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Sohibul Hairi
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Journal of English for Academic and Specific Purposes (JEASP)
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 26154358     EISSN : 26222957     DOI : 10.18860
Core Subject : Humanities, Education,
Humanities Languange, Linguistic, Communication & Media
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.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 140 Documents
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Improving Student Activity And Learning Outcomes in English Course in Writing News Item Text through Discovery Learning Model in Class XII IPA 1 SMAN 12 Banjarmasin Ralin, Ronny
Journal of English for Academic and Specific Purposes (JEASP) Vol 6, No 1 (2023)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v6i1.17870

Abstract

Lack of students in learning to write is the lack of activity and motivation of students so that learning to write becomes a problem. The application of the discovery learning model is very appropriate to solve this problem. Learning with discovery learning model with news item text material in the first cycle there were 18 students (72%) who completed the increase in the second cycle to 23 students (92%).
THE USE OF ROLE PLAY TECHNIQUE TO IMPROVE STUDENTS’ ENGLISH ORAL COMMUNICATION Mutiatun Nasihah
Journal of English for Academic and Specific Purposes (JEASP) Vol 2, No 1 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v2i1.7259

Abstract

This study aims at describing the implementation of role play technique in order to improve students’ English oral communication. The subjects of this study were forty students of UIN Maulana Malik Ibrahim Malang majoring at Islamic Banking who are taking English 1 as a compulsory subject at semester III. To meet the objective of this study, Classroom Action Research (CAR) which involved planning, acting, observing, and reflecting was used as the design of research. The data of this qualitative study were gathered through observation, interview, and documentation. Meanwhile, the result of this study was presented descriptively based on the phenomena occurred during the implementation of role-play in the process of teaching and learning. In addition, the findings of this study revealed that by applying role-play technique, the students are able to improve their English oral communication as well as increase their motivation in learning English. Role play technique allows the students to be more active in the class as they get much opportunity to speak based on the context given in a real-life situation..
IMPLEMENTING SSS (START WITH SIMPLE STORIES) METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION IN EXTENSIVE READING ACTIVITY Dian Arsitades Wiranegara
Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v5i1.16583

Abstract

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.
LEARNING FUNCTIONAL GRAMMAR IN ESP CLASS Dian Arsitades Wiranegara
Journal of English for Academic and Specific Purposes (JEASP) Vol 1, No 1 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v1i1.5244

Abstract

Learning functional grammar for ESP class is aimed to improve studentsof non-English language department to understand how English workseffectively, appropriately, and accurately. Teaching ESP cannot beseparated by the use or the implementation of functional grammar as it isclear that teaching English as a foreign language in ESP class is alsoconcerned with the language as an instrument of social interaction ratherthan as a system which is viewed in isolation. Teaching functionalgrammar for ESP students, in this matter, students of non-Englishlanguage department, can result such a hard working effort for teachers inorder to help them understand the-so-called functional grammar. As amatter of fact, ESP can combine subject matter of the related field ofstudy and English language teaching. Therefore, learning functionalgrammar has actually been conducted in ESP class since the students arealso involved with the use of their background knowledge of the field ofstudy.
THE DEVELOPMENT OF TEACHING MATERIALS ON TOIEC READING FOR IMPROVING A MINIMUM SCORE STANDARD THROUGH THE ANALYTICAL SKILL ON QUESTION ITEMS Siti Maisaroh; Sutarman Sutarman; Nunung Nurmaesah
Journal of English for Academic and Specific Purposes (JEASP) Vol 4, No 2 (2021)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v4i2.14428

Abstract

Students at STMIK Bina Sarana Global is given TOEIC as one of compulsory subjects. However, after four years since TOIEC was taught, students had not significantly improved both their analytical skill of the question items as expected and in the targeted minimum score as to be achieved. The teaching materials have undergone changes for three times. Nevertheless, students still find the textbooks hard to understand, resulting in the low score students gained, particularly in the Reading section. This research is aimed at designing teaching materials to assist students in developing their analytical skill, with ADDIE as its research Method.  ADDIE which encompasses five phases -- Analysis, Design, Development, Implementation, and Evaluation became the basis analytical skill from which this in-depth research was conducted. The TOEIC Reading Skills textbook provides the content of units, which commences from the warm up activity, followed by topic explanation, to practice tests and word lists. Twenty students as the subjects of this research and a group of 6 lecturers served as evaluators whom were involved for the purpose of giving more thorough analyses towards the book content. Implementing mixed-method research in the data collections and analyses, the development of the teaching materials has been proven to be valid, effective, and practical.  Students felt at ease comprehending the explanation, grew their interest in relation to the teaching materials and performance well on the practice test. As a result, they have shown significant improvement in sharpening their analytical skill towards the Reading question items and in obtaining a higher score. These were proven from the Post-Test, class discussions, interview, and questionnaire results.
Implementing Question-Answer Relationship (QAR) Strategy in Teaching Reading on Practical English Course Wiranegara, Dian Arsitades; Purbasari, Prima; Hairi, Sohibul
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 1 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i1.26526

