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All Journal Jurnal Dedikasi E-Journal Of Cultural Studies Jurnal Kebijakan dan Pengembangan Pendidikan Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education JINOP (Jurnal Inovasi Pembelajaran) KEMBARA Health Notions Edumaspul: Jurnal Pendidikan Voices of English Language Education Society Proceedings of ISELT FBS Universitas Negeri Padang PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Pioneer: Journal of Language and Literature English Learning Innovation (englie) Jurnal Abdimas Kartika Wijayakusuma BABASAL English Education Journal International Journal of English Learning and Applied Linguistics (IJELAL) Journal of Language and Pragmatics Studies
Sri Hartiningsih
Universitas Muhammadiyah Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Dentistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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ENHANCING ESP TEACHING FOR COMPUTER AND NETWORK ENGINEERING STUDENTS THROUGH MULTIMEDIA Fatimatul Latifah; Sri Hartiningsih; Umi Yawisah; Fardini Sabilah
English Review: Journal of English Education Vol 12 No 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9219

Abstract

This article discusses the application of short videos and pictures in teaching ESP procedure texts in computer and network engineering majors. This research uses a qualitative method with a case study design to explore the integration of video and pictures in ESP teaching, the challenges teachers face in integrating videos and pictures in ESP teaching, and how teachers overcome these challenges. The participants of this study consisted of one English teacher in computer and network engineering class who was selected by purposive sampling. The research was conducted at SMK Mahardika Malang and involved English teachers from the computer and network engineering department. Data collection methods included observation and interviews with teachers, focusing on the procedures for integrating short videos and pictures, the challenges faced, and solutions to overcome these challenges. The findings reveal that there are several activities in the classroom, namely teacher activities, student activities, and the learning and teaching process. Teachers face three challenges. The first is time constraints. To overcome this challenge, teachers must use pictures and short videos wisely and adjust them to the time available in the lesson plan. The second is the mismatch of learning material sources. The solution to this challenge is to use effective multimedia such as the Internet and YouTube. The third is students' low motivation to learn English and write procedural texts. The solution to this challenge is for teachers to approach students emotionally, consult with their parents, and provide project-based learning strategies using English. This research provides valuable insights for ESP education, emphasizing the importance of adapting content to industry needs, addressing motivation issues, and effectively using multimedia elements.
Optimizing Academic Skills in International Relations Students through ESP: A Focus on Information Sharing with Active and Passive Voice Andi Anugrah Surya Ardhy; Sri Hartiningsih
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol 6 No 2 (2023): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v6i2.2022

Abstract

This research uses a qualitative approach to explore academic information-sharing skills among International Relations study program students. Through interviews with lecturers and students and classroom observations, this research observes interactions in learning English for Specific Purposes (ESP) with a focus on teaching active and passive sentences. By applying the Miles and Huberman model analysis, this research found that teaching active and passive sentences in the ESP approach had a positive and significant impact on the development of various skills, including information sharing, communication, writing, conceptual understanding, critical thinking, as well as student participation and interaction skills, in the context of studying International Relations. This approach also creates a collaborative learning environment where students actively participate in discussions, interact with lecturers and fellow students, and share experiences and knowledge related to learning material. The results of this research consistently support the effectiveness of teaching active and passive sentences in the ESP approach in improving communication, writing, critical thinking skills, and student participation and interaction in the context of learning International Relations. The implications of this research can be the basis for developing curriculum and teaching methods that are more effective in enriching ESP learning for International Relations students.
Investigating best practices for teaching reading recount text in the context of ESP Rohman, Sandhi Fattahul; Hartiningsih, Sri; Gusdian, Rosalin Ismayoeng
English Learning Innovation Vol. 5 No. 2 (2024): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v5i2.31726

