Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching International Journal of Language and Literature
Rima Andriani Sari
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Need Analysis of Learning Material for English for Fashion Students at Ganesha University of Education Kadek Ristanti Pramudya; Ni Putu Era Marsakawati; Rima Andriani Sari
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.80481

Abstract

This study aims to identify the learning materials needed by Fashion Design students at Ganesha University of Education in learning English, through the Needs Analysis approach. The background of this study is the importance of understanding English that is in accordance with the specific needs of the Fashion Design field. This study uses a qualitative method with instruments in the form of open questionnaires, interviews, and document analysis. The subjects of the study consisted of 20 students and 1 lecturer from the Fashion Design department. Data were analyzed using a qualitative descriptive approach involving the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the learning materials needed include: (a) knowledge and skills of English in the context of fashion design; (b) development of language skills relevant to the field; (c) use of learning activities that support multimodal literacy such as video, images, and audio; (d) relevant verbal and non-verbal language skills; and (e) materials and activities that support the improvement of students' vocabulary and grammar. These findings provide implications for the development of a more contextual and specific English curriculum for the Fashion Design field.
Language Learning Strategies Used By Vocational Study Program Students Made Rudiastika; Rima Andriani Sari; Ni Putu Era Marsakawati
International Journal of Language and Literature Vol. 7 No. 3 (2023): August 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijll.v7i3.80625

Abstract

This study aims to identify the language learning strategies used by students and the factors that affect the selection of these strategies in the vocational study program of the Faculty of Languages and Arts at a public university in Bali. This research uses a mixed method, namely quantitative and qualitative approaches. The participants of this study are 50 students from two study programs, namely Visual Communication Design and United Kingdom for Business and Professional Communication. Data was collected through the Strategy Inventory for Language Learning (SILL) version 7.0 questionnaire developed by Oxford, which has been adapted and validated by two experts. This questionnaire consists of 50 statements divided into six categories of strategies, namely memory, cognitive, compensatory, metacognitive, affective, and social. The results showed that the most frequently used strategy by students was the metacognitive strategy (M = 4.00), followed by cognitive and memory strategies, while the least used strategy was the affective strategy (M = 3.53). In addition, the results of this study also show that the factors of the study program, academic achievement index, and student motivation affect the use of language learning strategies. Therefore, it is important to teach students the right language learning strategies, as they can help improve their learning outcomes.
DIGITAL TECHNOLOGY INTEGRATION IN TEXT-BASED ENGLISH FOR FRONT OFFICE INSTRUCTION IN VOCATIONAL TOURISM EDUCATION: A MIXED METHOD STUDY Ni Putu Era Marsakawati; Rima Andriani Sari; I Ketut Armawan; Putu Ayu Prabawati Sudana
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 10, No 1: June 2026 (In Progress)
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v10i1.13245

Abstract

This study investigates how digital technology is integrated into text-based English for Front Office (EFO) instruction to support language literacy, digital literacy, and employability skills in vocational tourism education. The integration of digital technology in English for Specific Purposes (ESP) has often been tool-oriented, with limited attention to teachers’ pedagogical practices in vocational contexts. The study employed a mixed-method design with an explanatory sequential approach involving 20 English teachers from vocational tourism schools. Data were collected through questionnaires, interviews, and document analysis. The data were analyzed using descriptive statistics and thematic analysis. The findings reveal that teachers utilize various digital technologies, including learning management systems, presentation tools, communication applications, video editing tools, virtual tours, and AI-based applications. These technologies are integrated through multimodal literacy practices such as role-play simulations, video projects, virtual tour narratives, and interactive assessments that engage students in reading, writing, speaking, and digital meaning-making. However, teachers face challenges related to limited infrastructure, varying levels of digital literacy competence, student motivation, and increased instructional workload. The study concludes that pedagogically grounded digital technology integration enhances text-based EFO learning by supporting language literacy and digital literacy in authentic workplace contexts. The findings imply the need for continuous teacher professional development and institutional support to promote sustainable literacy-oriented digital pedagogy in vocational tourism education. This study contributes to literacy-oriented ESP pedagogy by foregrounding teachers’ digital pedagogical practices in vocational tourism education.
Co-Authors I Ketut Armawan Kadek Ristanti Pramudya Made Rudiastika Ni Putu Era Marsakawati Putu Ayu Prabawati Sudana