Abstract

Reading is one of the four language skills that should be mastered in language learning. It is usually taught in integration with one of the other language skills (listening speaking, and writing) in the new trends of language instruction. Generally, the teaching of reading as a foreign language (EFL reading) in PTKIN aims at enabling students to read and comprehend texts and other materials written in English.  The study is conducted to overcome the students’ difficulties in reading comprehension and encourage students to actively participate in the teaching-learning process through Question-Answer Relationship (QAR) strategy. The strategy offers four levels of questions (i.e., Right There, Think and Search, Author and Me, and On My Own) to help students answer each level of questions. This strategy comprises three phases: prereading, during-reading, and post reading activities. It is applicable for teaching reading comprehension since it can help and guide the students in comprehending a text well based on the levels of questions.
Utilizing Canva Platform to Improve Students’ Achievement in English Learning and Teaching Maria, Bernadin; Februati, Noenoek; Yuliatin, Umi
Journal of English for Academic and Specific Purposes (JEASP) Vol 6, No 2 (2023)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v6i2.24179

Abstract

The issue that this research focuses was the students’ low achievement in learning English. This followed the condition where the students showed their unpreparedness in attending the English learning and teaching program.  To address this problem, the effort to improve the students’ achievement was made by utilizing Canva platform to redesign the present English for Specific Purposes material. This research, therefore, was conducted with the aim of determining whether the students improved their achievement when they used the English learning and teaching material designed with Canva platform. To prove the existence of such improvement, the data was collected from the same group of research subjects consisting of 76 students of Polytechnic of Energy and Mineral through the pre-test and post-test. Both data was, then, compared and the result of the comparison was t = 4.22 which equaled to p-value= 0.000. Since the significance level α = 0.05, it could be said that Null Hypothesis / H0, there was no improvement of the students’ achievement when they used Canva-based designed material, was rejected because p-value α. It meant that the Alternative Hypothesis / H1, there was an improvement of the students’ achievement when they used Canva-based designed material, was accepted
INQUIRY-BASED LEARNING FOR STUDENTS’ SPEAKING SKILL IMPROVEMENT: VOICES AND REALITIES FROM THE GROUND Irham Irham; Septia Dwi Jayanti
Journal of English for Academic and Specific Purposes (JEASP) Vol 3, No 2 (2020)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v3i2.11120

Abstract

To improve the students’ speaking proficiency is one of key focuses in EFL teaching. However, most students at intensive English (IE) program administered by the Language Center in the University of MI (pseudonym), one of state universities in Malang, still encounter several major problems in speaking English such as that they do not know what to say, they frequently get stuck, or they have such high levels of anxiety. These contribute much to the students’ limited speaking competence. Therefore, the current paper examines teaching and learning practice in IE program which focuses on speaking and listening skills and aims at formulating the appropriate implementation of inquiry-based learning to improve the students’ speaking skills. The data were collected through oral presentation test, questionnaire, field-notes, and interview. The criteria of success are that (1) every student gets a minimum score of 70, and (2) 75% of the class has positive attitude toward the strategy. The findings of the study revealed that the strategy could indeed improve the students’ speaking skill. In addition, it could increase their self-esteem as well as encouraged them to involve more in the learning processes. Such values might be gained when the strategy takes the steps which facilitate the students to: (1) respond several guiding questions which stimulate investigation; (2) investigate some texts, real objects, pictures, or persons to gather the required information; (3) create new ideas by discussing the information with peers; (4) present the ideas in front of the class; and (5) reflect on their own performance.
WRITING ON THE WALL: INTEGRATING PADLET IN ESP WRITING CLASSROOMS Suparmi Suparmi
Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 2 (2022)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v5i2.18999

Abstract

Learning to write English on a wall is what a Padlet may look like to those who have used this virtual pinboard. This digital tool is easy to use yet effective for assisting students in learning to write. This study investigated the effectiveness of integrating Padlet on students’ writing skills in English for Specific Purposes (ESP) classrooms. 78 ESP students at a State Islamic University participated in this study. To collect data, pre and post-tests were administered. The data was analyzed using the t-test for independent samples. The results from the pre-post tests showed a significant enhancement in students’ writing skills. The results revealed that the integration of Padlet is effective in improving students’ writing skills in English language learning. Lastly, practical and essential suggestions related to the result of the study are discussed, particularly for future researchers, English language teachers, and ESP students.
IMPROVING STUDENTS’ WRITING SKILLS USING COOPERATIVE LEARNING AT SMPN 2 SUKODONO Hertiki - Hertiki; Juliati Juliati
Journal of English for Academic and Specific Purposes (JEASP) Vol 2, No 2 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v2i2.7853

Abstract

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

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