of Law, however this study focus on the undergraduates point of view. This research focused to students of Law Faculty in on state university in West Java, Indonesia by using qualitative research design. The data were obtained from several techniques, namely interview, and documentations. Based on the interview data, it was found that the expected materials for the ESP in Law Faculty are communication skills especially on speaking and writing to prepare themselves to serve their clients. In addition, grammar focus and pronunciation drilling are less interesting, they think that active learning activities are more engaging.
Keywords: ESP, Law Faculty, students point of view]]>
<![CDATA[WRITING AN INTERNATIONAL JOURNAL ARTICLE BY INDONESIAN COLLEGE TEACHERS: WHAT TO WORRY ABOUT ]]>
<![CDATA[Wigati, Fikri Asih]]>;
<![CDATA[Iman, Candra Hayatul]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v1i2.40
<![CDATA[This study addresses the question of the respondents ?problems in writing a research article. The participants in this study were six teachers who enrolled in the journal writing class in a university in Karawang. Three of them are ready with submission, but three others are not. The data were collected by way of two techniques: analysis of the article portfolio and interviews. The data were later codified and triangulated in order to reveal the participants? technical problems based on the research article elements and participants? psychological interference. The findings show that the respondents still had problems in achieving the communicative purposes of the journal article elements. In general their problems were in giving justifications. Their writing also tend to be failed to spot the justification of their choice of the research methodology. They still missed to fill the gap with the previous researches, missed the mark to give interpretation on the results and discussion section, and do not offer recommendation in the conclusion. Likewise, the participants also have some of psychological interference in composing and submitting their article.]]>
<![CDATA[Writing an International Journal Article by Indonesian College Teachers: What to Worry About ]]>
<![CDATA[Wigati, Fikri Asih]]>;
<![CDATA[Iman, Candra Hayatul]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v1i2.40
<![CDATA[This study addresses the question of the respondents ‘problems in writing a research article. The participants in this study were six teachers who enrolled in the journal writing class in a university in Karawang. Three of them are ready with submission, but three others are not. The data were collected by way of two techniques: analysis of the article portfolio and interviews. The data were later codified and triangulated in order to reveal the participants’ technical problems based on the research article elements and participants’ psychological interference. The findings show that the respondents still had problems in achieving the communicative purposes of the journal article elements. In general their problems were in giving justifications. Their writing also tend to be failed to spot the justification of their choice of the research methodology. They still missed to fill the gap with the previous researches, missed the mark to give interpretation on the results and discussion section, and do not offer recommendation in the conclusion. Likewise, the participants also have some of psychological interference in composing and submitting their article.]]>
<![CDATA[Developing An Instructional Design for Writing A Product Knowledge by Fusing Multimodality Approach and Industry Practitioner Teaching Practice ]]>
<![CDATA[Wigati, Fikri Asih Asih]]>
<![CDATA[ Journal of Educational Sciences Vol 8, No 3: July 2024 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
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DOI: 10.31258/jes.8.3.p.513-522
<![CDATA[There is a research aim in this study: create an instructional design by incorporating the Teaching Practitioner program and the Multimodality approach which focus on one learning outcome: composing a product knowledge of manufacturing industry. An instructional design was developed utilizing the Dick and Carey Model, involving some developments steps. The instructional design developed for this study combined elements of the Teaching Practitioner and the Multimodality approach with the English lecturer and the practitioner playing significant roles in each phase; and the implemented instructional design was able to enhance students' writing proficiency as demonstrated by the writing results. Based on the favorable results observed in this study regarding the implementation of the instructional design, the researcher proposes that ESP courses can adopt the identical instructional design.]]>
<![CDATA[Developing An Instructional Design for Writing A Product Knowledge by Fusing Multimodality Approach and Industry Practitioner Teaching Practice ]]>
<![CDATA[Wigati, Fikri Asih]]>
<![CDATA[ Journal of Educational Sciences Vol 8. No. 3. July 2024 ]]>
Publisher : <![CDATA[FKIP-Universitas Riau ]]>
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DOI: 10.31258/jes.8.3.p.513-522
<![CDATA[There is a research aim in this study: create an instructional design by incorporating the Teaching Practitioner program and the Multimodality approach which focus on one learning outcome: composing a product knowledge of manufacturing industry. An instructional design was developed utilizing the Dick and Carey Model, involving some developments steps. The instructional design developed for this study combined elements of the Teaching Practitioner and the Multimodality approach with the English lecturer and the practitioner playing significant roles in each phase; and the implemented instructional design was able to enhance students' writing proficiency as demonstrated by the writing results. Based on the favorable results observed in this study regarding the implementation of the instructional design, the researcher proposes that ESP courses can adopt the identical instructional design.]]>
<![CDATA[Writing an International Journal Article by Indonesian College Teachers: What to Worry About ]]>
<![CDATA[Wigati, Fikri Asih]]>;
<![CDATA[Iman, Candra Hayatul]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v1i2.40
<![CDATA[This study addresses the question of the respondents ‘problems in writing a research article. The participants in this study were six teachers who enrolled in the journal writing class in a university in Karawang. Three of them are ready with submission, but three others are not. The data were collected by way of two techniques: analysis of the article portfolio and interviews. The data were later codified and triangulated in order to reveal the participants’ technical problems based on the research article elements and participants’ psychological interference. The findings show that the respondents still had problems in achieving the communicative purposes of the journal article elements. In general their problems were in giving justifications. Their writing also tend to be failed to spot the justification of their choice of the research methodology. They still missed to fill the gap with the previous researches, missed the mark to give interpretation on the results and discussion section, and do not offer recommendation in the conclusion. Likewise, the participants also have some of psychological interference in composing and submitting their article.]]>
