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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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AN EPISTEMOLOGICAL REVIEW OF 150 RESEARCH IN LAST THREE YEARS (2018-2020) Amelia Idha; Emi Elma; Gita Khoirunisa; Berkat Christin; Givens Rindu; Ifan Iskandar; Ramadan Fitriani
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.v5i1.16579

Abstract

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.
PRONUNCIATION PROBLEMS AND THE APPLICATION OF PROCESS SKILL APPROACH: A CASE STUDY OF MECHANICAL ENGINEERING STUDENTS AT UNIVERSITAS MUHAMMADIYAH YOGYAKARTA Yasinta Farahsani
Journal of English for Academic and Specific Purposes (JEASP) Vol 1, No 2 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v1i2.5946

Abstract

Mastery of English as an international language is a demand that must be developed along with the times. In one of the subjects that must be taken by students of Mechanical Engineering UMY is English: Writing and Presentation. Some of the difficulties encountered in making presentations were their lack of knowledge about public speaking, so that the presentations seemed monotonous and unattractive. In addition, when making presentations in English, the biggest obstacle is the pronunciation problem. In this study, the writer examined the application of appropriate learning method for pronunciation learning so that students were able to optimally pronounce each word in English. In the results of observation and simulation, the writer found 4 (four) students' difficulties of learning English, 1) they tended to say in accordance with the spelling, 2) they found difficulty with vocabulary ending in '-ed', 3) they found difficulty with diphthong sounds, 4) they found difficulty in pronouncing words with sounds that are almost the same in other words. Thus, drilling is done to improve it which includes manner of presentation and pronunciation.
B-ACE Mobile Learning with Outcome-Based Education Approach: Developing ESP Learning Media for Airport Civil Engineering Students Pratama, Raga Driyan; Jazera, Edelweis Silmi Eka; Putri, Ershanda Ardini; Fatmawati, Fatmawati; Kusumayati, Lusiana Dewi
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.v7i1.26827

Abstract

This study sought to develop prototype of B-ACE mobile learning application using Android operating system with an outcome-based education approach as a media to learn basic airport civil engineering. This study adopted the ADDIE development model. This study involved 72 aviation cadets of Airport Civil Engineering Department to complete the student needs analysis questionnaire and three lecturers who taught Basic English course in the department to complete the curriculum needs analysis questionnaire and conduct FGD. Results showed that the B-ACE prototype was developed through analysis, design, development, implementation, and evaluation stages. Experts showed valid scores without revision as the result of translational validity test (x̄ = 3.86), thus, the B-ACE mobile learning prototype was in accordance with the airside and landside materials and the outcome-based education curriculum applied in higher education. The students’ responses were positive after learning using B-ACE (x̄ = 98.8%).
EXPLORING TEACHERS AND STUDENTS’ PERSPECTIVES TOWARD NEGOTIATED SYLLABUS IN ENGLISH LEARNING FOR SENIOR HIGH SCHOOL Imam Ghozali; Banun Havifah Cahyo Khosiyono; Muhammad Ulil Abror
Journal of English for Academic and Specific Purposes (JEASP) Vol 4, No 1 (2021)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v4i1.12617

Abstract

Designing language syllabus is one of the important processes in the English language teaching contexts. Ensuring both teachers and students’ needs what and how their teaching and learning are applicable, negotiated syllabus can be proposed in teaching-learning processes. This study aims to find the teachers' and students' perspectives to determine whether aspects of the syllabus may be negotiable. Qualitative descriptive is used in this research. The participants involved were four English teachers and twenty students. Data were collected by using a questionnaire in the form of open-ended questions. The syllabus aspects that may be interested to negotiate according to Boon (2011) are course content, lesson aims, sequencing, material, homework, evaluation, methodology, groupings, and error correction. Both teachers and students believe the eleven areas could be negotiated. However, there are some debates in several areas. According to some teachers’ perspectives, the area of material, homework, evaluation, and error correction are not needed to be negotiated. Besides, according to some students, the area of course content, lesson aim, sequencing, material, grouping, and error correction are the teachers’ responsibilities.
Various Strategy in Teaching English Through Literature in Senior High School Ulul Azmi, Muhammad Bunayya; Maram, Mohammad Aufal; Rohmana, Wahyu Indah Mala
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.v6i1.18675

Abstract

Learning English through literature is one of the various ways to improve our English since it includes many aspects, speaking and listening that are used in daily interaction, and reading skills that cannot be separated from literacy. Various way of teaching method and strategies has been developed in the past few years. Based on the previous explanation, the researchers want to find out the kinds of literature (drama, short stories, novels, song) being taught in the class, and what method is used by the teacher. the school teaching program has already used some kinds of literature in teaching and learning activities. Since there are some branches in literature, the teacher mentioned that the one used are drama, song, and narrative text (poems, short stories, novels). The aim of using this strategy is to strengthen the relationship between two different aspects of educational pioneers so both of them could support and embrace their differences.
BRINGING STUDENTS’ HOME AND FOREIGN CULTURE INTO LANGUAGE CLASSROOM: UNVEILING INDONESIAN EFL TEACHERS’ BELIEF AND PRACTICES Ulil Fitriyah
Journal of English for Academic and Specific Purposes (JEASP) Vol 3, No 1 (2020)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v3i1.9770