Abstract

This research investigates the implementation of best practices in teaching reading recount texts within the context of Social Care education at a vocational high school. Recognizing the challenges in conventional learning materials for English for Specific Purposes (ESP) students, this research aims to explore how an English teacher's innovative approach to teaching reading recount text in the field of Social Care. A descriptive qualitative design was employed to describe how the teacher implemented the best practice in teaching reading recount text in the Social Care major. Data collection involved observation and interviews with the English teacher responsible for the Social Care major. The study was conducted at SMK Roudhatul Jannah, chosen for its newly introduced Social Care major in the Indonesian vocational education system. The analysis of the data collected revealed that the teacher's best practice involved focusing on biographies of notable figures in Social Care. The manual creation of biographies allowed the teacher to address the specific needs of the students, fostering engagement and practical application of knowledge. The research concludes that the teacher's proactive approach in manually creating biographies of notable figures not only addresses the limitations of conventional learning materials but also demonstrates a commitment to providing relevant content aligned with the student's major. The findings underscore the importance of ESP teachers adopting innovative teaching methods that resonate with students' specific needs, so it can be beneficial for their future careers.
Exploring Barriers and Solution of Students' Reading Comprehension through Question Answer Relationship Strategy in Recount Text for Fashion Major at SMK Negeri 5 Malang Alidin, Rinaldy; Hartiningsih, Sri
BABASAL English Education Journal Vol. 5 No. 1 (2024): -
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/beej.v5i1.3206

Abstract

This research aims to reveal the barriers and solutions that occur to students when using the Question Answer Relationship (QAR) strategy in improving students' reading comprehension skills through recount text. The students involved in this research were students at SMK Negeri 5 Malang class X majoring in fashion design. The method used in this research is a qualitative research method with a case study design. In this research, data was collected through observations that occurred in class and interviews with English subject teachers. The QAR strategy is one of the lessons in Active Learning and this learning strategy is also known as Student-Centered. The application of the QAR strategy can build and create students' critical thinking and high order thinking. Apart from that, students can also recognize or group questions according to the answers and improve reading comprehension. The findings in this research revealed that some students experienced barriers when the teacher implemented the QAR strategy through recount text. Some students experience barriers because they lack skills in think and search question, grouping questions and finding the main idea in a text. In this research, teachers applied QAR strategy based on the Raphael Model. This research is expected to provide benefits to English teachers as one of the strategies implemented to improve students' reading comprehension.
The Obstacles Faced in Presenting ESP Procedure Text through Oral Presentation in the Business and Marketing Major Siagian, Khairul Azmi; Sri Hartiningsih
BABASAL English Education Journal Vol. 5 No. 2 (2024): -
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/beej.v5i2.3330

Abstract

This study aimed to investigate the obstacles faced when presenting ESP procedure text through oral presentations in business and marketing majors and how to overcome those obstacles. This study used a case study design to understand the whole case in the totality of the environment. The subject of this study was an English teacher in a private Vocational High School (VHS) majoring in business and marketing in West Java, Indonesia. This study used two data collection techniques: observation and interview. The data was analyzed using thematic analysis. This study reported that there were several obstacles faced, such as the lack of students' readiness in presenting ESP procedure text through oral presentation (lack of confidence and lack of language mastery), lack of teacher's readiness in handling ESP teaching, and the mismatch between the given curriculum and the business and marketing students' need. Further, there were also several alternative solutions to overcome those obstacles, such as modifying the material and instructional model based on student's needs, using additional educational tools, and watching students' progress in preparing their oral presentations.
Investigating Young Learner’s Oral Fluency through Language Immersion Programs in Home Country: A Case Study Rodiyah; Sabilah, Fardini; Hartiningsih, Sri
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 9 No. 2 (2023): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v9i2.27972

