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All Journal Sriwijaya University Learning and Education International Conference UKMC International Conference (UKMC IC) Proceeding
YOHANES HERI PRANOTO
Musi Charitas Catholic University
Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Nursing Social Sciences

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INTEGRATING NURSING CONTEXT AND TECHNOLOGY USAGE FOR ENGLISH SPEAKING EMPOWERMENT YOHANES HERI PRANOTO
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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Abstract

English for specific purposes (ESP) must be taught to meet particular needs of non-English language students (Hutchinson & Waters, 1987, p.21). It gives direct suggestion that learning process should be designed in such away not only to meet the learning objectives of the students but also to give the students meaningful and enjoyable learning experiences (Crawford, 2013, p.181). The condition becomes more challenging when the ESP teachers are only having English language background. It implies that learning context, which meets the students’ needs, should be carried out in learning process along with the suitable and enjoyable learning strategies where the students can feel the pleasure instead of pressure. By considering the three steps of ESP course designing suggested by Nitu (2002, p.154), this paper aims at proving the effectiveness of integrating the students’ learning contexts and the students’ pleasure to empower the students’ speaking performance in Health Science Faculty of Musi Charitas Catholic University Palembang. This study belongs to experimental research with pre- and post-design. By the end of the study, it was proven that integrating the nursing field context and the usage of technology in the classroom can help the students improve their English speaking skills. For evidential information, some videos of learning process are presented.
ECOLOGICAL LITERACY IN EFL READING MATERIALS: A CONTENT-BASED EVALUATION OF SKILLFUL READING AND WRITING Yohanes Heri Pranoto; Vewent Fest Levinili
UKMC International Conference (UKMC IC) Proceedings Vol. 3 No. 1 (2026): Proceedings of UKMC International Conference 2026 (UKMC-IC 2026)
Publisher : Catholic University Musi Charitas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32524/ukmcic.v2026i1.2322

Abstract

Purpose English language textbooks can support ecological literacy even when environmental education is not their primary purpose. This study evaluates how ecological ideas are represented in the reading texts and accompanying learning prompts in Skillful Reading and Writing, a textbook used in a university Critical Reading and Writing course. It addresses the gap between the presence of environmental topics and the extent to which materials encourage ecological understanding and action. A qualitative descriptive document analysis was conducted on twenty readings distributed across ten topic units. Each reading was assessed using five criteria adapted from Rule and Atkinson’s ecological picture-book rubric, namely appreciation of nature, realistic ecological problems, positive tone, appropriate illustrations, and hope for a solution. The mean scores reported in the detailed analysis were four point zero five for appreciation of nature, four point one five for realistic ecological problems, four point nine zero for positive tone, three point five zero for appropriate illustrations, and two point zero zero for hope for a solution. The overall mean across readings was three point seven two. Six readings received the highest average score of four point four, including Fuel of the Sea and Earth’s Final Frontier. The principal weakness was the limited presentation of actionable solutions and explicit conservation-oriented learning prompts. The findings illustrate that general-purpose EFL materials can contain meaningful ecological affordances, but topic presence alone does not guarantee environmental learning. Lecturers can add critical questions, local environmental cases, and small conservation tasks to connect reading comprehension with responsible action. Rather than treating the textbook as an environmental education resource by design, this paper examines how existing language-learning content can be pedagogically reframed to strengthen ecological literacy.
Co-Authors Vewent Fest Levinili