Journal of English for Academic and Specific Purposes (JEASP)
Journal of English for Academic and Specific Purposes (JEASP) a specialized journal of English language teaching (ELT) that meticulously tailors English language teaching-learning instructions to meet the precise needs of learners within various academic and professional fields. At its core, this journal focuses on English for Academic Purposes (EAP), emphasizing the enhancement of essential language skills—listening, reading, speaking, and writing—alongside the critical components of grammar and vocabulary. This targeted approach necessitates the development of specialized teaching language materials, strategies, and assessment that address the unique linguistic demands of each discipline. The scope of this journal (JEASP) is vast and diverse, encompassing English for Education, which equips educators and students with the language proficiency required for academic success; English for Laws, covering the specialized terminologies of family law, economic law, criminal law, and constitutional law; and English for Science and Technology, focusing on the linguistic needs of natural sciences and engineering. Additionally, this journal extends to English for Economics, addressing the specific language of finance, banking, and business; English for Humanities, which enhances communication in social and cultural studies, languages, and media; and English for Medicine and Health Community Services, supporting the complex language requirements of medicine, pharmacy, nursing, midwifery, and health analyses. By concentrating on these focused and scoped areas, this journal (JEASP) ensures that authors/readers are well-prepared to effectively navigate and excel in their respective academic and professional environments.
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<![CDATA[A REVIEW OF TPACK AND SAMR MODELS: HOW SHOULD LANGUAGE TEACHERS ADOPT TECHNOLOGY? ]]>
<![CDATA[Justsinta Sindi Alivi]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v2i2.7944
<![CDATA[This paper primarily aims at reviewing the idea of Technological Pedagogical and Content Knowledge (TPACK) as well as the application of Substitution, Augmentation, Modification, and Redefinition (SAMR) frameworks in teaching practices. In particular, this paper is expected to provide insight for language teachers interested in Information and Communication Technology (ICT) incorporation to teaching as regards TPACK and SAMR understanding. Accordingly, the language teachers are expected to be able to incorporate technology into teaching in appropriate ways reflecting to the frameworks. Further, description about how TPACK and SAMR carried out in teaching is presented to provide teachers with a clear definition of the frameworks. Additionally, some views concerning challenges of the application are also discussed as an evaluation.]]>
<![CDATA[THE EFFECT OF PAIR AND GROUP WORK IN COLLABORATIVE PRE-WRITING DISCUSSION ON STUDENTS’ WRITING QUALITY ]]>
<![CDATA[Winarti Winarti]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v2i2.7782
<![CDATA[In foreign language writing classroom, collaborative pre-writing activity is one of common activities used by students to help them generate and evaluate their ideas before they write a text. A teacher usually assigns students to work in pairs or groups to accomplish the activity. However, whether the number of participants in collaborative pre-writing activity influenced the quality of students’ writing or not is still mysterious that need to be investigated further. This study tried to investigate the effect of the number of participants in collaborative pre-writing discussion on students’ writing quality. 30 participants from non-English department who were studying English as English Specific Purposes were involved in this study. They were required to write an explanation paragraph after being given a certain treatment. The result of the study revealed that the quality of students’ writing was not affected by the number of participants in collaborative pre-writing discussion. Therefore, the implication of the study is teacher can assign students to work collaboratively in pre-writing activity with two or more students. However, some factors need to be considered by teacher such as students learning style, the nature of task, etc.]]>
<![CDATA[DESIGNING PROJECT-BASED LEARNING IN ESP CLASS ]]>
<![CDATA[Dian Arsitades Wiranegara]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
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DOI: 10.18860/jeasp.v2i2.8291
