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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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Literary Works for Early-Age Students: Knitting Social Class, Literacy, & Culture in Parenting Blockades Setiawan, Rahmat; Agustina, Eliasanti
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.v6i2.25367

Abstract

This research discusses the challenges of teachers in implementing learning by using literature for early childhood. The concepts used in this research are literary works, parenting, and challenges. The approach in this research is ethno-narrative. The data used in this study are snippets of statements obtained from interview transcripts. The type of interview conducted is a non-structured interview that explores the teachers' narrative experiences. 2 teachers in early age school are used as resource persons in this study. The analysis technique uses narrative. The results of the analysis explain that: 1) The parents are working class, meaning that their social class is lower middle class; 2) lower middle class indicates a lack of literacy related to parenting, 3) lack of literacy creates a culture which blockades the learning for children using literary works.
THE EFFECTIVENESS OF MONOLOGUE INTEGRATED WITH WORD CARDS ON SPEAKING SKILL Bagus Putra Krisdiana
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.v3i2.11121

Abstract

Speaking skill can be practiced in various ways. To master it, the researcher researched by using one of them by integrating it with word cards. The researcher used monologue integrated with word cards to investigate whether the integration was effective or not in increasing speaking skill. This study was restricted to the eleventh graders of the public upper level of secondary school. By using a one-group pre-test and post-test design, treatments were given to the 30 learners for six meetings. To achieve the aim of the study, two tests were constructed, in which a pre-test was given before while a post-test was given after the treatments. After the treatments finished, the scores of both tests were compared. The data analysis showed that the mean score of the pre-test was 42.3 while the post-test was 71.4 where tvalue = 31.753 with significance = .000 or ttabel of df = 29 with significance level .05 = 2.045, which means tvalue ttabel or significance .05. The result showed that the learners gained a significantly higher score in the post-test if it was compared to the one in the pre-test. It means that monologue integrated with word cards was effective in increasing speaking skill.
DESIGNING PROJECT-BASED LEARNING IN ESP CLASS Dian Arsitades Wiranegara
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.v2i2.8291

Abstract

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
Students’ Perception on Utilizing TikTok Videos for Vocabulary Acquisition Abidah, Amelia Nur
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 2 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i2.24418

Abstract

The primary aim of this study is to uncover and comprehend students' perspectives on acquiring and using English language through the TikTok application. The study employed a descriptive qualitative research methodology to investigate the students' perspective of learning English vocabulary through the TikTok application and their attitudes toward the platform.   In addition, this study employed an interview protocol with seven open-ended questions throughout the interview phase, involving a total of ten students. The findings indicate that the TikTok application provides users with various types of English vocabulary, such as daily vocabulary, idioms, and slang vocabulary. Additionally, the study explores both positive and negative perceptions of using TikTok for learning English vocabulary, as well as the benefits that students derive from using the platform. Based on the data, the majority of pupils acquire English vocabulary quickly by utilizing the TikTok program. Nevertheless, a drawback that students frequently mention as hindering their acquisition of new terminology is the distraction caused by applications.   This research aims to make a valuable contribution to the effective utilization of technology, particularly social media, to enhance English vocabulary acquisition.  
In-Service Teachers’ Perception on the Use of English Children’S Song to Enhance Vocabulary for Early Childhood Bate’e, Marlinda; Hertiki, Hertiki
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 2 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i2.28700

Abstract

This research purposes at exploring In-Service Teacher’s Perception on the use of English Children’s Song to Enhance Vocabulary for Early Childhood. This study uses qualitative method with descriptive approach. The data in this study are observation, interview and documentation. The source data came from two teachers in different school, SDN K and SDN S already be interviewed. The data were analyzed by using thematic. This study conveys three things result from two teachers’ perception. The first, the characteristic of the song in English learning process for children. Perception of two teachers almost have same perception of characteristic of the song. To teach songs to children, songs must be adapted to the age of the child, songs that are happy, the words or sentences are not too long, and songs that contain children's lives. The second, English song can enhance vocabulary for children. Through the songs, children are easier to memorize and understand vocabulary, and it helps students to pronounce correctly. The third, English song can memorize vocabulary easily. Translating Indonesian children's songs into English can be a valuable instrument for improving vocabulary in a fun and engaging way.
The Effect of Gamification Method on vocabulary Achievement of Junior High School Students Hariyanto, Medico Torikul Khakam
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 2 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i2.27163

Abstract

This research project explores the use of gamification techniques as a teaching tool, particularly with reference to the platform Bamboozle. Gamification techniques are not widely used in Indonesia, especially in rural and suburban areas with little access to educational resources. The purpose of this research is to assess how well gamification might improve students' language skills and provide useful information for researchers and educators. The research involved 25 participants who volunteered to contribute to the study. Quantitative research methods were use, specifically pre- and post-experimental research, utilizing tests consisting of 15 to 20 multiple-choice questions and 5 essay questions. The results indicated a significant improvement in the participants' vocabulary achievements following the implementation of the Bamboozle-based treatment. The treatment was more successful than the researchers were expecting, proving that gamification techniques especially those utilizing Bamboozle are effective at improving learning outcomes. This study emphasizes how gamification might help with educational difficulties, especially in resource-poor areas. It also emphasizes how crucial it is to use cutting-edge teaching techniques in order to enhance students' educational experiences and results. Future research could examine how gamification affects education in the long run and how it can be used in a variety of learning settings.
The Use of YouTube and TikTok in Improving the Students’ Vocabulary Achievement Juliana, Devi; Tambunan, Anna Riana Suryanti; Pane, Isli Iriani Indiah
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 2 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i2.29036

