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All Journal Jurnal Pendidikan Indonesia Tadris: Jurnal keguruan dan Ilmu Tarbiyah J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia ELT Forum: Journal of English Language Teaching Voices of English Language Education Society Teknobiz : Jurnal Ilmiah Program Studi Magister Teknik Mesin JOLLT Journal of Languages and Language Teaching Indonesian Journal of EFL and Linguistics Journal of Educational Sciences JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Masyarakat SAPANGAMBEI MANOKTOK HITEI
Kristian Adi Putra
The Department of English, English Language and Linguistics Program,The University of Arizona 919 N. Euclid Avenue, Unit #232, Tucson, AZ 85719
Religion Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Economics, Econometrics & Finance Education Energy Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Nursing Social Sciences Other

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Journal : Voices of English Language Education Society

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Investigating the Relevance of ESP Materials in Indonesian Vocational Schools: The Voice of Pharmacy Students Terra Dewanto, Ardan Cahya; Setyaningsih, Endang; Putra, Kristian Adi
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24800

Abstract

Previous English for Specific Purposes (ESP) studies have focused on examining relevant ELT learning materials within universities, with less attention given to vocational senior high schools. This study examined the relevance of ESP materials in an Indonesian vocational high school of pharmacy, as perceived by students. This narrative research in Central Java involved 30 twelfth-grade participants who shared their perspectives on genres, learning activities, and assessment through narrative frames and follow-up interviews. Thematic analysis revealed that many students found the ESP learning materials irrelevant to their specific needs within the pharmacy field. Discussions highlighted the students' desire for enhanced communicative competence to serve patients better, explain medicine usage, and comprehend medical prescriptions. The study suggests implementing communicative language teaching techniques to improve students' communicative competence and use of specialized vocabulary. Despite challenges with pronunciation and grammar, students demonstrated overall comprehension of the materials. In sum, this study offers valuable insights for curriculum designers and teachers in vocational senior high schools seeking to create more effective ESP learning materials.
Teacher-Student Interaction in EFL Classrooms through Creative Problem-Solving: An Application of the Initiation-Response-Feedback Model Aini, Rani Nur; Drajati, Nur Arifah; Putra, Kristian Adi
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26509

Abstract

Effective teaching relies heavily on solid communication and meaningful interaction between teachers and students. These elements create an environment where students are more engaged and motivated, leading to better learning outcomes. One way to enhance this interaction is through Creative Problem-Solving (CPS), which incorporates creativity into the teaching process. CPS encourages students to think imaginatively, collaborate, and apply knowledge dynamically, fostering a more engaging and interactive classroom environment. This study aims to investigate how Creative Problem-Solving (CPS) facilitates teacher-student interaction patterns by applying the Initiation-Response-Feedback (IRF) theory in an EFL classroom at a state university in Indonesia. The study involved 46 pre-service teachers, six males and 40 females, all fifth-semester undergraduate students enrolled in the Curriculum and Material Development course. Data collection methods included deep interviews and classroom observations. The research revealed that pre-service teachers faced challenges with CPS projects, especially those involving telecollaboration. However, they valued the lecturer's guidance and feedback, which played a crucial role in helping them overcome these difficulties and complete the tasks. Thus, to maximize the benefits of CPS, lecturers must provide a clear understanding of CPS principles, as it is a relatively new approach for many pre-service teachers. Additionally, encouraging pre-service teachers to seek guidance and actively engage in collaborative activities can enhance their critical thinking and overall learning experience.
Co-Authors Aini, Rani Nur Ardiana, Fira Khasanah Arwanto, Harun Damanik, Leo Satrian Djatmika Djatmika, Djatmika Eliawati, Deni Endang Setyaningsih Erlanda Augupta Pane Fauzi, Ashar Fauziah, Abdillah Rizqy Ilmita, Arnisa Nur iqbal, muhammad galib Iskandar , Fauzi Kuncoroningtyas, Feby Sekar Ayu Masitoh Masitoh Meutia Rachmatia Ngadiso Ngadiso Nur Arifah Drajati Octavianah, Dian Siallagan, Duan Signori, Tifani Yuris Sinurat, Wanda Abednego Sulaksono, Bambang Sumardi Sumardi . Terra Dewanto, Ardan Cahya Yani Kurniawan Yusrina, Aletta Wening