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[AN EPISTEMOLOGICAL REVIEW OF 150 RESEARCH IN LAST THREE YEARS (2018-2020) ]]>
<![CDATA[Amelia Idha]]>;
<![CDATA[Emi Elma]]>;
<![CDATA[Gita Khoirunisa]]>;
<![CDATA[Berkat Christin]]>;
<![CDATA[Givens Rindu]]>;
<![CDATA[Ifan Iskandar]]>;
<![CDATA[Ramadan Fitriani]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v5i1.16579
<![CDATA[Epistemology is concerned with possibilities, nature, and limitations of knowledge of study which focuses on what is known to be true. This study aims are to describe the development of research method epistemologically in last three years (2018-2020). So, this study will explore the epistemological basis for 150 research studies. This study will review and analyzed epistemology and include the 'theory of truth' within the range of research on English Language Education program in the last three years period from 2018–2020. The researcher used a qualitative approach in which the form of data is 150 research articles. The data source will be the 150 research that comes from English Language Education Program. The data will be analyzed by using non-statically data analysis since it is non-numerical data. From the analysis, it found that the most use methodology will be qualitative approach of descriptive qualitative. The qualitative method is already in accurate direction by selecting the social context problem, observing it, and finally resulting in theoretical analysis. Next, the quantitative method, the main problem in quantitative analysis is usually 'phenomena' that require a systematic investigation where the researcher needs to formulate a set of hypotheses.]]>
<![CDATA[PROMOTING LEARNERS’ AUTONOMY THROUGH VIDEO RECORDING IN PUBLIC SPEAKING CLASS ]]>
<![CDATA[Deva Melania]]>;
<![CDATA[Wiwiet Eva Savitri]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v5i1.16580
<![CDATA[The change in the learning system from the previous teacher-centeredness to learner-centeredness makes the students demand to take responsibility, manage learning, and implement knowledge to become autonomous learners, especially in speaking class. However, in learning to speak, teachers dominate most learning activities, making students passive to take their responsibilities. Because of this problem, teachers must be innovative and engage students in interactive learning activities to make them active by using technology. One of the ways is through video recording. Previous studies claimed that students who used video recording in speaking class improved their speaking competencies and self-confidence. Nevertheless, previous studies mainly focused on students’ speaking competence rather than learner autonomy. Hence, this study aims to investigate learner autonomy in speaking class with video recording. The participants of this study were an English lecturer and students taking a Public Speaking Class at one university in Surabaya. During a series of data collection activities, the researcher observed how the lecturer introduced video recording implementation and did the interview to know how the students implemented their autonomy in learning speaking through video recording. The result showed that the lecturer was active in encouraging students to develop their learning responsibility and independence by implementing reactive autonomy. As a result, students delivered speeches on video recording through the learner autonomy stages properly]]>
<![CDATA[REVEALING THE CHALLENGES AND PRACTICAL WAYS IN TEACHING WRITING ONLINE ]]>
<![CDATA[Mutiatun Nasihah]]>;
<![CDATA[Alfiah Nur Senta]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v5i1.16581
<![CDATA[The present study aims at examining the challenges confronted by the lecturers and the practical ways in teaching writing online. A qualitative research method was applied to get a deep understanding of the objective of this study. The data were collected through interviews and documentation. In obtaining the data, three English lecturers of UIN Maulana Malik Ibrahim Malang were interviewed by using a semi-structured interview. In addition, the supporting documents related to teaching writing online, such as teaching journals, teaching documents, and students’ portfolios were also gathered to enrich the data of the present study. The findings revealed that the challenges faced by the lecturers in teaching writing online include the students’ problems in internet connections and the difficulty in maintaining the students' writing process. It was difficult for the lecturers to ensure the originality of students' works; thus, the lecturers were unable to assess the actual student’s ability in writing. However, the lecturers did some practical ways to overcome the challenges in teaching writing online. Firstly, the lecturers applied synchronous and asynchronous meetings in the process of teaching and learning by utilizing some Learning Management Systems as online learning media. Secondly, the lecturers used Turnitin to check the originality of students’ works. Finally, the lecturers applied peer feedback to improve students writing skills.]]>
