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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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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.
PROMOTING LEARNERS’ AUTONOMY THROUGH VIDEO RECORDING IN PUBLIC SPEAKING CLASS Deva Melania; Wiwiet Eva Savitri
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.v5i1.16580

Abstract

The change in the learning system from the previous teacher-centeredness to learner-centeredness makes the students demand to take responsibility, manage learning, and implement knowledge to become autonomous learners, especially in speaking class. However, in learning to speak, teachers dominate most learning activities, making students passive to take their responsibilities. Because of this problem, teachers must be innovative and engage students in interactive learning activities to make them active by using technology. One of the ways is through video recording. Previous studies claimed that students who used video recording in speaking class improved their speaking competencies and self-confidence. Nevertheless, previous studies mainly focused on students’ speaking competence rather than learner autonomy. Hence, this study aims to investigate learner autonomy in speaking class with video recording. The participants of this study were an English lecturer and students taking a Public Speaking Class at one university in Surabaya. During a series of data collection activities, the researcher observed how the lecturer introduced video recording implementation and did the interview to know how the students implemented their autonomy in learning speaking through video recording. The result showed that the lecturer was active in encouraging students to develop their learning responsibility and independence by implementing reactive autonomy. As a result, students delivered speeches on video recording through the learner autonomy stages properly
REVEALING THE CHALLENGES AND PRACTICAL WAYS IN TEACHING WRITING ONLINE Mutiatun Nasihah; Alfiah Nur Senta
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.v5i1.16581

Abstract

The present study aims at examining the challenges confronted by the lecturers and the practical ways in teaching writing online. A qualitative research method was applied to get a deep understanding of the objective of this study. The data were collected through interviews and documentation. In obtaining the data, three English lecturers of UIN Maulana Malik Ibrahim Malang were interviewed by using a semi-structured interview. In addition, the supporting documents related to teaching writing online, such as teaching journals, teaching documents, and students’ portfolios were also gathered to enrich the data of the present study. The findings revealed that the challenges faced by the lecturers in teaching writing online include the students’ problems in internet connections and the difficulty in maintaining the students' writing process. It was difficult for the lecturers to ensure the originality of students' works; thus, the lecturers were unable to assess the actual student’s ability in writing. However, the lecturers did some practical ways to overcome the challenges in teaching writing online. Firstly, the lecturers applied synchronous and asynchronous meetings in the process of teaching and learning by utilizing some Learning Management Systems as online learning media. Secondly, the lecturers used Turnitin to check the originality of students’ works. Finally, the lecturers applied peer feedback to improve students writing skills.
PROMOTING AUTONOMOUS LEARNING THROUGH ONLINE DISCUSSION Ezra Christina Pondalos; Novi Ernia Saputri; Theodesia Lady Pratiwi
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.v5i1.16582

Abstract

An autonomous learning system is being applied to students nowadays. Students are now encouraged and expected to play a more active role in learning. Autonomy learning is intensified to encourage students to be more independent, creative, and responsible for their learning. Through this article, writers explain how to promote autonomous learning. The method used is the library study related to autonomous learning. Writers explain further about the class design to promote autonomous learning and the strengths also weaknesses of this learning system. Based on this article's findings, possible ways are proposed to help and improve the implementation of autonomous learning.
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.
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
Directive Speech Acts Represented as Teacher Feedback at Indonesian Higher Education Level Sandy Wirawan; Nurul Chojimah; Eni Sugiharyanti
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.v5i2.18996

Abstract

This study scrutinizes the common types of directive speech act performed by the teacher in the form of written feedback along with its function classification. Descriptive qualitative was used as the research design. For data collection, observation and documentation were used to obtain utterances performed by the speaker. In this regard, one English lecturer at one of universities in Indonesia was chosen teaching one class under the subject of Advanced Reading. Then, thematic analysis was used to analyze and categorize the data set. There were 81 number of data found from this study as directive speech act in the teacher feedback. This study revealed that direct acts were dominant with 50 data while the indirect acts consisted of 31 data. Furthermore, out of six (6) types of directive speech acts, the findings demonstrated that the function of requestives and questions were the most frequent acts performed by the teacher in the feedback. The result of this study suggested that the further research may take account into different criteria of giving feedback, such as the other types of speech acts, the teacher gender, and the subject of the class.
Interlanguage Analysis: How morpheme order studies do not necessarily apply to every situation Muchamad Adam Basori
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.v5i2.18997

Abstract

Much research on language acquisition, from nativist to interactionist, describes Morpheme Order Studies as a major development in second language acquisition.  This paper intended to discuss how spoken data from a Japanese student could be used to indicate the level of acquisition of English morphemes attained via the processability theory but actually determined that an order of acquisition does not necessarily apply.  Results showed that the informant varied in success in supplying correct morphemes in obligatory contexts, that her first language did not interfere with her second language acquisition and the accuracy of using morpheme order sequence to determine the level of acquisition breaks down because learner’s developmental sequence is unpredictable.
INTERLANGUAGE CONCERNING FOSSILIZATION AND UNIVERSAL GRAMMAR: A LITERATURE REVIEW ON SECOND AND FOREIGN LANGUAGE ACQUISITION Salma Mu’min Shiddiq; Lulud Oktaviani
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.v5i2.18998

Abstract

The phenomenon of fossilization as the feature of interlanguage has been acknowledged and studied many times since the emergence of the theory proposed by Selinker which came into existence in the field of SLA in 1972. The premise of interlanguage as a separate language system used by second language learners as well as foreign language learners in learning their target language is credited to Selinker. Fossilization in interlanguage is coined by Selinker and is generally defined as a cessation of learning the target language. Nevertheless, the notion that interlanguage is fossilized is still open to question. Thus, this present study aims to provide insight to the reader about the concept of fossilization by defining and characterizing interlanguage and fossilization in second and foreign language acquisition, discussing the causes of fossilization in interlanguage development, as well as examining the relationship between interlanguage development and Universal Grammar principle in an attempt to help the reader better grasp and comprehend the phenomenon.
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.

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