Abstract

This study investigates language immersion programs run by first-grader's English language student. By conceiving the concept of immersion in relation to preservice and in-service teaching approaches that mirror natural settings, we want to explore how first grader who participate in immersion programs improve her English proficiency outside of the classroom. We examined how an Indonesian female elementary school student who was studying English acquired her oral fluency through immersion inside and outside of the classroom setting and how her English proficiency has altered over time through a qualitative case study. The information was gathered through observation and in-depth interviews, and it was then thematically evaluated according to. Our investigation produced four main themes: (1) Place-Based Geography, (2) Person-Based Classification, (3) Types-Based immersion, and (4) Oral Production Fluency based Predictors and Assessment. These interconnected topics show a description of the students' English skills and confirm the progress they made during the immersion program. The results offer teacher educators sophisticated insight into the ways in which immersion programs are extended through extracurricular activities, the multimodal character of literacies, and chances for social responsiveness. Each of these insights is especially helpful for English language teachers. In conclusion, three communities namely the school, participants’ home, and English learning center help participant to develop her speaking fluency.
TEACHER CORRECTIVE FEEDBACK IN TEACHING DESCRIPTIVE TEXT WRITING OF ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY Alfayed, Affied; Hartiningsih, Sri; Hamdani, Muhammad Fadhil
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10128

Abstract

The demand for vocational education in Indonesia is rising due to the evolving and fiercely competitive job market. English teachers are required to be able to improve students' English skills for specific purposes, mainly writing skills. Few studies have investigated how teachers provide corrective feedback on students' writing in English for Specific Purposes (ESP) settings. Therefore, this study investigates teachers' practice of corrective feedback and the rationale behind the practice in ESP settings. This research used a case study method on an English teacher in a secondary vocational school. Interviews, classroom observations, and documentation of student writing were used to collect data. The findings revealed that the teacher practiced oral corrective feedback when teaching the writing of a product description text. The oral corrective feedback strategies the teacher practices include explicit correction, metalinguistic correction, and recast. Additionally, the reason behind the practice is based on the teacher's teaching experience and personal beliefs. This study implies that teachers should consider students' developmental levels, linguistic needs, and feelings when using oral corrective feedback in ESP.
The Language Style Used by Elon Musk in English Speech: Future, A.I., And Mars Affini, Nor; Hartiningsih, Sri
Pioneer: Journal of Language and Literature Vol 16 No 2 (2024)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v16i2.4300

Abstract

Language style has an important role because interaction cannot go ahead if one does not speak the right style according to the situation. Furthermore, sometimes, there are still errors in language that are not adapted to situations when communicating in everyday life. This research aims to discover the types and functions of the language styles used in Elon Musk’s speech. The method used is descriptive qualitative. The object of this research is Elon Musk’s speech in the form of a transcript of a video from the YouTube channel entitled English Speech | Elon Musk: Future, A.I. and Mars (English Subtitles), which was released in 2018. The result shows that three types of language styles have been found: casual, consultative, and formal. Six functions have been found in this speech: referential, directive, expressive, phatic or social, poetic, and metalinguistic functions. Learning language style is very important as people can communicate with others according to where and with whom they speak so that the listener quickly understands the conversation.
Exploring teachers’ corrective feedback strategies in English for specific purposes (ESP) descriptive text writing Alfayed, Affied; Hartiningsih, Sri; Hamdani, Muhammad Fadhil
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.48

