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All Journal Englisia Journal English Teaching Journal : A Journal of English Literature, Language, and Education IJoLE: International Journal of Language Education Al-Ta'lim ENGLISH FRANCA : Academic Journal of English Language and Education JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education kawanad Jurnal Pendidikan Progresif
Marhaban, Saiful
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Religion Aerospace Engineering Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Control & Systems Engineering Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences

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The contribution of online multimodal feedback-based weblogs toward students writing skills enhancement Muslem, Asnawi; Marhaban, Saiful; Gani, Sofyan A; Hamdalah, Siti; Amalia, Dina; Hankinson, Emma
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.31389

Abstract

Writing correctly and accurately in English is essential for communicating formally with others in this 4.0 era. Various approaches, methods, techniques, strategies, and media have been used to improve students writing skills. However, students still require help with writing correctly and accurately in English. This study aims to investigate whether online multimodal feedback-based weblogs improve students writing skills and to discover the students perceptions of using this teaching model. Fifty students were included in this quasi-experimental study. They were divided into two groups: experimental and control groups, with 25 students in each group. The experimental group was taught writing with online multimodal feedback-based weblogs, and the control group was taught writing using the traditional method. A written test was used to collect data in both pre-test and post-test. A set of questionnaires was also used to collect information about the students perceptions of the teaching model used. The research results showed that online multimodal feedback-based weblogs could improve the students writing skills. Furthermore, students in the experimental group positively responded to the use of online multimodal feedback-based weblogs in teaching and learning writing. Hence, it can be inferred that weblogs incorporating online multimodal feedback have the potential to enhance both the writing proficiency and motivation of students.
Cultivating Eco-Faith Literacy: Challenges in Aligning Vocational English Curriculum with Sustainable Religious Tourism Needs Karimullah, Imam Wahyudi; Marhaban, Saiful; Romadhon, M Galuh Elga
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp173-194

Abstract

This study aims to investigate how English teaching in Indonesian vocational high schools, particularly within tourism-related programs, contributes to the development of communicative, ethical, and sustainability-oriented competencies required in the emerging field of religious tourism. Beyond merely identifying implementation gaps, the study seeks to clarify the conceptual alignment among the Merdeka Curriculum, English for Specific Purposes (ESP), and the growing demand for eco-religious tourism literacy. The research addresses an underexplored area in ESP studies: the integration of sustainability in religious tourism into vocational English education. Using a phenomenological-interpretivist approach, this qualitative study draws on semi-structured observations conducted in English classrooms within tourism departments at vocational high schools in East Java. Data were analyzed inductively to explore teachers’ pedagogical interpretations, classroom practices, and the contextual factors shaping curriculum enactment. The implementation of vocational English teaching remains limited despite the curriculum’s emphasis on autonomy and innovation. Teachers’ interpretations of curricular flexibility varied widely, leading to inconsistent pedagogical strategies. Some teachers independently integrated project-based learning simulations that embed religious values, environmental sustainability, and local cultural identity, yet such practices were not institutionalized. Furthermore, insufficient professional development, lack of ESP-oriented resources, and limited institutional support hindered systematic alignment between English instruction and the competencies needed in religious tourism contexts. The study contributes conceptually by demonstrating that under implementation is not merely a technical issue but reflects broader challenges of curriculum interpretation, teacher capacity, and contextual responsiveness. It highlights a significant gap in the existing ESP literature regarding sustainability-driven, value-based tourism communication skills. These insights underscore the need for developing structured ESP modules tailored to religious tourism and eco-tourism, supporting vocational schools in aligning English instruction with emerging industry demands. Keywords: ESP, sustainable tourism, vocational high school, merdeka curriculum, religious tourism.
Co-Authors Afriani Astilla, Inas Azizah Dewantara, Arie Dina Amalia Hamdalah, Siti Hankinson, Emma Hendra Heriansyah Ika Apriani Fata Imam Wahyudi Karimullah Indra Perdana Ismul Huda Maulini, Rini mistiar, Wolly Muktabar, Fadhilah Muslem, Asnawi Najjah, Safinatun Oktavia Widiastuti Rizki, Julia Romadhon, M Galuh Elga Saidu, Abdulhakim Saleh, Adi Silvi Listia Dewi Sofyan A Gani Sofyan A. Gani Syahara Dina Amalia Syamaun, Arifin Teguh Sulistyo Tengku Maya Silviyanti Teuku Zulfikar Wardani Dwi Wihastyanang, Wardani Dwi Widiastuti, Oktavia Zainuddin