<![CDATA[Exploring Students Engagement in Learning Vocabulary through The Use of Total Physical Response (TPR) Method ]]>
<![CDATA[Pitaloka, Dewi Ayu Dyah]]>;
<![CDATA[Wigati, Fikri Asih]]>;
<![CDATA[Suryaman, Maman]]>
<![CDATA[ Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences ]]>
Publisher : <![CDATA[FKIP - Universitas Riau ]]>
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DOI: 10.31258/jes.9.2.p.718-728
<![CDATA[The study aims to explore student involvement in vocabulary learning through the Total Physical Response (TPR) method. The TPR method combines physical movement with language learning processes, which are believed to improve student memory and understanding. This research uses a qualitative approach to the design of case studies. The study collected data through observations, interviews, and pre- and post-test vocabulary tests. The results showed that students showed positive engagement, both behavioral, emotional, and cognitive. Significant improvements in vocabulary skills also increased, as seen from the average student vocabulary test score after the application of the TPR method, from 38.55 on the pretest to 81.11 on the posttest. Observations and interviews revealed that students were more active and involved in the learning process, showing a higher interest and positive response to TPR methods. In addition, physical movements associated with vocabulary learning help students memorize and understand vocabulary better.]]>
<![CDATA[Implementing Teaching Writing Explanation Text using Mind Mapping and Popplet in Senior High School: A Classroom Action Research ]]>
<![CDATA[Herlina, Santi Sri]]>;
<![CDATA[Wigati, Asih Fikri]]>;
<![CDATA[Kamil, Acep Bahrum]]>
<![CDATA[ Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences ]]>
Publisher : <![CDATA[FKIP - Universitas Riau ]]>
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DOI: 10.31258/jes.9.2.p.835-846
<![CDATA[The aim of this study is to investigate the implementation of mind mapping and Popplet techniques in the learning of the writing of explanatory texts. The research method involved a qualitative approach to classroom action research. Data were collected through observation, semi-structured interviews, and documentation. The research participants were twenty-three students from class XI MIPA at senior high school, with nine students selected as respondents through purposive sampling. The findings of this study indicate that the use of mind mapping and Popplet techniques helped students better comprehend the learning material. Students provided positive feedback on the application of mind mapping and the Popplet app, as they felt these tools assisted them in the process of writing explanatory texts. The use of mind mapping facilitated students' idea organization, while Popplet enabled the visualization and digital presentation of explanatory texts. The findings indicate that combining mind mapping and Popplet can enhance the efficiency and effectiveness of learning to write explanatory texts. This research offers teachers a new tool to employ innovative approaches to writing instruction, facilitating students' comprehension and proficiency.]]>
<![CDATA[Exploring Student Challenges in Learning Writing Descriptive Text : A Case Study Vocational School in Bekasi ]]>
<![CDATA[Trastiawan, Rizky Ardianto]]>;
<![CDATA[Wigati, Fikri Asih]]>;
<![CDATA[Srisudarso, Mansyur]]>
<![CDATA[ Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences ]]>
Publisher : <![CDATA[FKIP - Universitas Riau ]]>
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DOI: 10.31258/jes.9.1.p.43-57
<![CDATA[Writing is a fundamental language skill that plays a crucial role in academic and professional success. Descriptive writing, in particular, requires students to vividly portray ideas, experiences, or concepts using words. The purpose of this study is to provide educators and policy makers with valuable insights into targeted interventions to help students overcome barriers and achieve proficiency with writing descriptive. The use of a purposive sampling method ensures targeted selection of participants, taking into account factors such as program specialization. This is achieved by ensuring comprehensive representation of the student population, through a strategic selection of participants who will offer a variety of insights. n conclusion, The teacher uses the "picture to picture" method, where students are asked to observe the picture and its description. Some students who feel confused by the picture to picture method, students find it more difficult to observe and express the characteristics of quiet people, lack of confidence in writing descriptions, limited mastery of English vocabulary and grammar. This causes students to lack confidence in writing descriptions using grammatically correct English.]]>
<![CDATA[Enhancing Junior High School Teachers ‘Capacity in Educational Problem-Solving: An Evaluation of a Design-Based Research Workshop ]]>
<![CDATA[Wigati, Fikri Asih]]>
<![CDATA[ Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences ]]>
Publisher : <![CDATA[FKIP - Universitas Riau ]]>
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DOI: 10.31258/jes.9.1.p.366-376
<![CDATA[This study evaluates the effectiveness of a Design-Based Research (DBR) workshop in enhancing junior high school teachers' capacity to address educational problems. A four-day workshop was attended by 20 teachers from 5 junior high schools in a sample city. Mixed methods were used to analyze workshop outcomes, including pre-post surveys, analysis of mini DBR proposals, semi-structured interviews, and longitudinal follow-ups. Results show significant improvement in teachers' understanding and skills related to DBR. The workshop produced 15 mini DBR proposals ready for implementation. Key challenges included time constraints for data analysis, variation in participants' initial understanding, and concerns about institutional support. A three-month follow-up revealed that 60% participants had initiated DBR projects in their schools. This study highlights the potential of DBR workshops in enhancing research-based practices in schools and recommends strategies for sustainable implementation. The follow-up survey revealed that 60% of participants had initiated DBR projects in their schools within three months of the workshop. The analysis of the DBR implementation revealed several critical factors that contributed to successful outcomes, as well as certain barriers that posed challenges to the implementation process.]]>