Abstract

This study discussed the applications of YouTube and TikTok to students’ vocabulary achievement. It was aimed to describe the students' vocabulary achievements when taught using the YouTube application, to elaborate on the student's vocabulary achievements when they are taught using the TikTok application, and to discover the differences in the effect of implementing the YouTube and TikTok applications on the students’ vocabulary achievement. This research used experimental research with a quantitative approach. Eighty students were taken as the sample. They were divided into 40 students for the experimental 1 group and 40 students for the experimental 2 group. The data was collected from observation, interviews, and vocabulary tests. Based on the results, it was found that YouTube applications significantly affect the students’ vocabulary achievement. It showed an improvement of about 35 % in the experimental 1 pretest group; the students who passed the KKM were nine stuents (22.5%).  In experiment 1 post-test group, there was an improvement in students’ scores, where 23 students, or 57.5%, passed KKM. This means that YouTube application affects 35% of students' vocabulary achievement. On the other hand, the TikTok application also significantly affects the students’ vocabulary achievement. In the pretest results, only four students (10%) who passed the KKM. However, in the posttest results, the students got around 90% improvements. In other words, based on the posttest results in the experimental 2 group, all students passed the KKM (100%). Thus, based on the hypothesis calculation, it can be concluded that TikTok significantly affects students’ vocabulary achievement. It is proven from tcalculating t table or 2.469 1.683/. It means that Ho is rejected and Ha is accepted.
Teachers’ Reflections on Teaching Mathematics in English: A Consideration for Developing ESP Course Samosir, Sri Aulia; Yanti, Aprili; Zebar, Abdul; Rafida, Tien
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 2 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i2.25069

Abstract

This research aimed to identify the Reflections done by mathematics teachers when delivering material when teaching mathematics in international schools. The study was conducted at Permata Bangsa Elementary School, which follows the Cambridge Curriculum and involved mathematics teachers from this school. This study used a Qualitative Method. Data were collected through interviews to obtain in-depth insights, and an interactive analysis method was used. The research found that they use the Team teaching method to improve their English fluency by studying from reference books and other print and online sources and working with their fellow teachers. Mathematics teachers actively aim to increase their knowledge related to mathematics through continuous learning, using special applications, book references, and YouTube online materials, attending webinars, exploring educational websites, collaborating with colleagues, and leveraging technology and online resources. The study's findings provide valuable insights for designing ESP courses for mathematics teachers and help teachers better prepare their English competence.
Collaborative Learning Strategy for Better Reading Comprehension in EFL University Courses Wahyurianto, Ibnu; Sylvia, Sylvia
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 2 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i2.29674

Abstract

This study investigates the impact of collaborative learning strategy on the reading comprehension of non-English department students at the university level. An effective reading comprehension not only talk about the ability to understanding the text, but also the capacity to interpret meaning and synthesize information from different text genre. Moreover, for the non-English department students who generally have different language competence with English department students, they often encounter a difficult situation in reading activity because of their limitation in language exposure. Using a mixed-method approach, this study combines quantitative data from reading tests with qualitative insights from student interviews and classroom observations. Over one semester, students from various non-English department participated in collaborative activities, such as collaborative strategic reading and group discussions, designed to improve critical thinking and collaborative problem-solving. The quantitative results demonstrate significant improvements in reading comprehension, particularly in identifying main ideas, making inferences, and understanding vocabulary in context. Qualitative findings reveal that students found the collaborative learning environment is enjoyable and motivating, with many reporting that collaborative learning reduced their anxiety and enhanced their willingness to participate actively. This study highlights the effectiveness of collaborative learning strategy in improving reading comprehension among non-English department students and offers practical recommendations for integrating these strategies into diverse academic disciplines.Keywords: Collaborative Learning, Reading Comprehension, EFL, Non-English Department Student
The Application of Video Transcript on Youtube for Eight Grades Reading Literacy: A Survey Research Aulia, Anggita Fitri
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 2 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i2.26892

Abstract

This research was written to learn about the application of video transcripts from YouTube videos for students, especially in Reading Literacy. This research uses a Quantitative approach and a questionnaire survey method. The participants of this research were 30 students in 8th-grade Junior High School from Surabaya and Sidoarjo. The aim of this research for to know or compare whether the application of videos with presenting transcript text. The results of this research are that many students are interested in using Transcripts/subtitles when they watch YouTube videos. Therefore, their reading skills are additionally affected by this research. In addition to the video, they watch the text transcription on their device. Usually, they use Digital Apps like Wattpad, Dreame, Webtoon, etc., or use games and social media to support their reading literacy. This research indicated that video transcripts are not only utilized in educational circumstances but in general reading activities outside of the classroom as well.

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