Abstract

In the 21st century teaching, the function of English language classroom is not limited merely to preparing students to be able to communicate with native English language users. But, it is widely to prepare them to be successfully engaged with a global milieu in intercultural settings. However, this situation remains challenging for EFL teachers worldwide. It was evidenced by many scholars that teachers’ positive perception toward interculturality in language teaching did not concurrently lead to the practice of language pedagogy in the classroom. This paper attempts to explore how Islamic Indonesian teachers perceive intercultural competence in the language classroom as well as how it is reflected in their teaching practices. By using electronic questionnaire, data were collected from 20 lecturers teaching Intensive English Course offered in the first semester of new college students majoring English. The results of the study indicated a strong positive belief toward intercultural competence, yet it is not congruent in its pedagogical activity in the classroom. Following this, further research possibility is also discussed in last section of this paper.
A Content Analysis of English Teaching Module Entitled “Practical English” Farid Munfaati; Mutiatun Nasihah; Ulin Ni’mah; Alfiah Nur Senta; Nurul aini Tsuroyah
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.v5i2.18995

Abstract

Providing fruitful instructional material is essential to enhancing the learning process. One of the instructional materials is in the form of a teaching module. This qualitative study aimed at analyzing the content of an English teaching module entitled “Practical English” which was used by non-English majoring students. The evaluation checklist proposed by Chunningsworth was adopted to examine some aspects of the teaching module including the organization of the teaching module, grammar, language skills, listening, speaking, reading, writing, topic and subject content, learner needs, and learning/teaching procedures. In addition, a post-use evaluation was carried out to find the strengths and the shortcomings of the book, which gave an invaluable overview that could be applied to prepare further instructional materials. The results of the present study revealed that the book met most criteria of the evaluation checklist. The teaching module was well organized and presented integrated language skills including listening, speaking, reading, and writing in a meaningful context by providing authentic materials to engage students in realistic contexts. The vocabulary development material in the teaching module, however, was its weak point. The book lacked an index of language terms as well as any clear explanation of vocabulary based on semantic links. In short, the findings of the present study could be valuable for EFL teachers in providing teaching modules as instructional materials to boost successful learning
THE STUDENT’S ABILITY TO WRITE A GOOD PARAGRAPH THROUGH DISCUSSION AT THE SECOND YEAR STUDENTS OF SMAN 1 PAKEL TULUNGAGUNG Suparmo Suparmo
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.v2i1.7260

Abstract

As members of society, we are necessarily trained in writing activities, at least in creating sentences to good paragraphs. However, there are reasons how to read is not enough, and we are also interested in how to write sentences very well (Zamel, 1987: 257). Writing a good paragraph is a complex process that has been done and not easy for everyone. From four language skills, writing a composition is considered as a subject that is difficult to master.  Mastery of writing is not a skill which can be learned in isolation. It means that writing is integrated by the other language skills such as reading, speaking, and listening, (Richard Rodger (1999:56). The usage of acceptable technique is essential in teaching-learning process because it motivates the students to learn English. Therefore, the writer provides a research question on whether the students have created their composition easily through a peer-to-peer discussion. In this case, the writer needs to observe whether there are different results of composing a paragraph through a peer-to-peer discussion compared with the other groups. The objectives of the study are whether students using the discussion to write a good paragraph gain better scores in English than those who do not. The writer collects the data from the students of the second year. They were asked to write a paragraph based on specific topics provided by a classroom teacher and choose three alternative topics to write quickly. The first process was that the students were trained to write a paragraph in a group. Next, in the final activity, they create a composition. The result of research about making composition through a discussion way is right. They can share each other to correct the mistakes. With the result of the discussion, the students can create the composition better the next day. The research concludes that making composition through a discussion way is one of the solutions to make composition easier for the students. Based on the result of research, the students enjoy writing a paragraph through discussion way.
TEACHING PART OF SPEECH AND WORD GROUPS AS UNITS OF MEANING IN ESP SPEAKING CLASS Rahmah, Urwatus Silvia
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.v1i1.5245

Abstract

English for Specific Purposes (ESP) is known as a learner-centeredapproach to teach English as a foreign or second language. Students learnEnglish for a specific purpose, represented by studying subject matter, togain and develop appropriate knowledge and skills through English. Theyhave to perform task in English, meanwhile they are also supposed to bemastered in speaking skill. The objective of this paper is to build thestudent’s speaking ability effectively by using English. Teaching part ofspeech and word groups as units of meaning are used in the class. Theyhave to know the words first and then able to classify them as basic oftheir speaking. The activities include in some parts, they have listeningsection to start the activity, then grouping the students and asking themto tell the information in front of the class. The aims of this activity are toencourage their competence in English speaking and also make theminvolve in speaking class. Thus, this paper aims to give a clear explanationand a deeper insight about teaching part of speech and word groups asunit of meaning, stimulate all of teachers of ESP to implement thematerial in their teaching processes and make them realize in choosing theappropriate material to teach their students.
ANNOTATED TRANSLATION OF CURRICULUM TERMINOLOGY IN INDONESIAN ACADEMIC TRANSCRIPT Maya Rizki Fauzia
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.v4i2.14429

Abstract

Transcript is an official document that comprises a student’s academic record. Besides all courses taken, grades received and cumulative GPA, it also consists of specific terms or expressions in the target language. Translating official document requires special attention since the process deals with transferring meaning and finding appropriate terms in Indonesian. This study is based on annotated translation of academic transcript from Indonesian to English. Its objectives are to identify issues the researcher encountered in the process of translating the document from the Source Language (SL) to the Target Language (TL), and provide solutions to the translation problems. The units of analysis were 11 annotations of problems which consisted of 3 words and 8 phrases related to curriculum. The result showed that translation problems occurred due to lacking understanding on meaning of curriculum-related terminology. Semantic and functional translation methods were the strategies employed to obtain a suitable equivalent for the problems. Another strategy was to consult to official documents providing more detailed information on the terminology.

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