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All Journal OKARA: Jurnal Bahasa dan Sastra Kiryoku: Jurnal Studi Kejepangan ELT Forum: Journal of English Language Teaching
Patria, Aditya Nur
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Languange, Linguistic, Communication & Media Other

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Continuity vs. Discontinuity: A Case of Home Language and Literacy Socialization in Indonesia Hamida, Layli; Patria, Aditya Nur; Reswari, Girindra Putri Ardana
OKARA: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2024): OKARA: Jurnal Bahasa dan Sastra
Publisher : Center of Language Development, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v18i1.13286

Abstract

The present study explores the language and literacy socialization (LLS) of Indonesian children from low- to middle-income families. The Indonesian government has never truly involved home and family as the base for literacy socialization in its programs, affecting the nation-state's low rank in literacy proficiency. This paper aims to describe the LLS of low- to middle-income Indonesian families and examine how the language used by caregivers and parents stimulates the issue of continuity or discontinuity between home and school literacy practices. The study used an ethnographic approach in which the researchers observed the LLS events of 6 families in Surabaya, Indonesia. Conversations between caregivers/parents and children during literacy events were recorded. The findings suggest that every family has different patterns of literacy practices depending on their beliefs and culture at home and that parents' or caregivers' language and style of communication may facilitate or hinder children's access to literacy. Two socialization patterns were identified, including reference to past experience and collaborative negotiation of meaning. It is argued that not only the background of education but also caregivers' literacy culture and educational beliefs play a role in their strategy of language and literacy socialization at home.
Motivational Dimensions in Language Learning: A Case Study of Vocational College Students Choosing Japanese Language Stream Patria, Aditya Nur; Alfarisy, Fitri
KIRYOKU Vol 8, No 1 (2024): Kiryoku: Jurnal Studi Kejepangan
Publisher : Vocational College of Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/kiryoku.v8i1.117-123

Abstract

Motivation is still taken into consideration when ones apply to a minor in a study program with limited seats. The present study explores students’ motivational dimensions for choosing Japanese language stream which has limited quota in an Indonesian vocational college. Based on responses from 43 first-year students choosing Japanese stream, it was found that ‘personal goals’ dominated the list of motivational dimensions. In contrast, no student expressed ‘external pressures/incentives’ as their motivation. Following screening process conducted by the study program, ‘personal goals’ maintained its position as the most frequently expressed motivation. Moreover, ‘academic interests’ appeared as the motivational dimension which did not change in number following screening process. These results demonstrate the attraction of the internship program in Japan promoted by the study program in recent years. 
Do ESP teachers need to be subject specialists? A critical examination Reswari, Girindra Putri Ardana; Patria, Aditya Nur; Alfarisy, Fitri
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i3.36643

Abstract

This study examines the necessity of subject-matter expertise for effective English for Specific Purposes (ESP) instruction within higher education. Using a qualitative document analysis approach, twenty theoretical and empirical studies published between 1977 and 2025 were synthesised through thematic analysis. Three dominant themes emerged: (1) collaboration and interdisciplinary insight, (2) teacher attitudes toward subject knowledge, and (3) teacher training and professional development. The findings indicate that effective ESP instruction in universities does not depend primarily on teachers becoming subject specialists. Rather, authenticity and disciplinary relevance are most successfully achieved through structured collaboration with field experts, instead of individual mastery of specialised content. Teacher disposition, particularly openness, adaptability, and respect for learners’ disciplinary expertise was found to strongly mediate instructional success in tertiary classrooms. In addition, corpus-based pedagogy, discourse and genre awareness, digital literacy, and intercultural communication emerged as core areas of professional preparation for ESP teachers. The study concludes that ESP teacher competence in higher education is best characterised by collaborative engagement, pedagogical flexibility, and reflective professionalism rather than disciplinary expertise alone underscoring the need for universities to establish sustainable collaboration frameworks and continuous professional development systems to support the academic and professional demands of ESP in higher education.
Co-Authors Fitri Alfarisy Layli Hamida Reswari, Girindra Putri Ardana