<![CDATA[Project-Based Learning of ESP is developed to involve as well as to encourage students to be active in the process of teaching and learning. Students can fully contribute in the project once they are asked in the inquiry process by giving a guiding question and the teacher guides them into a collaborative project integrated in curriculum. A guiding question here, must be based on the issues and topics addressing the real world problems. This also means that the project learning can help learners experience a meaningful learning, based on constructivism philosophy. Learners are given chance to explore and find any source of information by reading books, then communicate it to others or presenting their ideas. Hence, at the end of teaching and learning process, learners reflect to the project that has been conducted. At this phase, all learners are asked to share their experiences as well as their feeling during the project. Teacher and learners can share and develop it into a discussion in order to improve their performance]]>
<![CDATA[DEVELOPING SUPPLEMENTARY READING MATERIALS FOR THE STUDENTS OF EIGHTH GRADERS NURUS SALAFIYAH PROBOLINGGO ]]>
<![CDATA[zainuddin zainuddin]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
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Full PDF (731.226 KB)
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DOI: 10.18860/jeasp.v2i2.7827
<![CDATA[Developing Supplementary Reading Materials for the students of eighth Graders at Nurus Salafiyah Probolinggo. It modified Latief model (2009); the researcher developed material based on data analysis taken from a preliminary study. The material was validated and tried-out to class VIII-B of Nurus Salafiyah Probolinggo. The result showed that this study and the product have successfully answered the students' needs in reading skills. Therefore, the product could be used for the eighth-grader students of Nurus Salafiyah Probolinggo]]>
<![CDATA[IMPROVING STUDENTS’ WRITING SKILLS USING COOPERATIVE LEARNING AT SMPN 2 SUKODONO ]]>
<![CDATA[Hertiki - Hertiki]]>;
<![CDATA[Juliati Juliati]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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Full PDF (1330.385 KB)
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DOI: 10.18860/jeasp.v2i2.7853
<![CDATA[This research was conducted in order to find out whether using Cooperative Learning is effective to improve students’ writing skills or not. Also, it is to find the result of the students’ ability in writing when the researcher using Cooperative Learning. The main problems were: (1) the students seldom do the writing tasks; (2) they had difficulty in grammar during writing; (3) they got difficulty in developing ideas. The research methodology of this research was Classroom Action Research (CAR), which was done in two cycles. Every cycle consists of four steps, that is planning, implementing, observing, and reflecting. The techniques for collecting the data were documentation, observation and test. The subject of this research is class VII-H that consists of 33 students, one English teacher as a collaborator and the researcher herself involved in this research. Based on the results of the study, it showed that the mean score of students increased from 62.9 to 74.7 in cycle 1. On the other hand, in cycle 2, the mean score increased classically from 76.7 to 83.5. Considering the data above, the achievement of the students in writing skills has achieved the indicator of success using cooperative learning. From the result, the researcher concluded that applying cooperative learning can improve writing skills for seventh grade of SMPN 2 Sukodono.Keywords: classroom action research, writing skills, cooperative learning]]>
<![CDATA[DEVELOPING SUPPLEMENTARY READING MATERIALS FOR THE STUDENTS OF EIGHTH GRADERS NURUS SALAFIYAH PROBOLINGGO ]]>
<![CDATA[zainuddin zainuddin]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v2i2.7827
<![CDATA[Developing Supplementary Reading Materials for the students of eighth Graders at Nurus Salafiyah Probolinggo. It modified Latief model (2009); the researcher developed material based on data analysis taken from a preliminary study. The material was validated and tried-out to class VIII-B of Nurus Salafiyah Probolinggo. The result showed that this study and the product have successfully answered the students' needs in reading skills. Therefore, the product could be used for the eighth-grader students of Nurus Salafiyah Probolinggo]]>
<![CDATA[THE EFFECT OF PAIR AND GROUP WORK IN COLLABORATIVE PRE-WRITING DISCUSSION ON STUDENTS’ WRITING QUALITY ]]>
<![CDATA[Winarti Winarti]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v2i2.7782
