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All Journal International Journal of Education The Journal of English Literacy Education Curricula: Journal of Curriculum Development
Susan Santika
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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A NEEDS ANALYSIS FOR ESP IN A MULTIMEDIA STUDY PROGRAMME OF A VOCATIONAL HIGH SCHOOL Santika, Susan; Wirza, Yanty; Emilia, Emi
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46156

Abstract

A needs analysis is required to design ESP courses and determine appropriate materials for vocational high school students. Particularly in a multimedia study programme, even while multimedia has become increasingly prominent as a result of digital transformations, there is not much attention given to conducting the need analysis for vocational high school students. Therefore, this research aims to analyze the needs analysis for ESP in a multimedia study programme of a vocational high school. Specifically, it attempts to reveal what difficulties are encountered by the students during their internship programmes, what English language skills are needed by the students to perform their jobs, and what the multimedia study programme needs to offer to allow students’ employability. A case study was conducted on an EFL teacher and eighteen students in a vocational high school. The findings revealed that: First, students had difficulties in Grammar, Vocabulary, and Speaking; Second, the English language skills needed to perform their jobs were listening, reading, and writing; Third, the multimedia study programme should offer copywriting, technical vocabulary and authentic materials related to multimedia to allow students’ employability. This research also recommends three-unit materials for the ESP courses divided into three topics: copywriting, photography, and videography. 
“HOW MUCH INDONESIAN CAN I USE?” EXPLORING PRE-SERVICE TEACHERS’ TRANSLANGUAGING EXPERIENCE IN EFL CLASSROOMS Annisa Rahmadani; Susan Santika; Nida Mujahidah Fathimah; Siti Nurhasanah; RTS Alfira Khairunnisa
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 2 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i2.108

Abstract

Translanguaging has received growing attention in multilingual EFL contexts, yet little is known about how pre-service teachers enact this pedagogy after formal exposure in university coursework. This study examined how pre-service EFL teachers enacted translanguaging during teaching practicum and what factors shaped their pedagogical decisions. Drawing on six pre-service English teachers from a public university in Indonesia, the study traced participants’ practicum enactment following a Speaking for Academic Purposes course that introduced translanguaging principles through pedagogical modelling and guided reflection. Data were generated through semi-structured interviews (approximately 15-30 minutes each; ≈100 minutes in total) and analyzed using reflexive thematic analysis (Braun & Clarke, 2023). Findings indicate that translanguaging serves cognitive functions; scaffolding comprehension through planned movement between English and Indonesian and guiding learners back to English for academic expression, affective functions; reducing anxiety, boosting confidence, and supporting participation, and identity-related functions; affirming students’ linguistic repertoires, including local languages, to foster inclusive classroom spaces. However, translanguaging enactment was negotiated within the confines of institutional English-medium expectations, mentor influence, and concerns about balancing English exposure with strategic L1 use. The findings inform EFL teacher education by highlighting the need for explicit, practicum-oriented translanguaging preparation, mentor development that validates principled multilingual pedagogy, and clearer EMI guidance that legitimizes strategic translanguaging in multilingual classrooms.
VOCATIONAL ENGLISH TEACHERS’ ADAPTATION TO DEEP LEARNING PEDAGOGY DURING CURRICULUM REFORM Nicke Yunita Moecharam; Gin Gin Gustine; Annisa Rahmadani; Nida Mujahidah Fathimah; Susan Santika
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.135

Abstract

Curriculum reform in vocational education requires English teachers to design learning that is meaningful, student-centered, technology-supported, and relevant to students’ future workplace communication needs. However, limited attention has been given to how vocational English teachers make sense of deep learning pedagogy and translate it into classroom practice after professional development. This qualitative case study examined five experienced vocational English teachers in a vocational school in Yogyakarta that had undergone curriculum reform and required teachers to incorporate deep learning-oriented pedagogy. Data were collected through semi-structured interviews and classroom observation notes and analyzed using reflexive thematic analysis. The findings show that teachers interpreted deep learning as pedagogical renewal within existing curriculum demands. Their adaptation, however, was shaped by school leadership, workload, facilities, mentoring, students’ readiness, and access to professional learning opportunities. Teachers enacted deep learning pragmatically through technology-supported and module-based English teaching, including digital tools, project-based tasks, multimodal activities, and contextualized learning materials. The study contributes to vocational English education research by showing that deep learning pedagogy is enacted through teacher sense-making, institutional negotiation, and classroom-level adaptation rather than as a fixed instructional model. 
Evaluating content writing for the creative industry course from lecturers’ and students’ views Susan Santika; Gin Gin Gustine; Tri Indri Hardini
Curricula: Journal of Curriculum Development Vol. 4 No. 1 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i1.85112

