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.
Articles
140 Documents
<![CDATA[THE ANONYMOUS TEACHERS’ FACTORS OF ASSESSING PARAGRAPH WRITING ]]>
<![CDATA[Endah Yulia Rahayu]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i1.9208
<![CDATA[ Scoring writing is very subjective and mainly relies on a lot on teachers as raters. They play a significant role to meticulously carry out writing evaluations to adjudicate the linguistic and rhetorical features of their students' written responses. Based on the previous studies, the teachers’ factors of knowledge of basic writing assessment, efficacy in selecting assessment method, efficacy in scoring accuracy, and perception in practicing writing assessment can contribute a lot to the quality in teachers’ writing assessment. The 56 junior high school English teachers having at least five years of teaching experience, was invited to fill out the questionnaire and scoring paragraph writing. The results were examined with Multiple Linear Regression analysis. Amongst these factors, only the efficacy in scoring writing accuracy predicts the teachers’ scoring paragraph writing.]]>
<![CDATA[SOCIAL ACTOR REPRESENTATION ANALYSIS ON THE JAKARTA POST ONLINE NEWS OF PRESIDENTIAL ELECTION ]]>
<![CDATA[Nuri Hidayatus Sholihah]]>;
<![CDATA[Agwin Degaf]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i1.8678
<![CDATA[Social actor representation (SAR) is an interesting topic to be analyzed. Through the analysis of the social actor in the news, it invites readers to have critical thinking. In this research, the social actors proposed are the two pair candidates of the 2019 presidential election; Jokowi- Ma’ruf and Prabowo- Sandi. The research has consisted of two research questions. First is, how are the exclusion strategy used in the Jakarta Post online news to represent the social actor. Second is how are the inclusion strategy used in the Jakarta Post online news to represent the social actor. By using the theory of Van Leeuwen (2008), the result of this research shows that the journalist of the Jakarta Post mostly used inclusion strategy rather than the exclusion strategy.The identification strategy is mostly used to get support from the public. The identification is practical in figuring out and portraying a social actor. Journalists represent related to the identity that exists in a figure. The portrayal of the social actors through the identity attached to them can certainly invite more attention to readers.]]>
<![CDATA[BRINGING STUDENTS’ HOME AND FOREIGN CULTURE INTO LANGUAGE CLASSROOM: UNVEILING INDONESIAN EFL TEACHERS’ BELIEF AND PRACTICES ]]>
<![CDATA[Ulil Fitriyah]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i1.9770
<![CDATA[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.]]>
<![CDATA[TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT ]]>
<![CDATA[Jihan aisah kirahla]]>;
<![CDATA[Peptia Asrining tyas]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i1.9073
<![CDATA[Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk]]>
<![CDATA[CASE STUDY: THE ROLE OF LEARNING STRATEGIES, PERSONALITY AND MOTIVATION IN THE SECOND LANGUAGE ACQUISITION: WRITING PROFICIENCY OF A SOMALIAN STUDENT ]]>
<![CDATA[Ulin Ni’mah]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i1.9771
<![CDATA[The study aims to investigate a case study of second language acquisition of a foreign learner studying at Universitas Islam Negeri Maulana Malik Ibrahim, Malang. There are three aspects examined by the researcher such as the learning strategies, personality, and motivation which influence the learner’s second language acquisition of English. The findings of the research show that the subject has good learning strategies such as reading English books, learning via online media, and studying with friends. The subject has a good personality, an introvert who is confident in practicing English with several people in Indonesia. The subject has high motivation in learning English to get the scholarship and to have a good career in the future. After assessing his essay with the rubric score, the students’ writing proficiency is improved.]]>
<![CDATA[THE EFFECTIVENESS OF MONOLOGUE INTEGRATED WITH WORD CARDS ON SPEAKING SKILL ]]>
<![CDATA[Bagus Putra Krisdiana]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i2.11121
<![CDATA[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.]]>
<![CDATA[STUDENTS’ READING BASED-MAIN IDEAS ON PASSAGES AT THE SECONDARY EDUCATION ]]>
<![CDATA[Yogo Gandjarwati]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i2.11119