<![CDATA[In foreign language writing classroom, collaborative pre-writing activity is one of common activities used by students to help them generate and evaluate their ideas before they write a text. A teacher usually assigns students to work in pairs or groups to accomplish the activity. However, whether the number of participants in collaborative pre-writing activity influenced the quality of students’ writing or not is still mysterious that need to be investigated further. This study tried to investigate the effect of the number of participants in collaborative pre-writing discussion on students’ writing quality. 30 participants from non-English department who were studying English as English Specific Purposes were involved in this study. They were required to write an explanation paragraph after being given a certain treatment. The result of the study revealed that the quality of students’ writing was not affected by the number of participants in collaborative pre-writing discussion. Therefore, the implication of the study is teacher can assign students to work collaboratively in pre-writing activity with two or more students. However, some factors need to be considered by teacher such as students learning style, the nature of task, etc.]]>
<![CDATA[A REVIEW OF TPACK AND SAMR MODELS: HOW SHOULD LANGUAGE TEACHERS ADOPT TECHNOLOGY? ]]>
<![CDATA[Justsinta Sindi Alivi]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v2i2.7944
<![CDATA[This paper primarily aims at reviewing the idea of Technological Pedagogical and Content Knowledge (TPACK) as well as the application of Substitution, Augmentation, Modification, and Redefinition (SAMR) frameworks in teaching practices. In particular, this paper is expected to provide insight for language teachers interested in Information and Communication Technology (ICT) incorporation to teaching as regards TPACK and SAMR understanding. Accordingly, the language teachers are expected to be able to incorporate technology into teaching in appropriate ways reflecting to the frameworks. Further, description about how TPACK and SAMR carried out in teaching is presented to provide teachers with a clear definition of the frameworks. Additionally, some views concerning challenges of the application are also discussed as an evaluation.]]>
<![CDATA[IMPROVING STUDENTS’ WRITING SKILLS USING COOPERATIVE LEARNING AT SMPN 2 SUKODONO ]]>
<![CDATA[Hertiki - Hertiki]]>;
<![CDATA[Juliati Juliati]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v2i2.7853
<![CDATA[This research was conducted in order to find out whether using Cooperative Learning is effective to improve students’ writing skills or not. Also, it is to find the result of the students’ ability in writing when the researcher using Cooperative Learning. The main problems were: (1) the students seldom do the writing tasks; (2) they had difficulty in grammar during writing; (3) they got difficulty in developing ideas. The research methodology of this research was Classroom Action Research (CAR), which was done in two cycles. Every cycle consists of four steps, that is planning, implementing, observing, and reflecting. The techniques for collecting the data were documentation, observation and test. The subject of this research is class VII-H that consists of 33 students, one English teacher as a collaborator and the researcher herself involved in this research. Based on the results of the study, it showed that the mean score of students increased from 62.9 to 74.7 in cycle 1. On the other hand, in cycle 2, the mean score increased classically from 76.7 to 83.5. Considering the data above, the achievement of the students in writing skills has achieved the indicator of success using cooperative learning. From the result, the researcher concluded that applying cooperative learning can improve writing skills for seventh grade of SMPN 2 Sukodono.Keywords: classroom action research, writing skills, cooperative learning]]>
<![CDATA[DESIGNING PROJECT-BASED LEARNING IN ESP CLASS ]]>
<![CDATA[Dian Arsitades Wiranegara]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v2i2.8291
<![CDATA[Project-Based Learning of ESP is developed to involve as well as to encourage students to be active in the process of teaching and learning. Students can fully contribute in the project once they are asked in the inquiry process by giving a guiding question and the teacher guides them into a collaborative project integrated in curriculum. A guiding question here, must be based on the issues and topics addressing the real world problems. This also means that the project learning can help learners experience a meaningful learning, based on constructivism philosophy. Learners are given chance to explore and find any source of information by reading books, then communicate it to others or presenting their ideas. Hence, at the end of teaching and learning process, learners reflect to the project that has been conducted. At this phase, all learners are asked to share their experiences as well as their feeling during the project. Teacher and learners can share and develop it into a discussion in order to improve their performance]]>
