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All Journal Open Access Jakarta Journal of Health Sciences (OAJJHS) Journal of Society and Development
Kurnihayati, Kurnihayati
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Humanities Education Health Professions Medicine & Pharmacology Nursing Public Health Social Sciences

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Nursing Students’ Perceptions of Project-Based Learning to Enhance English Proficiency: A Descriptive Quantitative Study: Persepsi Mahasiswa Keperawatan tentang Pembelajaran Berbasis Proyek untuk Meningkatkan Kemampuan Bahasa Inggris: Studi Kuantitatif Deskriptif Kurnihayati, Kurnihayati; Solihin, Rully Khoeru; Muhria, Lanlan
Journal of Society and Development Vol. 5 No. 1 (2025)
Publisher : Medpro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/jsd.v5i1.299

Abstract

In today’s globalized healthcare environment, English proficiency is essential for nursing professionals to access international resources, communicate across cultures, and deliver high-quality care. This study investigates nursing students’ perceptions of Project-Based Learning (PjBL) as a strategy to enhance English language skills within clinical and academic contexts. A descriptive quantitative study was conducted at the Nursing Department of Universitas Muhammadiyah Ahmad Dahlan Cirebon, involving 56 students enrolled in an English for Specific Purposes (ESP) course. Data were gathered through a Likert-scale questionnaire focusing on aspects such as motivation, inquiry, planning, and relevance to clinical practice. The findings indicate that students perceive PjBL as highly effective in connecting classroom English learning to real-world nursing tasks. Reported benefits include increased motivation, improved critical thinking, enhanced self-directed learning, and stronger professional communication. Students also expressed high engagement and satisfaction due to the authenticity and relevance of the tasks. The study concludes that integrating PjBL into ESP instruction for nursing students can significantly improve both language proficiency and clinical readiness. These results highlight the pedagogical value of PjBL in nursing education and suggest further research to examine its long-term effects on language retention and professional performance.
Digital-Assisted Direct Reading Approach: Strengthening Student Engagement and Motivation in English Learning: Pendekatan Membaca Langsung Berbantuan Digital: Memperkuat Keterlibatan dan Motivasi Siswa Dalam Pembelajaran Bahasa Inggris Muhria, Lanlan; Kurnihayati, Kurnihayati; Solihin, Rully Khoeru; Sundari, Fina Dewi
Journal of Society and Development Vol. 5 No. 1 (2025)
Publisher : Medpro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57032/jsd.v5i1.305

Abstract

Digital technology has significantly transformed the world of education. This includes English language learning, which still faces challenges due to student unmotivation and disengagement. The direct reading method has been proven effective in improving intensive and extensive reading skills, but if not combined with creative strategies, this method is often perceived as monotonous. Therefore, digital technology helps increase student motivation and engagement in reading and learning. This study employed a quasi-experimental method and a pretest-posttest control group design. Students selected through purposive sampling were 11th-grade students from a high school in Majalengka. Two classes served as samples. The experimental class, consisting of more than 35 students, used the digitally assisted direct reading method, while the control class used conventional methods. Research tools included reading comprehension tests, motivation questionnaires, observations, and semi-structured interviews. T-tests and effect sizes were used to analyze qualitative data; source triangulation was used for quantitative data. The results showed that the experimental group had significantly improved compared to the control group. The average reading comprehension score in the experimental group increased from 65.2 to 81.7, while in the control group, it increased from 64.8 to 72.4 (p = 0.001; d = 0.85). Student motivation in the experimental group increased from 3.21 to 4.12, while in the control group it only increased from 3.18 to 3.54. In the experimental group, student engagement in behavioral, emotional, and cognitive aspects increased significantly. Therefore, this study concludes that incorporating digital technology into the direct reading method is proven effective in improving student comprehension, increasing motivation, and engagement. Moreover, this is an appropriate approach to meet the learning needs of the modern generation.
A Pronunciation Error Analysis of an Experienced and a Novice English Lecturer at Poltekkes Bhakti Pertiwi Husada Cirebon Fatimah, Siti; Hadiyani, Teni; Kurnihayati, Kurnihayati
Open Access Jakarta Journal of Health Sciences Vol 4 No 11 (2025): Open Access Jakarta Journal of Health Sciences
Publisher : Sagamedia Indo Press

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Abstract

Background: Pronunciation plays a crucial role in oral communication and classroom instruction, particularly in English as a Foreign Language (EFL) contexts where lecturers function as primary language models for students. Inaccurate pronunciation by lecturers may influence learners’ phonological awareness and speech production. Objective: This study aimed to analyze and compare pronunciation errors produced by an experienced English lecturer and a novice English lecturer, with a particular focus on consonant pronunciation in an EFL setting. Methods: This research employed a descriptive comparative case study design. Two English lecturers (one experienced and one novice) participated as cases. Data were collected through a pronunciation test consisting of 70 English words, read aloud by each participant and audio-recorded. Pronunciation accuracy was assessed based on a predetermined phonemic target using standard IPA transcription. Errors were identified and categorized according to consonant error types, and results were analyzed descriptively using frequency counts and error rates. Results: The findings revealed that the experienced lecturer produced 7 pronunciation errors out of 70 tokens (10.0%), while the novice lecturer produced 12 errors (17.1%). Common error patterns involved fricative and dental consonants, including substitutions such as /v/→/f/ and /θ/→/t/. Although both lecturers demonstrated generally acceptable pronunciation performance, the novice lecturer showed a higher frequency of consonant errors than the experienced lecturer. Conclusion: The study indicates that teaching experience may be associated with lower pronunciation error rates, particularly in consonant production. However, given the limited sample size, the findings should be interpreted cautiously. Further research with larger samples and more varied speech tasks is recommended to better understand pronunciation performance among EFL lecturers and its implications for language instruction.
Co-Authors Lanlan Muhria Siti Fatimah Solihin, Rully Khoeru Sundari, Fina Dewi teni hadiyani