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All Journal Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Pedagogic Research - Applied Literacy Journal Jurnal Penelitian Keperawatan
Yoyok Febrijanto
STIKES RS Baptis Kediri
Humanities Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health

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Journal : pedagogic research - applied literacy journal

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GENRE RECOGNITION TO WRITING CONTROL: DEVELOPING DISCIPLINARY WRITING IN ENGLISH NURSING DOCUMENTATION BY L2 UNDERGRADUATE NURSING STUDENTS Yoyok Febrijanto
Pedagogic Research-Applied Literacy Journal Vol. 3 No. 3 (2026): Volume 3 Number 3 May - July 2026
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/5crgqd55

Abstract

English nursing documentation requires students to coordinate language proficiency, genre knowledge, and disciplinary communication. Yet relatively limited research has examined how undergraduate L2 writers perform this professional genre in educational settings. This study investigates English nursing documentation produced by L2 undergraduate nursing students as developing disciplinary writing. Using a descriptive mixed-methods text analysis, the study screened 176 portfolio files and analyzed 110 documentation assignments from an undergraduate nursing program of Health Science College of Baptist Hospital, Kediri, East Java, Indonesia. The texts were examined across four dimensions: genre conformity, organization and coherence, language accuracy, and disciplinary terminology. The corpus showed an uneven developmental profile. Genre conformity (M = 2.86) and disciplinary terminology (M = 2.79) were stronger than organization/coherence (M = 1.93) and language accuracy (M = 1.98). Overall, 62 assignments were classified as adequate disciplinary writing, 44 as emerging disciplinary writing, and 4 as weak. Within-text imbalance was common: 60.9% of the assignments showed a gap of at least two points between their strongest and weakest dimensions, and more than half combined adequate genre and terminology performance with weak or emerging performance in coherence and/or language. Writing problems were also cumulative: all texts with zero or one coded problem were classified as adequate, whereas none of the texts with four or five coded problems reached the adequate level. Archive-level variation further suggested that pedagogical context shaped performance, especially in organization/coherence. The findings indicate that English nursing documentation should be understood not merely as a site of language error, but as developing disciplinary writing in which genre recognition often precedes fuller rhetorical and linguistic control. The study supports genre-based, discipline-sensitive, and context-aware writing pedagogy in undergraduate nursing education.
ENHANCING PROFESSIONAL NURSING COMPETENCE THROUGH ESP AND PORTFOLIO-BASED LEARNING: A QUANTITATIVE STUDY Yoyok Febrijanto; Erva Elli Kristanti
Pedagogic Research-Applied Literacy Journal Vol. 3 No. 2 (2026): Volume 3 Number 2 February - April 2026
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/d70g6471

Abstract

The integration of English for Specific Purposes (ESP) and portfolio-based learning has become increasingly important in nursing education to enhance students’ professional competence. This study aimed to examine the level of ESP competence and the implementation of portfolio-based nursing care, as well as to analyze the relationship and influence between these two variables among second-year nursing students at STIKES RS Baptis Kediri. A quantitative cross-sectional design was employed involving 153 second-year nursing students selected using total sampling. Data were collected using validated Likert-scale questionnaires measuring ESP competence and portfolio-based nursing care implementation. The data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The results showed that students’ ESP competence and portfolio-based nursing care implementation were both at a good level. A strong and significant positive relationship was found between ESP competence and portfolio-based nursing care implementation (r = 0.684, p < 0.001). Regression analysis indicated that ESP competence significantly influenced portfolio-based nursing care implementation (B = 0.756, p < 0.001), explaining 46.8% of the variance. These findings suggest that integrating ESP into nursing education can significantly support portfolio-based learning and enhance professional nursing competence. The study recommends strengthening ESP instruction aligned with clinical documentation and reflective portfolio practices.
IMPROVEMENT IN ADOLESCENTS' LISTENING SKILLS, SPEECH ARTICULATION, AND MUSICAL COLLABORATION THROUGH THE HARMONI MUSIC AND VOCAL TRAINING MODEL Yoyok Febrijanto; Akde Triyoga; Amadea Farelliana; Valensia Serafin L.N
Pedagogic Research-Applied Literacy Journal Vol. 3 No. 2 (2026): Volume 3 Number 2 February - April 2026
Publisher : Suluh Adiluhung Publisher (SAPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70574/4phpz506

Abstract

This community service article reports the implementation and evaluation of the HARMONI music and vocal training model for adolescents at Gereja Baptis Indonesia (GBI) Sahabat Kediri. The program was designed to address the need for structured youth regeneration in church music ministry while strengthening listening skills and speech articulation through integrated musical learning. A one-group pre-test post-test design was used with 20 adolescents aged 13-17 years. The intervention consisted of participatory training in guitar, drum, keyboard, and vocal practice based on seven HARMONI stages: Hearing, Articulation, Rhythm, Music, Oral, Notation, and Integration. Data were collected using a 15-item questionnaire with a 1-4 scale, performance observation, and semi-structured interviews. The total score increased from a pre-test mean of 35.55 (SD = 2.42) to a post-test mean of 50.85 (SD = 1.90), with a mean gain of 15.30 points or 43.4%. Improvement was observed in all domains: listening skills (35.5%), speech/vocal articulation (39.7%), and musical skills, collaboration, and practice discipline (59.8%). Interview findings indicated that participants became more able to follow tempo, pronounce lyrics clearly, regulate breathing, understand simple song patterns, and participate more confidently in group performance. The findings suggest that HARMONI is a feasible community-based model for combining music skill development, auditory training, vocal articulation, and youth character formation. Continued mentoring, small-group practice, and peer support are recommended to sustain the program outcomes.
Co-Authors Akde Triyoga Amadea Farelliana Debora Aurelia Ayu Wasyana Dian Taviyanda Erva Elli Kristanti Indraningrum Fitria Jeremi Christian Burju Jessica Gordon Jonathan Adjie Nugraha Micah Erickson Selvia David Richard Stephanie Aurellya Putri Widayat Valensia Serafin L.N