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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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Exploring Teachers’ Perception on Project Based Learning (PJBL) in Teaching Speaking of Report Text at Junior High School Pertiwi, Nestiti Lintang; Nurhayati, Dwi Astuti
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.v7i2.28122

Abstract

At the junior high school level, the ability to speak English, especially in the form of report text, is an important focus in the curriculum. One innovative learning method that is widely applied at various levels of education is Project Based Learning (PjBL). Using PjBL in learning can contribute to supporting the teaching and learning process and developing students' speaking skills. This research explores teachers' perspectives regarding implementing Project-Based Learning (PjBL) in teaching speaking report text. The focus of this research is to understand teachers' perceptions of the implementation of PjBL in speaking skills, their approach to planning, implementing, and assessing PjBL, as well as the benefits and challenges they face. Data for this study was gathered through interviews and documentation using the case study methodology. The results showed that teachers believed that PjBL increased student engagement, provided real-world experience, increased motivation, and allowed peer-feedback. PjBL implementation includes three main stages: planning, implementation, and assessment. The benefits identified from implementing PjBL include improving students' pronunciation skills, vocabulary knowledge, creativity, and self-confidence. However, challenges include limited time allocation, diverse student learning styles, and uneven student participation. These findings can contribute to educators optimizing the use of PjBL to improve students' speaking abilities.
A Teaching Framework for Using Austerity Media Discourse in Large EAP classrooms Wiranegara, Dian Arsitades; Basori, Muchamad Adam
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.32253

Abstract

This study proposes a pedagogical framework for integrating media discourse into English for Academic Purposes (EAP) instruction in large classes, grounded in Entman’s framing theory and Van Dijk’s critical discourse analysis. Using authentic texts on Indonesia’s austerity policy—specifically, the suspension of civil servants’ 13th and 14th salaries—the framework enhances students’ academic literacy, rhetorical awareness, and critical thinking. Over six weeks, learners engaged in discourse-analysis tasks, small-group discussions, and digital collaboration (e.g., Quizizz, Google Docs). Instruction focused on identifying framing elements (e.g., problem, cause, evaluation, solution) and linguistic features (e.g., modality, evaluative language, passive voice) to show how language shapes ideology. Data from reflections, discussions, field notes, and assignments were thematically analyzed. Findings showed students gained critical awareness of bias, expanded academic vocabulary, and improved syntactic control (e.g., nominalizations, passives). They also demonstrated stronger argumentation and rhetorical organization in essays and debates. The study presents a replicable model for critical, technology-enhanced EAP instruction that supports multilingual learners in higher education
Revising an ESP Syllabus for International Relations: A Need Analysis-Based Study Hariyanti, Yuni; Situmeang, Nurmasari; Setyaningsih, Endang
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.30047

Abstract

In an increasingly globalized world, knowledge of English has become critical for university graduates of all majors. English proficiency is not only required to access these opportunities, but it is also a prerequisite for competing in the international labour market. Despite its relevance, many graduates suffer difficulties as a result of their lack of English proficiency. Even though General English (GE) classes are widely available, they may not fully educate students for the unique demands of their future employment. This emphasizes the importance of English for Specific Purposes (ESP) courses, which are tailored to address the specific needs of students based on the Need Analysis (NA). However, in subjects such as International Relations (IR), research on ESP and NA remains limited. This study investigated students’ perceptions of the current English for International Relations (EFIR) syllabus and gathered feedback for its improvement. A descriptive qualitative approach was employed as part of a Research and Development (RD) study. Data were collected through questionnaires (n=60) and Focus Group Discussions (FGDs) (n=15). The study discovered that, while both basic (92%) and advanced EFIR students (96%) were generally satisfied with the syllabus, advanced students suggested adding more modern diplomatic themes, practical experiences, and interactive learning methodologies to increase engagement and knowledge. This study underscored the necessity of refining ESP syllabus based on student feedback to ensure its relevance and effectiveness. Future research should explore the long-term impact of these syllabus modifications on students’ professional readiness.
Enhancing English Productive Skills Learning through Technology-Mediated Instructions: Meeting Students’ Expectations and Needs Aqromi, Nur Lailatul; Irawan, Adi Surya
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.33187