Abstract

In response to the increasing demand for English content writing in the creative industry, especially among university graduates working as bilingual content writers, this study evaluates the Content Writing for Creative Industry course organized by one of the English education study programs at a public university in Bandung through the English for Specific Purposes (ESP) approach. The study aimed to explore how lecturers, as syllabus designers, developed the course syllabus and to examine the views of students and lecturers, including practicing lecturers, on its implementation. Using Ellis' evaluation model, this qualitative study analyzed the 14-week course through a combination of syllabus reviews, student portfolios, questionnaires, interviews, and focus group discussions. Findings showed that students responded positively and recognized the alignment of course activities with tasks required in the creative industries. Students also expressed the need for more in-depth discussions on visual elements to increase audience engagement in the content. Meanwhile, lecturers, including practitioner lecturers, emphasized the importance of in-depth research by students in content planning, as well as the need for more comprehensive coverage of storytelling to engage audiences better.   Abstrak Sebagai respons terhadap meningkatnya permintaan akan penulisan konten berbahasa Inggris di industri kreatif, khususnya di kalangan lulusan universitas yang bekerja sebagai penulis konten dwi Bahasa, studi ini mengevaluasi mata kuliah Content Writing for Creative Industry yang diselenggarakan oleh salah satu program studi pendidikan bahasa Inggris di sebuah universitas negeri di Bandung melalui pendekatan English for Specific Purposes (ESP). Studi ini bertujuan untuk mengeksplorasi bagaimana dosen, sebagai perancang silabus, mengembangkan silabus mata kuliah tersebut serta menelaah pandangan mahasiswa dan dosen, termasuk dosen praktisi, terhadap implementasinya. Dengan menggunakan model evaluasi dari Ellis, studi kualitatif ini menganalisis mata kuliah selama 14 minggu melalui telaah silabus, portofolio mahasiswa, kuesioner, wawancara, dan diskusi kelompok terfokus. Temuan menunjukkan bahwa mahasiswa merespons secara positif dan mengakui keselarasan aktivitas perkuliahan dengan tugas-tugas diperlukan di industri kreatif. Mahasiswa juga mengungkapkan perlunya diskusi yang lebih mendalam mengenai elemen visual untuk meningkatkan keterlibatan audiens dalam konten. Sementara itu, para dosen, termasuk dosen praktisi, menekankan pentingnya riset mendalam oleh mahasiswa dalam perencanaan konten serta perlunya cakupan yang lebih komprehensif terkait storytelling supaya dapat lebih menarik perhatian audiens. Kata Kunci: English for specific purposes; evaluasi mata kuliah; industri kreatif; penulisan konten
Mengeksplorasi prinsip-prinsip design thinking dalam kursus bercerita digital untuk peserta didik usia dini. Alifah Ayu Hoerunissa; Ika Lestari Damayanti; Susan Santika
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.762

Abstract

This study explored how pre-service English teachers applied Design Thinking (DT) for Curriculum Design while developing digital stories in a Digital Storytelling for Young Learners course. Using a qualitative case study design, data from two pairs of pre-service teachers, including digital storytelling artifacts, learning objectives, reflection essays, observation sheets, and interviews, were analyzed through an iterative coding process guided by DT’s five stages. Findings show the stages did not unfold in a fixed order. Empathy toward learners continued to develop into the test stage, as both pairs only discovered that their materials mismatched older learners' engagement once piloted. The define stage functioned to translate national Learning Outcomes for Phase B into classroom-ready objectives rather than to define open-ended problems. Prototyping raised two considerations underaddressed in prior DT literature: ethical AI image use and intentional, diverse character representation. Feedback during testing followed different paths by source: lecturer and peer feedback reshaped the artifact itself, while young learners' feedback mainly reshaped in-the-moment delivery. These findings suggest DT does not guarantee deep creative iteration, but helps pre-service teachers translate a fixed curriculum through a reflective process, contributing to discussions on DT and teacher education in TEYL contexts.
Co-Authors Alifah Ayu Hoerunissa Emi Emilia Gustine, Gin Gin Ika Lestari Damayanti Nicke Yunita Moecharam Nida Mujahidah Fathimah Rahmadani, Annisa RTS Alfira Khairunnisa Siti Nurhasanah Tri Indri Hardini Yanty Wirza