<![CDATA[PROMOTING AUTONOMOUS LEARNING THROUGH ONLINE DISCUSSION ]]>
<![CDATA[Ezra Christina Pondalos]]>;
<![CDATA[Novi Ernia Saputri]]>;
<![CDATA[Theodesia Lady Pratiwi]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
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DOI: 10.18860/jeasp.v5i1.16582
<![CDATA[An autonomous learning system is being applied to students nowadays. Students are now encouraged and expected to play a more active role in learning. Autonomy learning is intensified to encourage students to be more independent, creative, and responsible for their learning. Through this article, writers explain how to promote autonomous learning. The method used is the library study related to autonomous learning. Writers explain further about the class design to promote autonomous learning and the strengths also weaknesses of this learning system. Based on this article's findings, possible ways are proposed to help and improve the implementation of autonomous learning.]]>
<![CDATA[IMPLEMENTING SSS (START WITH SIMPLE STORIES) METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION IN EXTENSIVE READING ACTIVITY ]]>
<![CDATA[Dian Arsitades Wiranegara]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v5i1.16583
<![CDATA[This paper is intended to present the idea of applying the SSS METHOD or stand for Start with Simple Stories extensive reading to improve reading comprehension of the lower achieving students. This can be a challenging task for teachers whose aims are to improve the students’ reading habit by providing them with a very conducive atmosphere of reading, involving and facilitating them in various reading activities with the reading material. Hence, the subjects of the research were the first year or freshmen students of senior high school. Two classes were assigned as the control and the experimental groups. The control group was taught reading comprehension by using the conventional way; while the experimental 1group 1was 1taught reading by using the SSS METHOD extensive reading. As the treatment conducted, both groups were given posttest. The 1result 1of the 1study has showed that 1there 1was 1a1significant1difference1in1the 1students’ 1reading comprehension 1achievement. The 1students in 1the experimental group significantly obtained higher scores than the ones in the control 1group.]]>
<![CDATA[PROMOTING LEARNERS’ AUTONOMY THROUGH VIDEO RECORDING IN PUBLIC SPEAKING CLASS ]]>
<![CDATA[Deva Melania]]>;
<![CDATA[Wiwiet Eva Savitri]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v5i1.16580
<![CDATA[The change in the learning system from the previous teacher-centeredness to learner-centeredness makes the students demand to take responsibility, manage learning, and implement knowledge to become autonomous learners, especially in speaking class. However, in learning to speak, teachers dominate most learning activities, making students passive to take their responsibilities. Because of this problem, teachers must be innovative and engage students in interactive learning activities to make them active by using technology. One of the ways is through video recording. Previous studies claimed that students who used video recording in speaking class improved their speaking competencies and self-confidence. Nevertheless, previous studies mainly focused on students’ speaking competence rather than learner autonomy. Hence, this study aims to investigate learner autonomy in speaking class with video recording. The participants of this study were an English lecturer and students taking a Public Speaking Class at one university in Surabaya. During a series of data collection activities, the researcher observed how the lecturer introduced video recording implementation and did the interview to know how the students implemented their autonomy in learning speaking through video recording. The result showed that the lecturer was active in encouraging students to develop their learning responsibility and independence by implementing reactive autonomy. As a result, students delivered speeches on video recording through the learner autonomy stages properly]]>
<![CDATA[REVEALING THE CHALLENGES AND PRACTICAL WAYS IN TEACHING WRITING ONLINE ]]>
<![CDATA[Mutiatun Nasihah]]>;
<![CDATA[Alfiah Nur Senta]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v5i1.16581