Abstract

This study examines the qualitative enhancement of students’ English productive skills, explicitly speaking and writing, following an eight-session Basic English course employing technology-facilitated teaching. At the outset, students completed a questionnaire to express their expectations, particularly concerning improving their English productive skills. Throughout the course, students participated in eight sessions that integrated technology-enhanced learning tools, such as Quizizz, video presentations, and augmented PowerPoint slides. Additionally, students were encouraged to explore and present their ideas using various technological platforms. Following the completion of the sessions, a final questionnaire and interviews were carried out to assess the effectiveness of the instruction. The findings demonstrated substantial enhancements in students' written and spoken proficiency, encompassing heightened speaking confidence, broadened vocabulary, and improved writing ability. The findings suggest that integrating technology in instructional approaches significantly enhances students' learning experiences and successfully fulfills their initial expectations.Keywords: English class, students’ expectations, English speaking, English writing, technology in class, teaching with technology
Optimizing EFL Learners’ Writing Skills through Reflective Journaling Wijaya, Kristian Florensio
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.32115

Abstract

AbstractIntegrating an in-depth reflective activity is pivotal in these modern second language writing learning enterprises. In the light of a profound writing learning reflection, EFL learners can pave more rewarding and promising writing trajectories as they are aware of their specific writing strengths and weaknesses. Concerning this statement, previous researchers contended that reflective journaling played an essential role in escalating EFL learners’ writing competencies since they are acclimatized to share their writing learning experiences in their journals genuinely. This small-scale library study aimed to investigate whether reflective journaling could optimize EFL learners’ writing skills. A thematic analysis while analyzing some relevant findings obtained from 30 previous reflective journaling and writing journal articles. By releasing this research action, the researcher is more likely to generate more robust credible findings as each identical results were grouped into some major themes. The thematically categorized research results unveiled that: (1) Reflective journaling increased EFL learners’ writing learning readiness, and (2) reflective journaling enabled EFL learners to be more resourceful writers. From the above-depicted research outcomes, second language educationalists are suggested to activate reflective journaling at the commencement of their regular writing learning enterprises to promote more interactive, innovative, and meaningful writing activities for language learners.Keywords: writing, reflective journaling, EFL learners, library study, thematic analysis 
Students’ Attitudes on Gamification in English Reading Classes: The Use of Kahoot! Suparmi, Suparmi -; Susanto, Alifarga Kresnayoga
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.33115

Abstract

This study explores students’ reflective attitudes of using Kahoot! in their reading classes, with a focus on its effects on engagement, motivation, and reading comprehension. A qualitative research design was used to collect data from ten students using semi-structured interviews and classroom observations. The findings show that Kahoot! significantly increasing student engagement by making learning of reading interactive and enjoyable. Students also reported increased motivation and a more positive attitude toward reading, largely due to the game-based nature of the platform. Moreover, Kahoot! was also found to enhance reading comprehension since it assisted students focus on the important points in the text through repeated exposure and immediate feedback. The study also highlighted how Kahoot!’s encouragement of friendly competition and peer interaction contributed to a more dynamic and collaborative learning environment. Nevertheless, technical challenges were identified as a limitation, negatively impacting the platform’s overall effectiveness, particularly those pertaining to internet connectivity. These findings indicate that while Kahoot! provides significant educational benefits, its effective implementation in the classrooms depends on a stable technical infrastructure. The study enhances understanding of the role of game-based learning tools in education and suggests the need for further investigation into students’ long-term effects on academic performance.
Students' Motivation in Learning English through Ubiquitous Learning (Video-Based Learning) Azzahra, Ai Mulyani; Rochmawati, Rochmawati; Az Zahra, Houra
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.32128

Abstract

This study investigates the accessibility and flexibility of ubiquitous learning (u-learning) that influences students’ motivation in learning English. The participants were a cohort of 57 students enrolled in a one-year English program. U-learning uses seamless access to the materials that can be accessed anytime and anywhere. The data of the study were collected through a combination of observations, interview, and a likert scale based questionnaire. The observation was conducted in real-time interactions to observe students’ behaviors and engagement. While semi-structured interviews used to get deeper insights into their experiences, find the obstacles and benefits of u-learning implementation in English learning. While, the questionnaire used to know the intrinsic and extrinsic motivation. The analysis of the collected data revealed that the combination of u-learning and video-based learning significantly enhanced learner autonomy, engagement, and intrinsic motivation are fostering English language skills. The obstacles such as inconsistent internet access and other distractions were found. So, it is necessary to maximize the effectiveness of video-based learning in English learning. In addition, these findings emphasize the role of u-learning in fostering motivation in English language learning.Keywords: motivation, ubiquitous learning, video-based learning. 
Factors Influencing Lecturers' Perceptions of the Use of Role Play Method in Postpartum Midwifery Teaching Using English Ummah, Kholifatul; Mustofa, Bilqis; Fathiyyah, Nurul; Ganisia, Ainun; Imeldawati, Rakhmalia
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.32972