<![CDATA[Reading comprehension is crucial skill for both English as a Second Language (ELS) and English as a Foreign Language (EFL) students. To develop the students’ reading ability, the use of main idea of paragraphs in comprehending the passage becomes an alternative solution to be used in teaching. This study is categorized as a Classroom Action Research (CAR). It was applied in use of main idea of paragraphs in comprehending the passage to improve the students’ reading skills. The population of the study is 36 students at the second year students of SMAN 1 Kauman. The instruments of the study consisted of reading test and questionnaries. Based on the research finding that the students’ reading skill and their motivation were still low, as it was indicated in pre-study, the score result was under KKM or the average score is 65 ,55. Therefore, the researcher tried to apply the use of reading based main ideas on coomprehending passages to improve the reading skill. The writer found in the first cycle the average score is 77,00. The next cycle done by the writer repaired the strategy in teaching reading through main idea of paragraphs. It was proved that the students’ score average is 80,22. They passed and got the better score than previous result. It’s concluded that the use of main idea of paragraphs in comprehending the passage was able to improve the students’ reading skill. The students’ interest in reading comprehension through main idea of paragraphs is also good. It has shown the result of questionnaire (83,33%).]]>
<![CDATA[INQUIRY-BASED LEARNING FOR STUDENTS’ SPEAKING SKILL IMPROVEMENT: VOICES AND REALITIES FROM THE GROUND ]]>
<![CDATA[Irham Irham]]>;
<![CDATA[Septia Dwi Jayanti]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i2.11120
<![CDATA[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.]]>
<![CDATA[CONDUCTING ENGLISH LEARNING ACTIVITIES BY IMPLEMENTING TELEGRAM GROUP CLASS DURING COVID-19 PANDEMIC ]]>
<![CDATA[Dian Arsitades Wiranegara]]>;
<![CDATA[Sohibul Hairi]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i2.11122
<![CDATA[The use of telegram can be used to hold a meeting just like the regular class conducted. Teacher can still observe all members of the group—students—belong to the class once both parties start to chat or to keep online within the chat in telegram group. Therefore, every meeting within the group, teacher can share his or her teaching material into the group and discuss it along with the students. This also means that the use of social media group such as: whatsapp or telegram group can help learners to experience a different way of conducting teaching and learning process. However, the process may take a while compared to the face-to-face weekly regular class. This distance class, of course, can be a new experience by both teacher and students as it needs further investigation about how this can be conducted accordingly. Nonetheless, during these four meetings conducted individually at home, both teacher and students are still able to catch up all the material given within the social media group. As a result, in order to achieve the effective learning process of English language class during the Covid-19 pandemic, the distance class should not burden the students as long as the learning process can be conducted efficiently. Hence, by using telegram group, teacher and students can keep in touch or communicate intensively in discussing the teaching material. At the end of teaching and learning process, students can later be given a chance to improve their learning strategy to become a long life learner despite any condition experienced by them]]>
<![CDATA[IMPROVING READING SKILLS IN THE USE OF QUESTION AND ANSWER ]]>
<![CDATA[Zainuddin Zainuddin]]>
<![CDATA[ Journal of English for Academic and Specific Purposes Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jeasp.v3i2.11123
<![CDATA[This paper discusses the nature of reading comprehension, types of comprehension, why questioning helps students comprehend texts better. It also correlates to the advantages of using Questions-Answer Relationship (QAR) to improve students’ reading comprehension skills and the application of QAR. the paper concludes with several suggestions for classroom in the university level. This research was planned for collaborative classroom activity where the writer (acted as the instructor) and his collaborator (acted as the observer) worked together on the methods of this research, specifically: preparatory, planning, actualizing the plan, observing the activity, and reflecting the result of the activity. The subjects of this research were 30 English students at English education department in the university. For the data collection, the writer employed the checklist, field notes, and test. All the data collection were analyzed descriptively, and the results were compared with the criteria of success in this article to see whether the criteria of success had been accomplished or not.]]>