<![CDATA[The present study aims at examining the challenges confronted by the lecturers and the practical ways in teaching writing online. A qualitative research method was applied to get a deep understanding of the objective of this study. The data were collected through interviews and documentation. In obtaining the data, three English lecturers of UIN Maulana Malik Ibrahim Malang were interviewed by using a semi-structured interview. In addition, the supporting documents related to teaching writing online, such as teaching journals, teaching documents, and students’ portfolios were also gathered to enrich the data of the present study. The findings revealed that the challenges faced by the lecturers in teaching writing online include the students’ problems in internet connections and the difficulty in maintaining the students' writing process. It was difficult for the lecturers to ensure the originality of students' works; thus, the lecturers were unable to assess the actual student’s ability in writing. However, the lecturers did some practical ways to overcome the challenges in teaching writing online. Firstly, the lecturers applied synchronous and asynchronous meetings in the process of teaching and learning by utilizing some Learning Management Systems as online learning media. Secondly, the lecturers used Turnitin to check the originality of students’ works. Finally, the lecturers applied peer feedback to improve students writing skills.]]>
<![CDATA[PROMOTING AUTONOMOUS LEARNING THROUGH ONLINE DISCUSSION ]]>
<![CDATA[Ezra Christina Pondalos]]>;
<![CDATA[Novi Ernia Saputri]]>;
<![CDATA[Theodesia Lady Pratiwi]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v5i1.16582
<![CDATA[An autonomous learning system is being applied to students nowadays. Students are now encouraged and expected to play a more active role in learning. Autonomy learning is intensified to encourage students to be more independent, creative, and responsible for their learning. Through this article, writers explain how to promote autonomous learning. The method used is the library study related to autonomous learning. Writers explain further about the class design to promote autonomous learning and the strengths also weaknesses of this learning system. Based on this article's findings, possible ways are proposed to help and improve the implementation of autonomous learning.]]>
<![CDATA[IMPLEMENTING SSS (START WITH SIMPLE STORIES) METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION IN EXTENSIVE READING ACTIVITY ]]>
<![CDATA[Dian Arsitades Wiranegara]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v5i1.16583
<![CDATA[This paper is intended to present the idea of applying the SSS METHOD or stand for Start with Simple Stories extensive reading to improve reading comprehension of the lower achieving students. This can be a challenging task for teachers whose aims are to improve the students’ reading habit by providing them with a very conducive atmosphere of reading, involving and facilitating them in various reading activities with the reading material. Hence, the subjects of the research were the first year or freshmen students of senior high school. Two classes were assigned as the control and the experimental groups. The control group was taught reading comprehension by using the conventional way; while the experimental 1group 1was 1taught reading by using the SSS METHOD extensive reading. As the treatment conducted, both groups were given posttest. The 1result 1of the 1study has showed that 1there 1was 1a1significant1difference1in1the 1students’ 1reading comprehension 1achievement. The 1students in 1the experimental group significantly obtained higher scores than the ones in the control 1group.]]>
<![CDATA[AN EPISTEMOLOGICAL REVIEW OF 150 RESEARCH IN LAST THREE YEARS (2018-2020) ]]>
<![CDATA[Amelia Idha]]>;
<![CDATA[Emi Elma]]>;
<![CDATA[Gita Khoirunisa]]>;
<![CDATA[Berkat Christin]]>;
<![CDATA[Givens Rindu]]>;
<![CDATA[Ifan Iskandar]]>;
<![CDATA[Ramadan Fitriani]]>
<![CDATA[ Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18860/jeasp.v5i1.16579
<![CDATA[Epistemology is concerned with possibilities, nature, and limitations of knowledge of study which focuses on what is known to be true. This study aims are to describe the development of research method epistemologically in last three years (2018-2020). So, this study will explore the epistemological basis for 150 research studies. This study will review and analyzed epistemology and include the 'theory of truth' within the range of research on English Language Education program in the last three years period from 2018–2020. The researcher used a qualitative approach in which the form of data is 150 research articles. The data source will be the 150 research that comes from English Language Education Program. The data will be analyzed by using non-statically data analysis since it is non-numerical data. From the analysis, it found that the most use methodology will be qualitative approach of descriptive qualitative. The qualitative method is already in accurate direction by selecting the social context problem, observing it, and finally resulting in theoretical analysis. Next, the quantitative method, the main problem in quantitative analysis is usually 'phenomena' that require a systematic investigation where the researcher needs to formulate a set of hypotheses.]]>
