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All Journal Abdimas Polsaka: Jurnal Pengabdian Masyarakat Education, Language, and Culture Journal
Taufiq, Anwar
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Religion Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Critical Thinking Tasks in ESP Speaking Classes: A Qualitative Exploration of 21st Century Skills Development Azis, Awalia; Satrawati, Ika; Taufiq, Anwar; Jubhari, Yuriatson; Mahmudah, Dzur Rif'ah
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 2 (2025): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i2.341

Abstract

Humans expect English for Specific Purposes (ESP) classes in the 21st century to not only help students get better at speaking and writing English, but also to help them think critically and communicate professionally. The goal of this study was to find out how critical thinking tasks are used in an ESP speaking class and how they help second-semester students in the Primary School Teacher Education (PGSD) program at Muhammadiyah University of Makassar build abilities they would need in the 21st century. A qualitative descriptive design was used to collect data from nine students using semi-structured interviews and observations of the classroom. Thematic analysis showed that critical thinking exercises helped students solve problems in the real world, explain and defend their ideas, and work well with others in group conversations. Even though participants had trouble with terminology and expression, they said they felt more confident, more conscious of their thinking, and more ready for work. The study concludes that critical thinking exercises in ESP speaking classes help students learn the language and develop skills that are important in the 21st century. It also suggests that authentic assignments with enough assistance should be used to help students succeed.
Role-play as a community service strategy to improve english communication for nursing students Yuriatson, Yuriatson; Rosmiaty, Rosmiaty; Taufiq, Anwar; Sasabone, Luana; Nurliah, Nurliah; Kaharto, Kaharto
Journal Pengabdian Masyarakat Politeknik Sandi Karsa Vol 4 No 2 (2025): Abdimas Polsaka: Jurnal Pengabdian Masyarakat
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat,Politeknik Sandi Karsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35816/abdimaspolsaka.v4i2.119

Abstract

Communication skills in English are an essential competency for nursing students to face the challenges of globalization and international healthcare services. However, many students still struggle to express themselves confidently in real clinical contexts. This community service program aimed to enhance the communication ability of nursing students through English training using the role-play method. The training was conducted with final-year nursing students at Politeknik Sandi Karsa and applied a participatory approach consisting of lectures, demonstrations, role play simulations, group discussions, and reflective evaluations. Various clinical scenarios were designed, such as explaining medication usage, calming anxious patients, and describing vital sign procedures. The program was implemented over two days, with the first day focusing on interactive material delivery and facilitator demonstrations, while the second day emphasized practical role-play performance with direct feedback. A total of 23 students participated actively in this activity. The results indicated a significant improvement in students’ confidence and ability to use English in professional healthcare communication. Participants expressed positive responses toward the method, highlighting that role play reduced speaking anxiety, increased motivation, and fostered readiness for real clinical interactions. The Focus Group Discussion (FGD) confirmed that this method not only improved English proficiency but also enhanced soft skills such as empathy, teamwork, and therapeutic communication. The outcomes suggest that role–play–based English training is an effective strategy to support nursing education and should be integrated regularly into the curriculum to prepare graduates for global healthcare demands
Pedagogical Innovations for Enhancing ESP Students’ Speaking Competence in the Digital 21st Century: Challenges and Practical Implications Taufiq, Anwar; Jubhari, Yuriatson; Amaliah, Nurul
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 3 (2025): December (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i3.436

Abstract

This study explores pedagogical innovations for enhancing English for Specific Purposes (ESP) students’ speaking competence in the digital 21st century. Employing a qualitative descriptive design, the research involved nine nursing students from IIK Pelamonia Kesdam XIV/Hasanuddin, Makassar. Data were collected through semi-structured interviews and classroom observations to examine how technology, contextual learning, and collaboration contribute to improving speaking performance. Thematic analysis revealed four major themes: (1) Technology-Enhanced Communicative Practice, highlighting the role of digital tools such as Zoom, Padlet, and YouGlish in promoting pronunciation accuracy, confidence, and learner autonomy; (2) Contextual Learning through Nursing-Based Scenarios, showing that authentic simulations and role plays improved students’ pragmatic competence and professional fluency; (3) Collaborative Digital Engagement, emphasizing peer learning, feedback exchange, and confidence-building in online group interactions; and (4) Challenges and Adaptation in the Digital Learning Environment, addressing students’ struggles with connectivity, anxiety, and digital literacy, yet underscoring their adaptability and resilience. The findings indicate that digital pedagogical innovation fosters communicative competence when technology is pedagogically integrated with contextual relevance and collaborative interaction. The study concludes that ESP teachers must act as facilitators who balance technological innovation with human-centered guidance to cultivate students’ confidence and professional communicative identity. These results provide practical insights for designing digitally enhanced ESP speaking curricula in higher education
Integrating Task-Based Language Teaching in ESP to Enhance Professional Speaking Competence Yuriatson; Amaliah, Nurul; Taufiq, Anwar; Nurliah; Asdar
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 6 No 1 (2026): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v6i1.522

Abstract

This study investigates the integration of Task-Based Language Teaching (TBLT) in English for Specific Purposes (ESP) to enhance students' professional speaking competence. Employing a qualitative descriptive design, the study involved seven third-semester nursing students who participated in semi-structured interviews to explore their learning experiences, perceived improvements, and challenges. The data were analyzed using thematic analysis to identify key patterns and insights related to the implementation of TBLT in ESP contexts. The findings reveal that TBLT significantly contributes to the improvement of students' speaking competence, particularly in terms of fluency, vocabulary development, interactional ability, and self-confidence. The use of authentic tasks, such as role plays, simulations, and group discussions, enables students to practice language in meaningful and context-relevant situations, thereby enhancing their ability to communicate effectively in professional settings. Additionally, the interactive and student-centered nature of TBLT fosters greater engagement and motivation among learners. However, the study also identified several challenges, including limited vocabulary, difficulties in spontaneous sentence construction, and initial anxiety in speaking. These challenges indicate the need for adequate instructional support, such as scaffolding strategies, vocabulary enrichment, and constructive feedback. Despite these limitations, students generally expressed positive perceptions of TBLT, highlighting its relevance to their future professional needs. In conclusion, the integration of TBLT in ESP is an effective pedagogical approach for developing professional speaking competence. It not only improves linguistic performance but also enhances learners' confidence and readiness for real-world communication. Therefore, TBLT is recommended as a strategic approach in ESP instruction to better prepare students for the demands of professional communication in global contexts.
Co-Authors Amaliah, Nurul Asdar Azis, Awalia Kaharto, Kaharto Mahmudah, Dzur Rif'ah Nurliah nurliah, nurliah Rosmiaty Rosmiaty Sasabone, Luana Satrawati, Ika Yuriatson, Yuriatson