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The Role of Virtual Reality in Enhancing the Effectiveness of Teaching English for Specific Purposes VEGA, Nofvia De; RAHAYU, Rahayu; BASRI, Nurfajriah
Research and Innovation in Applied Linguistics Vol. 2 No. 1 (2024): [February]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v2i1.4386

This study provides a novel examination of the integration of Virtual Reality (VR) technology into English for Specific Purposes (ESP) instruction, specifically within the context of Management studies at Universitas Borneo Tarakan. It addresses a significant gap in empirical research by focusing on VR's effectiveness in teaching ESP within a management context, an area that has yet to be thoroughly explored. Using pre-and post-test scores from 286 students and detailed evaluation metrics, this research provides robust evidence of VR's transformative potential in enhancing ESP instruction. The findings indicate a clear improvement in language proficiency following VR-enhanced teaching, with significant increases in top-scoring students and decreases among those struggling with lower scores. Additionally, high levels of student engagement were observed during VR-enhanced lessons. Students reported positive usability experiences with the technology and expressed satisfaction with their learning outcomes. They also perceived significant benefits from using VR technology in their ESP instruction, including improved comprehension, increased motivation and engagement, and enhanced memory retention. However, alongside these positive outcomes are challenges that must be addressed for effective implementation. These include technical issues experienced by some participants suggesting the need for improvements or troubleshooting to enhance user experience; adaptation difficulties faced by learners when transitioning to new teaching methods introduced via virtual reality indicating the importance of providing additional support or guidance; and accessibility challenges emphasizing the need to ensure equal access for all learners when implementing such innovative technologies. In light of these findings, it is recommended that institutions like Universitas Borneo Tarakan looking to integrate VR into their ESP instruction consider establishing robust technical support structures to address potential issues. They should also provide additional guidance during transitions to new teaching methods introduced via virtual reality and prioritize ensuring accessibility for all learners. This study contributes valuable insights into effective strategies for modernizing ESP instruction using innovative technologies like Virtual Reality while highlighting areas where further exploration is needed.

PSYCHOLOGICAL STUDIES OF CREATIVITY IN WRITING Basri, Nurfajriah; Nur, Sahril; Salija, Kisman; Nur, Safar
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.7973

This paper is a critical literature review of psychological studies of creativity in writing from the top studies year 2013 until 2022 and compares crucial criteria and techniques. This systematic review attempts to address three research questions, i.e What is the research theory of existing studies that are being investigated based on a systematic literature review, what psychological aspects of creative writing are discussed in the reviewed paper, and what research methods were used in the studies that were included. Eight studies systematically reviewed all aspects of psychology from these studies, the findings of this study also mostly measured students’ motivation in creating writing from various education levels. Mostly, the previous researcher used a quantitative method to analyze the data that were 4 articles in the reviewed paper. Meanwhile, a similar number of articles were qualitative and quantitative methods. Keywords: Psychological studies, Creativity in writing, systematic review

The Perceptions Of Novice EFL Teachers On Addressing Comprehension Issues In Students’ Reading Herman Resyadi; Basri, Nurfajriah; Syam, Ferawaty
MEDIASI Jurnal Kajian dan Terapan Media, Bahasa, Komunikasi Vol 6 No 1 (2025): January
Publisher : P3M Politeknik Negeri Media Kreatif

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46961/mediasi.v6i1.1545

The main concern of this research is to expose the Perceptions of Novice EFL Teachers on Addressing Comprehension Issues in Students’ Reading in junior high school setting. The research objective is to figure out the strategies of novice EFL teachers use to help students overcome reading comprehension issues. Qualitative research used as the research method with the case study design, involving two novice EFL teachers with advanced level and fewer years of experiences. Interview was used as the main instrument of this research, and Interactive Model by Miles and Huberman was also used as the technique of data analysis. The findings of this research expose that the novice EFL teachers face challenges in addressing students reading comprehension issues due to limited experiences and training. Despite these obstacles, they adapt by using strategies like pre-reading activity and vocabulary support. This highlights the need for targeted professional development to better equip novice EFL teacher in supporting students’ comprehension.

PSYCHOLOGICAL STUDIES OF CREATIVITY IN WRITING Basri, Nurfajriah; Nur, Sahril; Salija, Kisman; Nur, Safar
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 11 No. 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.7973

This paper is a critical literature review of psychological studies of creativity in writing from the top studies year 2013 until 2022 and compares crucial criteria and techniques. This systematic review attempts to address three research questions, i.e What is the research theory of existing studies that are being investigated based on a systematic literature review, what psychological aspects of creative writing are discussed in the reviewed paper, and what research methods were used in the studies that were included. Eight studies systematically reviewed all aspects of psychology from these studies, the findings of this study also mostly measured students’ motivation in creating writing from various education levels. Mostly, the previous researcher used a quantitative method to analyze the data that were 4 articles in the reviewed paper. Meanwhile, a similar number of articles were qualitative and quantitative methods. Keywords: Psychological studies, Creativity in writing, systematic review

Teaching Collocations and Academic Phrases with Corpus Linguistics: Applications for Specific and Academic Contexts Misnawati, Misnawati; Tahir, Saidna Zulfiqar Bin; Sibali, Alwi; Anwar, Widya Pertiwi; Basri, Nurfajriah; Bahtiar, Hikmanisa
Innovations in Language Education and Literature Vol 2 No 1 (2025): JUNE 2025
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ilere.v2i1.5033

This study explores the integration of the Corpus of Contemporary American English (COCA) in teaching academic collocations and phrases in English for Specific and Academic Purposes (ESP/EAP) settings. Conducted with 15 first-semester undergraduate students in Indonesia, the six-week classroom-based action research employed corpus-based instructional tasks to develop students’ lexical awareness and academic language proficiency. Data were collected through classroom observations, student writings, questionnaires, and semi-structured interviews. The findings show notable improvement in students’ use of academic collocations and discipline-specific phrases, reflected in increased accuracy and fluency in both writing and speaking. Learners reported that COCA supported them in identifying more natural and context-appropriate word combinations, boosting their confidence and academic expression. Initial challenges with the COCA interface and corpus navigation were mitigated through instructional scaffolding. Over time, students demonstrated increased autonomy and began using COCA for independent and collaborative learning. The study affirms the pedagogical value of corpus linguistics for novice ESP learners and highlights the importance of technical and teacher support in integrating corpus tools into curriculum design.

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