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All Journal Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Pendidikan, Bahasa dan Budaya Interdisciplinary Journal of Advanced Research and Innovation
Sefrina Anastasya Simbolon
Universitas Negeri Medan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Social Sciences Other

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HOW TO IMPROVE WRITING SKILLS IN ENGLISH LANGUAGE Sefrina Anastasya Simbolon; Tiarnita Maria Sarjani br. Siregar; Azizi Riona; Gloria Pasca Simarmata; Miranda Simangunsong; Sherin Aurelya; Zahra Tusyita Siregar
Interdisciplinary Journal of Advanced Research and Innovation Vol. 1 No. 2 (2023): Interdisciplinary Journal of Advanced Research and Innovation
Publisher : Ravine Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58860/ijari.v1i2.24

Abstract

Writing is one of the most important skills that learners of English as a second language must master, especially for students and working professionals. Unlike speaking practice, when you write, you leave a lasting record of your language. This is because it reinforces the grammatical structures and terminology that educators seek to teach their students. Therefore, it is necessary to improve writing skills. This article discusses various effective strategies and techniques to improve writing skills in English. The method used in this journal is library research, collecting data by finding sources and reconstructing them from various sources such as books, and existing research. This article discusses the importance of strong writing skills in today's globalized world and offers practical advice for individuals who want to improve their proficiency. By reading this article, readers can develop their English writing skills and gain the confidence needed to communicate effectively in academic and professional contexts.
ENGLISH FOR SPECIFIC PURPOSES IN TOURISM EDUCATION: A SYSTEMATIC ANALYSIS OF PEDAGOGICAL TRENDS AND CURRICULUM GAPS Bahagia Saragih; Ayu Lestari; Ameera Fadhillah; Najwa Kamila Harpan; Sefrina Anastasya Simbolon; Maharani Yasika; Aqsha Dinanti; Muthia Fitriani; Yohana Putri S. Simanjuntak; Priska Oktaviani Br Ginting; Gloria Pasca Simarmata; Tengku Hastridilla; Sarah Hendratno Simanjutak; Debora Jesika Sihotang, Putri Rohni Sitio
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 5 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22040213

Abstract

This study examines the trends, gaps, and future directions of English for Specific Purposes (ESP) in tourism higher education.ESP in tourism is essential for preparing students to communicate professionally in global service contexts, yet many curricula still focus mainly on linguistic knowledge rather than authentic workplace communication. This study employed a qualitative descriptive design through a literature review of scholarly sources related to ESP, tourism education, hospitality communication, curriculum development, and professional communication. The findings show that tourism ESP instruction has shifted toward communicative, task-based, and scenario-based learning. However, gaps remain in students’ psychological readiness, willingness to communicate, intercultural competence, and ability to respond spontaneously in real service encounters. The study highlights the need for a holistic ESP curriculum that integrates linguistic competence, emotional preparedness, intercultural awareness, digital communication skills, and authentic workplace practices. Such integration can better prepare tourism students to become confident, adaptive, and professional service practitioners in international contexts.
Analisis Pengalaman Mahasiswa Pendidikan Bahasa Inggris dalam Merancang Pembelajaran Berbasis Kurikulum Merdeka Sefrina Anastasya Simbolon; Ayu Lestari; Najwa Kamila Harpan; Ameera Fadhillah; Azkya Saradiva; Muthia Fitriani
Jurnal Pendidikan, Bahasa dan Budaya Vol. 5 No. 3 (2026): September: Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpbb.v5i3.6433

Abstract

This study aims to analyze the experiences of English Education students in designing English language learning based on the Merdeka Curriculum and to identify the challenges they encountered during the design process. This study employed a qualitative descriptive approach. The participants were 40 English Education students at Universitas Negeri Medan, consisting of 30 students from the 2023 cohort and 10 students from the 2022 cohort, who had completed the Micro Teaching course. Data were collected through semi-structured interviews and analyzed thematically using the stages of data condensation, data display, and conclusion drawing and verification. The findings indicate that students had experience applying several principles of the Merdeka Curriculum, including project-based learning, selection of essential learning materials, learning flexibility, differentiated learning, and integration of learning components. Students designed various project activities, such as brochures, booklets, videos, podcasts, comic strips, and greeting cards, to provide opportunities for learners to use English actively and creatively. However, students also experienced challenges in determining appropriate differentiation, identifying learners’ characteristics and needs, designing assessments, managing instructional time, and adapting lesson plans to practical and classroom conditions. To address these challenges, students used references, discussions, teaching practice, feedback, reflection, and revision. The study concludes that students have developed an initial understanding of Merdeka Curriculum-based learning design, but continued practical experience and reflective activities are needed to strengthen their pedagogical competence.
Pengaruh Faktor UTAUT terhadap Niat Adopsi AI Mahasiswa Pendidikan Bahasa Inggris Aqsha Dinanti; Ameera Fadhillah; Ayu Lestari; Muthia Fitriani; Najwa Kamila Harpan; Sefrina Anastasya Simbolon
Jurnal Pendidikan, Bahasa dan Budaya Vol. 5 No. 3 (2026): September: Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpbb.v5i3.6436

Abstract

This study aims to analyze the Unified Theory of Acceptance and Use of Technology (UTAUT) factors related to the intention of English Education students to adopt Artificial Intelligence (AI) to support English language learning, as well as to identify the most dominant factor. The study employs a quantitative approach with a descriptive-analytical design. Data were collected via an online questionnaire distributed to 160 students from the English Education Study Program at Universitas Negeri Medan (classes of 2023 and 2024) who had experience using AI in English learning. The research instrument measured Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Behavioral Intention using a five-point Likert scale. Data were analyzed using descriptive statistics by comparing the mean scores of each construct. The results indicate that students hold a positive attitude toward the use of AI in English learning. Performance Expectancy achieved the highest mean score (4.22), followed by Facilitating Conditions (4.01), Effort Expectancy (3.92), and Social Influence (3.38), while Behavioral Intention had a mean score of 4.00. These findings suggest that the benefits perceived by students are the most dominant factor driving the intention to adopt AI. Therefore, the implementation of AI in learning should be directed toward uses that provide tangible benefits for students' academic needs.
Co-Authors Ameera Fadhillah Aqsha Dinanti Ayu Lestari Azizi Riona Azkya Saradiva Bahagia Saragih Debora Jesika Sihotang, Putri Rohni Sitio Gloria Pasca Simarmata Maharani Yasika Miranda Simangunsong Muthia Fitriani Najwa Kamila Harpan Priska Oktaviani Br Ginting Sarah Hendratno Simanjutak Sherin Aurelya Tengku Hastridilla Tiarnita Maria Sarjani Br. Siregar Yohana Putri S. Simanjuntak Zahra Tusyita Siregar