Abstract

English is the primary language used in global communication. In the context of midwifery services, the application of English aims to equip students with communication skills that support international clinical practice. One instructional method considered effective in achieving this goal is role play, which enhances students’ clinical communication skills and critical thinking abilities. However, the success of its implementation largely depends on lecturers’ perceptions and readiness. This study aims to explore the factors influencing lecturers’ perceptions of using role play in postpartum midwifery care instruction delivered in English. Grounded in constructivist theory and the communicative language teaching approach, this research employs a qualitative design through in-depth interviews with midwifery lecturers at Dr. Soetomo University, Surabaya. Additional data were collected via questionnaires covering demographic backgrounds, teaching experience, English proficiency, and attitudes toward instructional innovation.  The findings reveal that lecturers’ perceptions are influenced by English language proficiency, previous experience using role play, positive attitudes toward active learning, and institutional support. This study contributes to a deeper understanding of the dynamics between English language integration and active learning methods in midwifery education. The novelty of this study lies in its qualitative approach, which uncovers pedagogical adaptation processes in bilingual instruction contexts and highlights implications for professional development and the design of supportive learning environments.
The Voice of Indonesian EFL Students’: Mobile Learning Game Memrise to Boost English Speaking Skill Wulandari, Shila Sandrina; Widiastuti, Oktavia; Liskinasih, Ayu
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.32245

Abstract

This study investigates the use of Memrise, a mobile learning game, to improve EFL students’ speaking performance in academic contexts. Grounded in gamification theory and interactionist theory, which explores how gamified vocabulary and pronunciation tasks could lead to speaking confidence and fluency. Qualitative descriptive research methods were used to thoroughly understand perspectives and points of view of the participants, consisting of thematically analyzed 20 multiple-choice and 6 interview questions. Seventeen Indonesian EFL students completed surveys and interviews. Results reveal that Memrise develops vocabulary retention, pronunciation, and motivation, though limitations persist in feedback mechanisms and academic speaking content. This study contributes to EAP digital pedagogy by providing qualitative insights of students who are unfamiliar with the app and answering how Indonesian EFL learners perceive the use of Memrise to boost speaking skills through academic speaking skill learning development. This study features direct opinions from Indonesian university education students—which is rarely covered in research—on how they use Memrise as a tool to learn speaking skills in an academic context. The findings suggest that while Memrise can facilitate foundational speaking practice and learner engagement, some limitations are found in its usage. Further adaptations are needed to maximize its relevance for academic speaking tasks in EFL classrooms.
A Descriptive Analysis of Project Based Learning Result in ESP Class Zulfa, Puspa Fortuna
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 1 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i1.32762

Abstract

Project Based learning is a learning model using projects or assignments as a core for learning process. In Project Based Learning, students learn by finishing complex and meaning projects, which are commonly related to real world and require problem solving.  This study aims to describe the result of Project Based Learning in ESP Class. Utilizing qualitative research and descriptive analysis, this research employed Information System and Information Technology major students of first-year to be the objects. The data were obtained from students’ projects in the form of videos that they uploaded on their YouTube channel. Besides, the researcher interviews some students to get additional data and observes students’ activities when finishing the projects. The data analyzed were students’ involvement in solving problems and evaluating creativity and innovation in projects (idea uniqueness, thinking flexibility, explorative skill, new technology innovation and application, resulted effect of solution and collaboration and adaptation). The results showed that project-based learning not only provides students with assignments, but also empowers them with problem-solving and critical thinking strategies. Besides, students were trained to be more responsible and confident with what they have to do suitable with their roles in team respectively. This study contributes to the existing literature by providing empirical evidence of project-based learning results in ESP class. The implications for learning process in ESP class and future research directions are discussed.

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