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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Jurnal Pengabdian Masyarakat Asia Jurnal Pengabdian kepada Masyarakat JEMSI (Jurnal Ekonomi, Manajemen, dan Akuntansi) Journal of Innovation Research and Knowledge TELL - US JOURNAL kawanad Jurnal Akuntansi, Ekonomi dan Manajemen Bisnis Sawerigading
Arisandi, Vidya
Universitas Buana Perjuangan Karawang
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Journal : TELL - US JOURNAL

 1 
DEMYSTIFYING STUDENT NEEDS IN NON-ENGLISH PROGRAMS FOR ENGLISH-SPECIFIC PURPOSES Arisandi, Vidya; Sudrajat, Ajat; Yudistira, Daffa Adam; Prakoso, Mohammad Bagas; H.S, Siti Julaeha
TELL - US JOURNAL Vol 9, No 4 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i4.7660

Abstract

It cannot be hindered that needs analysis is a crucial element of English for Specific Purposes theory. Without it, effective communication in targeted domains cannot be achieved. Since ESP is linked to their field of study it presupposes that student chose to be extra curious in comprehending issues related to their domain of study or work, which should have a connection between components and English skills. This study examines students' requirements for learning English for specific purposes, encompassing their needs, preferences, and areas of deficiency, with a focus on multidimensional learning needs. The research employs a descriptive qualitative approach. This study employed several techniques to collect data, including conducting interviews with students enrolled in English for Business Management (ESP) courses during their second semester. The results of this research were analyzed using Hutchinson and Waters (1987) theory of needs analysis. Researchers found that students have a high need to learn English; they desire to improve their speaking skills for work, but there is a gap between their current proficiency level and what they need.   It is highly recommended for students who are planning to pursue a degree in management studies to possess an intermediate level of proficiency in the English language before starting their academic journey. Therefore, it is advisable for students in the management study program to have at least an intermediate level of English proficiency before commencing their studies. This strategy ensures their ability to address their English learning requirements effectively.
TEST-TAKING DIFFICULTIES IN ENGLISHSCORE READING ASSESSMENT: INSIGHTS FROM LEARNER EXPERIENCES Arisandi, Vidya; Yulianti, Hilda tri; Prihamdani, Depi; Juanda, Juanda; Mulya, Pasya Wijaksono
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10027

Abstract

Reading comprehension is a crucial skill for English as a Foreign Language (EFL) learners, particularly in the context of standardized language proficiency assessments. This study examines the test-taking challenges encountered by 30 non-English major university students during their initial experience with the EnglishScore reading test, an adaptive, mobile-based English assessment developed by the British Council. Employing a qualitative descriptive research design, the study collected data through open-ended reflections and analyzed them using a thematic analysis approach. Researchers identified five main categories of difficulty: (1) time pressure, (2) vocabulary limitation, (3) text complexity, (4) translation and interpretation challenges, and (5) test unfamiliarity and strategic disorientation. The findings indicate that learners experienced difficulties that were multidimensional and mutually reinforcing, as linguistic, cognitive, and procedural gaps converged to impede their performance. Limited vocabulary knowledge and dependence on literal translation strategies negatively impacted comprehension. Additionally, stringent time constraints and unfamiliar digital formats exacerbated anxiety and cognitive overload. These findings emphasize the need for comprehensive reading instruction that encompasses vocabulary development, strategic reading skills, and practice with simulated testing—particularly for EFL learners who are unfamiliar with high-stakes, time-restricted digital assessments. This study contributes to the growing body of literature on mobile-based reading assessment and highlights important implications for curriculum designers, educators, and test developers.
INCORPORATING A GENRE-BASED APPROACH IN TEACHING WRITING EXPOSITION ENGLISH TEXT Arisandi, Vidya; Asmara, Andes Safarandes; Sudrajat, Ajat
TELL - US JOURNAL Vol 9, No 2 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i2.6842

Abstract

Lecturers can effectively teach students to write expository texts, specifically job application letters, using a genre-based approach. This instructional method enhances students' comprehension of text types, the schematic structure of the text, linguistic characteristics, and the social function associated with this text type. This study aims to investigate the application of the genre-based approach in teaching expository writing with a focus on job application letters. The research participants consist of management students at a private university in Karawang who are enrolled in English for business management. The research design adopts a descriptive qualitative approach, incorporating observation of the exposition text learning process with a job application letter, interviews to appraise students' perceptions, and analysis of documentation, specifically the students' writing samples. The findings and subsequent discussion reveal the lecturer's commitment to effectively implementing each stage of the genre-based approach in teaching expository writing. The lecture demonstrates meticulous planning by developing a syllabus, lesson plans, and targeted instructional strategies. Additionally, the interview data indicates that students require sufficient time and guidance to master the writing of job application letters within the context of expository texts. However, the students ultimately display proficient writing skills in composing well-structured expository texts in English. Furthermore, the analysis of the documentation, comprising the students' writing samples, corroborates the successful outcomes of the job application letter compositions, which were achieved through iterative feedback provided by the lecturer. In conclusion, this research highlights the lecturer's successful implementation of the genre-based approach in student learning. 
Co-Authors Abdilah, Surya Rahmat Ajat Sudarajat Ajat Sudrajat Andes Safarandes Asmara, Andes Safarandes Fajrin, Yeni H.S, Siti Julaeha Ihsan Nasihin Jayawarsa, A.A. Ketut Juanda Juanda Mulya, Pasya Wijaksono Nandini, Imelda Nova Neni Sumarni Neni Sumarni NENI SUMARNI, NENI Prakoso, Mohammad Bagas Prihamdani, Depi Savitri, Citra Suparman, Tarpan Wachyudi, Kelik Yeni Fajrin Yudistira, Daffa Adam Yulianti, Hilda Tri