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All Journal Education, Language, and Culture Journal Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Luana Sasabone
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Needs Analysis of English for Specific Purposes (ESP) in Students’ Speaking Materials Luana Sasabone; Irman; Anwar Taufiq; Nurul Amaliah Hasbi
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 4 No 1 (2024): Vol. 4 No. 1 (2024): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v4i1.218

Abstract

Needs analysis is crucial in the development of speaking material and serves as a valuable tool for teachers to create materials that align with the specific requirements and learning goals of the learners. This study aims to investigate needs analysis of English for Specific Purposes (ESP) in students’ speaking materials. This study was conducted in accounting students of Universitas Kristen Indonesia (UKI) Paulus Makassar. The data analysis revealed valuable information regarding the instruction of the ESP course. The study found that ESP classes mostly emphasized speaking skills for accounting students. Furthermore, it has been observed that the ability to talk was deemed more essential compared to other skills. The data analysis facilitated the identification of the fundamental language-related duties within the realm of accounting studies. As conclusion states that accounting students demonstrate a higher level of confidence in their speaking skill when it comes to English, compared to their proficiency in other skills.
STRATEGI PEMBELAJARAN DALAM MENGATASI KRISIS ATENSI PESERTA DIDIK DI ERA DIGITAL Luana Sasabone; Anggun Wida Prawira; Vindi Tyastutik; Arini Zulfaida
Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora Vol 9 No 1 (2026): Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Publisher : LPPM Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/ndrumi.v9i1.4592

Abstract

This study was motivated by the growing concern over students’ attention deficits in the digital era, which have been exacerbated by the pervasive presence of technological distractions during learning activities. Devices such as smartphones, tablets, and constant access to social media platforms create competing stimuli that fragment students’ focus, reduce engagement, and limit their capacity to process and retain information effectively. In response to this issue, the study aimed to identify and synthesize effective learning strategies that can mitigate attention crises and enhance the quality of learning in digitally saturated environments. To achieve this objective, the research employed a Systematic Literature Review (SLR) method. Journal articles were systematically retrieved from reputable databases, including Google Scholar, ERIC, and Garuda, ensuring a comprehensive and credible selection of literature. The research instrument consisted of article documentation sheets, which facilitated consistent data extraction and comparison. Articles were carefully screened and selected based on predetermined inclusion and exclusion criteria to maintain relevance and reliability. The collected data were then subjected to thematic analysis, allowing the classification of learning strategies according to their effectiveness in promoting students’ attention and engagement. The findings indicate that active learning strategies, structured management of digital distractions, and activity-based learning models are particularly effective in enhancing students’ focus during learning sessions. These approaches encourage meaningful participation, sustain engagement, and promote self-regulation among learners. Accordingly, teachers are advised to design interactive, technology-mediated learning experiences that are structured and intentional, enabling students to overcome attention challenges while fostering deeper understanding and long-term retention of knowledge.
Co-Authors Anggun Wida Prawira Anwar Taufiq Arini Zulfaida Irman Nurul Amaliah Hasbi Vindi Tyastutik