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All Journal Al Ishlah Jurnal Pendidikan KREDO : Jurnal Ilmiah Bahasa dan Sastra Linguistic, English Education and Art (LEEA) Journal Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Pendekar : Jurnal Pendidikan Berkarakter Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Journal of Humanities and Social Studies Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Scientia JOLLT Journal of Languages and Language Teaching Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Research in Instructional JEPAL (Journal of English Pedagogy and Applied Linguistics) AMMA : Jurnal Pengabdian Masyarakat Journal of Community Empowerment EDUJ : English Education Journal Edumaspul: Jurnal Pendidikan Indonesian Journal on Learning and Advanced Education (IJOLAE)
Retno Dwigustini
Universitas Bina Sarana Informatika
Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Public Health Social Sciences Other

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Enhancing ESP Learning: Investigating Students' Perspectives on Real-Time Written Corrective Feedback Delivery via Google Docs Susilawati; Nurhasanah Halim; Retno Dwigustini; Samah Rashad Abdallah Alakhali
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 2, May 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i2.23155

Abstract

The present research aims to investigate the practice of real-time or synchronous written corrective feedback (SWCF) delivery via Google Docs as a platform to deliver feedback, known as a linguistic feedback tool (LiFT) in ESP (English for Specific Purposes) classes, students’ preferences and viewpoints of SWCF. The research employed a qualitative case study involving 15 students from an advanced English correspondence course in a non-English department of a private university in Depok, West Java, Indonesia. Open-ended questionnaires, document analysis, and semi-structured interviews were used to gather the data. The findings revealed that auto-generated and human feedback are used to deliver SWCF via Google Docs, inferring that those features can build students' awareness of language aspects, content, and context in composing professional documents. Direct feedback was delivered more frequently, regarding the learning time efficiency and the students’ ability to identify errors. Further, the students preferred frequent SWCF, direct and indirect feedback, and correcting delivery methods. Finally, they considered that SWCF delivered via Google Docs assists them in improving letter accuracy. Their preferences and viewpoints might allow the lecturer to choose appropriate feedback delivery strategies and material reinforcement. The present research implies a balanced use of auto-generated and human feedback from LiFT in SWCF delivery. Evaluating the effectiveness of SWCF delivery via Google Docs for different levels of achievers in ESP classes might be a potential area of future research. Other LiFTs’ infusion into ESP classes is also worth researching to provide language instructors with alternative applications for SWCF delivery.
Communicative Language Teaching (CLT) in Practice: A Case Study at English First Pajajaran Bogor 2025 Alkautsar, Kaifar Drajad; Dwigustini, Retno
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1558

Abstract

This study investigates how Communicative Language Teaching (CLT) is implemented at English First Pajajaran Bogor and evaluates its effectiveness in improving students’ communicative competence through classroom observations and teacher interviews. CLT is a widely recognized approach in language education that emphasizes real-life communication, interactive activities, and student-centered learning. The primary goal of CLT is to enhance learners’ ability to effectively communicate in real-life scenarios, fostering practical language skills rather than merely focusing on theoretical knowledge. The research aims to analyze how CLT is applied in English First Pajajaran Bogor, assess its effectiveness in enhancing students’ speaking, listening, and overall communication skills, and identify the challenges faced by both teachers and learners in its implementation. Using a qualitative research approach and a deductive method, the study collects data through classroom observations and interviews with teachers. The results indicate that CLT procedures, such as group discussions, games, dialogues, repetition, and question-and-answer sessions, positively impact students’ language proficiency, particularly in speaking and listening. These activities foster an interactive and engaging learning environment that encourages active student participation. However, these methods' success depends on adjusting teaching strategies to fit the students' specific needs and the limitations of the classroom environment, such as time constraints and available resources. Despite these challenges, the findings suggest that CLT significantly contributes to the development of students’ communicative competence when effectively implemented.
IMPLEMENTING MODELED WRITING IN ESP WRITING COURSE: A CLASSROOM PRACTICE AND STANCE Susilawati Susilawati; Rina Riniawati; Nurhasanah Halim; Baiatun Nisa; Retno Dwigustini
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 1 (2025): Januari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i1.26878

Abstract

Abstrak: Penelitian ini bertujuan untuk menjelaskan tentang penggunaan model writing dalam mata kuliah English for Specific Purposes (ESP) dan bagaimana pandangan mahasiswa terhadap model writing tersebut. Penelitian ini menggunakan studi deskriptif kualitatif. Sebanyak 11 mahasiswa dari semester 3 jurusan administrasi perkantoran di salah satu universitas swasta di Depok, Jawa Barat, Indonesia, berpartisipasi dalam penelitian ini. Analisis dokumen dan wawancara langsung dilakukan untuk mengumpulkan data. Hasil analisis dokumen menunjukkan bahwa model penulisan yang ditawarkan dalam mata kuliah ini sebagian besar terdiri dari penyajian teks model, termasuk surat, bagian surat yang terperinci, kalimat yang relevan, istilah teknis, dan gaya surat. Hasil wawancara menunjukkan pandangan positif mahasiswa terhadap strategi ini, terutama mengenai materi yang tidak otentik, pemahaman, dan pengajaran deduktif dosen. Temuan penelitian menunjukkan bahwa model pembelajaran menulis diimplementasikan dengan menyajikan teks model dan pendekatan pengajaran deduktif. Penelitian ini merekomendasikan adaptasi strategi ini dalam mata kuliah menulis ESP, konsistensi dan intensitas penyajian teks model yang memadai, urgensi untuk memperbarui materi pembelajaran, dan investigasi keefektifan strategi ini dalam mata kuliah berbasis ESP di tingkat universitas.Abstract:  This study aims to shed light on utilizing modeled writing in English for Specific Purposes (ESP) courses and how the students view the modeled writing. The study employed a qualitative descriptive study. 11 students from the 3rd semester of the office administration department of one private university in Depok, West Java, Indonesia, participated in this study. Document analysis and in-person interviews were administered to collect data. The document analysis results signified that the modeled writing offered in the course mainly consisted of presenting modeled texts, including letters, detailed letter parts, relevant sentences, technical terms, and letter styles. The interview results indicated the students' positive stance of the strategy, mainly regarding non-authentic materials, comprehension, and the lecturer’s deductive teaching. The findings indicated that modeled writing is implemented by presenting model text and deductive teaching approaches. The study recommends the adaptation of this strategy in ESP writing courses, the consistency and intensity of presenting adequate model texts, the urgency to update the learning materials, and the investigation of the strategy’s effectiveness in ESP-based courses at the university level.
Co-Authors Alakhali, Samah Rashad Abdallah Ali Satri Efendi Alkautsar, Kaifar Drajad Anita Arrizqi Ramadhan Baiatun Nisa Binti Nur Fahmi Biyulaika Biyulaika Chelly Banuwaty Morrison Fahmi, Binti Nur Fitri Fajar Ratri Hodijah, Uung Jenika Widiya Lia Nurmalia Lia Nurmalia Mochamad Wahyudi Mutiara Safitri Novita Sari Nurhasanah Halim Restalia Restalia Rina Riniawati Safitri, Mutiara Samah Rashad Abdallah Alakhali Samah Rashad Abdallah Alakhali Siti Yulidhar Harunasari Sulhizah Wulan Sari Sulhizah Wulan Sari Susilawati Susilawati Susilawati Susilawati Susilawati Susilawati, Susilawati Uung Hodijah