Abstract

The growing demand for vocational education in Indonesia is driven by an increasingly competitive job market, requiring students to develop specialized skills, including proficiency in English for Specific Purposes (ESP). English teachers play a crucial role in enhancing students’ writing abilities, particularly in crafting descriptive texts relevant to their fields of study. However, limited research has explored how teachers provide corrective feedback in ESP writing instruction. This study investigates the corrective feedback strategies employed by an English teacher in a vocational school when teaching descriptive text writing. It also examines the rationale behind the teacher’s feedback practices. A qualitative case study approach was used, with data collected through interviews, classroom observations, and an analysis of students' written assignments. The findings indicate that the teacher primarily utilized oral corrective feedback during writing instruction, focusing on product description texts. The feedback strategies included explicit correction, metalinguistic feedback, and recasts. Explicit correction involved directly pointing out errors and providing correct alternatives, while metalinguistic feedback prompted students to self-correct by offering linguistic explanations. Recasts, on the other hand, involved reformulating students' erroneous statements in a more accurate form. The study further revealed that the teacher’s feedback approach was influenced by personal teaching experience and beliefs about effective language instruction. These findings highlight the importance of oral corrective feedback in improving students’ writing skills in ESP contexts. They suggest that teachers should adopt varied feedback strategies tailored to students’ needs to enhance learning outcomes. Future research could explore the long-term effects of different corrective feedback methods on students' writing development in vocational education settings.
Pendampingan Penyusunan Modul Ajar Bilingual Berbasis Ice Breaking Activity (IBA) bagi Guru Bahasa Inggris di SMA Muhammadiyah Malang Maro, Rahmawati Khadijah; Hartiningsih, Sri; Elfana, Riza
Jurnal Abdimas Kartika Wijayakusuma Vol 6 No 2 (2025): Jurnal Abdimas Kartika Wijayakusuma
Publisher : LPPM Universitas Jenderal Achmad Yani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26874/jakw.v6i2.438

Abstract

Modul Ajar adalah seperangkat perencanaan dalam pembelajaran yang merupakan acuan bagi guru dalam memberikanmateri ajar kepada siswa. Modul Ajar yang sejatinya sama dengan Rencana Perangkat Pembelajaran (RPP) masihmenjadi kendala bagi guru dalam penyusunannya. Istilah Modul Ajar muncul di masa Kurikulum Merdeka dengan beberapa komponen isi yang hampir sama dengan penyusunan RPP. Beberapa kendala yang dihadapi guru dalammenyusun Modul Ajar adalah seperti kurangnya pemahaman dalam beberapa istilah yang ada dalam Modul Ajar,permasalahan waktu penyusunan, keterbatasan waktu, dan penyesuaian terhadap karakteristik siswa. Modul Ajar berbasis ice breaking activity (IBA) adalah dalam penyusunan Modul Ajar disesuaikan dengan pilihan jenis aktivitas ice breaking yang disesuaikan dengan materi yang diberikan guru dalam kelas. IBA diberikan dalam setiap materi pembelajaran karena siswa membutuhkan ekstra motivasi dalam pembelajaran bahasa Inggris agar menarik minat siswa untuk belajar. Hasil pengabdian ditunjukkan dengan diperolehnya kemampuan guru dalam menyusun Modul Ajar berbasis IBA dengan dua bahasa (bilingual).
Co-Authors Adhar Adhar ADHAR, ADHAR Affini, Nor Alfayed, Affied Alidin, Rinaldy Andi Anugrah Surya Ardhy Arwati, Niluh Bambang Wirjatmadi Chintia Budi Amelia Dea Triana Devy Dwi Winarni Elfana, Riza Erly Wahyuni Fardini Sabilah Fatimatul Latifah Hamdani, Muhammad Fadhil Handika, Manda I Gde Paramartha I Nyoman Kutha Ratna I Wayan Ardika Ilmin Sakir In’am, Akhsanul Laela Hikmah Nurbatra Luqman Dzul Hilmi M., Soenarnatalina Manda Handika Masyhud Masyhud Merryana Adriani Miftahul Hamim Muharini Zulfiati Rahayu, Aprilia Nurcahyaning Rahmawati Khadijah Maro Rodiyah Rohman, Sandhi Fattahul Roisatul Badriyah Rosalin Ismayoeng Gusdian Royan Jamil Syauqi Sakir, Ilmin Siagian, Khairul Azmi Soenarnatalina Meilanani, Soenarnatalina Thathit Manon Andini Umi Yawisah Vina Salviana Darvina Soedarwo Wijatmadi, Bambang Zulfiati, Muharini