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All Journal Jurnal Berkala Ilmu Perpustakaan dan Informasi English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature Language Circle : Journal of Language and Literature
Emi Emilia
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Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science

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Gerakan literasi masyarakat berbasis media sosial Johan, Riche Cynthia; Emi Emilia; Syahid, Aah Ahmad; Hadiapurwa, Angga; Rullyana, Gema
Berkala Ilmu Perpustakaan dan Informasi Vol 16 No 1 (2020): Juni
Publisher : Perpustakaan Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/bip.v16i1.35

Abstract

Introduction. The three main aspects to improve literacy movement are family, school, and society. Using social media could be useful to improve literacy as many reading materials can be accessed and freely available. However, the content should be selected to prevent from unexpected materials. Data Collection Method. Data obtained through observations of 100 participants in the development of community literacy movement. They were religious education community (pesantren) with professions such as, teachers, education staffs and students’ representatives from two levels of education within the reading village frameworks in Tanjungmekar village, Tanjungkerta, Sumedang. Analysis Data. Data were analyzed using descriptive percentage studies, and describing the results of observations. Result and Discussions. The community accesses reading material dominant using printed material, reading assignment and communication through social media have not done as expected. In general, the activities of fostering literacy in the religious education community require patterns that are in accordance with time, motivation, access, technological devices, various social media to foster literacy readiness. Conclusions. Alternative use of social media is expected be able to support community movement to build the literate village.
A Joint Construction Practice in an Academic Writing Course in an Indonesian University Context Aunurrahman Aunurrahman; Fuad Abdul Hamied; Emi Emilia
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 1: July 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (696.753 KB) | DOI: 10.24167/celt.v17i1.1137

Abstract

This research aims to explore the students’ writing and critical thinking capacity in a joint construction practice in an academic writing course. The course applied a genre-based approach in teaching academic writing and critical thinking to first-year English as a Foreign Language students of a private university in Pontianak, West Kalimantan, Indonesia. A combination of explicit teaching, group discussion, and online review sessions was employed in the joint construction practice for three meetings. The source for the data collection was a jointly constructed text. The text was selected from thirty-six students who worked in groups. Every group consisted of low achievers, medium achievers, and high achievers in writing. The text was analyzed using functional grammar. The analysis shows that the students had gained a good control of the exposition genre with its linguistic features. Thematic progression and logical connectors at the text level and circumstances (adverbs) at the clause level had realized critical thinking skills and dispositions. Several grammatical mistakes and improper lexical choices were identified but did not interfere with the purpose of the text. The findings suggest that having more classroom meetings will make explicit teaching and group discussion work effectively before the students begin to write independently. Moreover, online review sessions can support the students' learning but with limitations.
FROM CLASSROOM TO CLINIC: AN ANALYSIS OF ENGLISH FOR NURSING CURRICULUM IN INDONESIA Kailani, Ahmad; Emi Emilia; Gin Gin Gustine; Rojab Siti Rodliyah
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11545

Abstract

Effective communication in healthcare requires nursing professionals to possess strong language proficiency. However, English for Nursing curricula often lack alignment with real-world linguistic demands. This study analyzes an English for Nursing curriculum at a private institution in Indonesia, examining its ideological foundation, curricular model, and alignment with language proficiency requirements. Using content analysis, the research evaluated course syllabi, learning modules, and institutional curriculum guides through the lens of Tyler’s (1949) curriculum rationale and Richards’s (2001) language curriculum ideologies. Findings revealed that while the curriculum emphasized social-economic efficiency, academic rationalism, and professional competency, gaps remained in integrating English proficiency with clinical communication skills. The study highlighted limitations in curriculum design, including inadequate exposure to authentic professional discourse and a misalignment between learning activities and workplace communication needs. These insights inform curriculum development strategies, emphasizing the need for industry-aligned instructional practices and policy reforms. The findings contribute to nursing education discourse in Indonesia and globally, advocating for curricula that better prepare students for professional communication in clinical settings.
Revisiting Task-based Language Teaching to TEYL: Evidence from Indonesian Young Learners Metty Agustine P.; Emi Emilia; Didi Sukyadi
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.16839

Abstract

The study aimed to investigate the values of Task-based Language Teaching (TBLT) in teaching English in non-formal setting to fifteen young learners (YLs) from five schools in Tasikmalaya, West Java, Indonesia. The study has been informed by the theory of TBLT in English teaching. The study used qualitative case study research design at the data when collected through a phase of teaching of six meetings where the researcher acted as teacher and interviews with five participants. The data were analysed qualitatively using thematic analysis, in terms of TBLT implementation to assist YLs learn English and participants responses to the values of TBLT implementation.  The results show that two themes occurred, involving 1) the implementation of TBLT and students’ learning which focuses more on the use of input-based tasks and 2) the students’ responses on the TBLT implementation including positive attitudes and challenges towards TBLT. The use of input-based tasks can enhance YLs’ vocabulary mastery and maintain their motivation to learn English. This is in line with the evidence that YLs are ready to learn English meaningfully when they have sufficient vocabulary input as a language element to learn a foreign language. It is recommended that TBLT be implemented in more diverse context in Indonesia.
Co-Authors Aah Ahmad Syahid, Aah Ahmad Ahmad Kailani, Ahmad Angga Hadiapurwa Aunurrahman Didi Sukyadi Fuad Abdul Hamied Gema Rullyana Gin Gin Gustine Johan, Riche Cynthia Metty Agustine P. Rojab Siti Rodliyah