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All Journal Prosiding Semnastek English Language in Focus (ELIF) Journal Sport Science, Healt and Tourism of Mandalika (Jontak)
Diana, Apriana
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Journal : English Language in Focus (ELIF)

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Strengthening Non-English Teachers’ Ability in Using English as Instructional Language zaitun, zaitun; Novita, Pipit; Diana, Apriana
English Language in Focus (ELIF) Vol 6, No 2 (2024): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.6.2.185-190

Abstract

This study aimed to prove the effectiveness of communicative approach to strengthen non-English teachers’ speaking ability in using English as their instructional language. The study was carried out at SD Lab-school FIP UMJ, South Tangerang in the even semester of 2023/2024 academic year. There were 30 teachers of all grades participated in this study. This research was mixed-methods with statistics descriptive approach. Both speaking pre-post tests and observation were used in collecting the data. The results of the tests were analyzed by using simple calculation and reported in the form of average score. Meanwhile, the results of the observation were described descriptively. The findings of the quantitative approach revealed that on the average the learners performed better in the post-test and their average score escalated up to 22.17 points from the pre-test. Whereas the results of the observation as part of qualitative approach showed that the learners were able to manage their speaking problems better in which they became more confident, had more vocabularies and were able to construct proper sentences. To conclude, this research work confirmed that communicative approach was effective to strengthen non-English teachers’ speaking ability.  
Measuring Self-Efficacy in English for Specific Purposes: A Case Study of Engineering Students Diana, Apriana
English Language in Focus (ELIF) Vol. 7 No. 2 (2025): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

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Abstract

This descriptive statistical study assesses students' perceptions of their self-efficacy in English for Specific Purposes (ESP). The study involved 40 students from the Mechanical Engineering program at the Faculty of Engineering, Universitas Muhammadiyah Jakarta. Data were collected using a 5-point Likert scale questionnaire, adapted and modified from Kosimov (n.d.), and distributed via Google Forms after undergoing face validity assessment. The data were analyzed using simple percentage calculations and presented descriptively. The findings indicate that the majority of students held a positive perception of their self-efficacy in ESP, as evidenced by the highest response rate for the "agree" option (64.8%), followed by "strongly agree" (14.2%). Furthermore, the analysis suggests that most students demonstrated optimism, high self-efficacy, and a strong commitment to excelling in ESP learning relevant to their field of study.
Differentiated Learning in English for Specific Purposes (ESP) Class: A Students’ Perception Study Diana, Apriana; Saptrian, Muhammad Daffa; Chithra, G. K.
English Language in Focus (ELIF) Vol. 8 No. 1 (2025): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.1.13-20

Abstract

Educational transformation driven by Indonesia’s Merdeka Curriculum has shifted higher education toward more inclusive and learner-centered pedagogies. Within this reform agenda, differentiated learning (DL) has emerged as a key approach to address variations in students’ abilities, interests, and learning profiles. Nevertheless, empirical evidence on the application of DL in English for Specific Purposes (ESP) instruction at the tertiary level, particularly within engineering programs, remains limited. This study investigates engineering students’ perceptions of differentiated learning and examines its relationship with learner engagement and perceived ESP learning effectiveness. Participants were 68 first-year Mechanical Engineering students who completed a 30-item Likert-scale questionnaire adapted from established DL and ESP frameworks. The instrument demonstrated high internal reliability (Cronbach’s α = 0.86). Data were analyzed using descriptive and correlational statistics with SPSS 26. Findings reveal that students reported highly positive perceptions of differentiated learning (M = 4.21, SD = 0.43), with significant positive correlations between DL and engagement (r = 0.63, p < 0.05) and between DL and perceived learning effectiveness (r = 0.59, p < 0.05). These results suggest that differentiated learning promotes inclusivity, motivation, and disciplinary relevance in ESP contexts. The study provides empirical support for differentiated learning as a pedagogical framework linking language learning with professional competence, offering insights for curriculum design, teacher development, and higher education policy committed to responsive and personalized learning. Keywords: Differentiated instruction, English for Specific Purposes (ESP), Students’ perceptions, Engineering students.
Co-Authors Ade Kurniawan, Yudhistira Chithra, G. K. Mahendra, Barda Novita, Pipit Rasma Rasma rozaq, mutrofin Saptrian, Muhammad Daffa Zaitun Zaitun