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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 149 Documents
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The Influence of Tiktok Videos in Increasing Students’ Pronunciation Ability Safila, Risa
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.v6i1.20762

Abstract

This study intended to show the effect of TikTok videos on students’ pronunciation skills . A quasi-experimental study design was used in this study. Students from MAN 2 Probolinggo participated in this study, 20 students consist as an experimental class and consist of 20 students as a control class. The results of this study showed a significant difference between students using TikTok videos as media learning and those using traditional strategies. Post-test results revealed that there was a significant effect of post-treatment on experimental class. Independent test results show that TikTok videos have a significant impact on students' pronunciation skills. However, the mean pretest scores of the experimental class are higher than  the control class. It can be concluded that TikTok videos have a positive effect on students' pronunciation ability and are accepted as an effective learning medium to improve students' pronunciation ability.
EFL LEARNERS’ ABILITY IN USING DISCOURSE MARKERS TO BUILD COHERENCE IN THE WRITING Ulin Ni'mah
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.v2i1.7263

Abstract

The study aims to investigate how EFL learners apply Discourse Markers (DMs) to make their writing coherent. This is a descriptive study conducted at UIN Maulana Malik Ibrahim Malang by observing essays written by Biology students learning English in semester IV. The researcher analyzed 52 DMs and how the students apply them in 28 essays. The findings of the study show that the participants use 21 different DMs in 148 occurrences, and use several DMs inappropriately in 68 occurrences. There are some problems found in the use of DMs such as mistranslation, overuse, surface logic, misinterpretation, and misplace. The conclusion of the study reveals that learners have already applied DMs in their texts to build coherence but some are used inappropriately. Therefore, the researcher suggests that materials about what types of DMs and how to apply DMs should be given in the classroom
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.
USING GROUP DISCUSSION TO IMPROVE STUDENTS’ SPEAKING FLUENCY Ibnu Wahyurianto
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.v1i1.5242

Abstract

Being able to speak in target language is considered as the indicator thatevery language learner is mastering the target language. Likewise inEnglish, the learners are regarded mastering English when they canproduce the sound of English itself in the form of good communicationtoward the others. Nevertheless, teaching English is a complex process,since it involves some activities started from preparation until evaluation.In addition, there are some barriers regarding teaching speaking, i.e thenumber of students, teacher’s competence, and even students’ problems.Although teaching speaking is a kind of difficult job, still there is a way toovercome some stated problems; group discussion. So, this research isaiming at the implementation of group discussion to improve students’speaking fluency. To achieve the research objectives, the design of theresearch is classroom action research which involves four steps, they areplanning, implementing, observing, and reflecting. The subject research isthe students of Bahasa Indonesia Department semester II of University ofMuhammadiyah Malang who have different English proficiencybackground. Data collection method used is preliminary observation,indepth interviews, participatory observation, and documentation. Thedata gathered will be analyzed by using the qualitative analysis involvingreducing data, displaying data, verifying data and taking conclusion. Basedon the results, it can be stated that the implementation of groupdiscussion in speaking course can improve the students’ speaking fluency.
ENGAGING STUDENTS IN ONLINE READING GAMES: A STUDENT-CENTERED LEARNING PERSPECTIVE Prima Purbasari; Iffatunnida Iffatunnida; Urwatus Silvia Rahmah Silvia Rahmah
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.v4i1.12619

Abstract

2020 might be unforgettable for teachers since they need to face the challenging teaching situation in the ruinous Covid-19 pandemic. To deliver the lesson, teachers need varied online applications to reach their students. Furthermore, they need more online media to ensure the students grasp what they need to achieve as a learning outcome. Online games are used in this study as the supportive learning tool after lecturing session about Reading Strategies. Furthermore, it is the tool to engage students to practice the student-centered learning so that they will be autonomous learners. There are four games used in this study i.e. Main Idea Millionaire, Main Idea Storm, Context Clues, and Scanning Skimming games, which are provided in three different websites. This is a qualitative phenomenological study expecting to capture details and experience of students and then to describe the meaning of the findings based on the subjects’ individual experience. The study was conducted in Universitas Islam Negeri Maulana Malik Ibrahim Malang, exactly at Architectural Engineering Department. Based on the findings, students thought that online reading games helped them to visualize the context of particular texts because of its good animation and sound effects. Students, in teacher’s evaluation, became more active in engaging themselves in the class discussion after having several activities of playing the online reading games. They said that they could easily play the games over and over anytime. This study proves that the employed online games can boost students’ confidence and encourage them to be active in the teaching and learning situation.
Differentiated Learning Instruction in the Cultural Studies Classroom: EFL Students’ Experiences Aziz, Kris Inayah Hasnia; Andanty, Ferra Dian
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.v7i1.26781

Abstract

Learning experience particularly performed by students. Learning outcomes influenced by students’ learning experience.  This study aims to explore EFL students’ experiences through differentiated learning instruction, which focuses on readiness, interest, and learning environment aspects in the Cultural Studies classroom. This research applied the qualitative method with a narrative inquiry approach. To collect the data, the researcher used a semi-structured interview to consider the narration of English Language Education 6th semester in English Language Education Department at Universitas PGRI Adi Buana Surabaya. The results of the study showed that some EFL students experiences by using differentiated learning instruction improved their readiness in having self-esteem for their knowledge and English language skills, improved their interest in the form of students’ attitude and teacher’s roles, and learning environment by showing their comfortable situation in expressing opinions in discussion. Furthermore, the study found that there were several impacts by using differentiated learning instruction for EFL students. This study recommended for the students to help each other in the learning process. In addition, the researcher also suggested the teacher to overcome student’s problems or what the student’s needs by using differentiated learning instruction.
CASE STUDY: THE ROLE OF LEARNING STRATEGIES, PERSONALITY AND MOTIVATION IN THE SECOND LANGUAGE ACQUISITION: WRITING PROFICIENCY OF A SOMALIAN STUDENT Ulin Ni’mah
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.v3i1.9771

Abstract

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.
The Perceptions of English Education Students Towards the Use of Code-mixing in English and Teaching Learning Process at UIN Sayyid Ali Rahmatullah Tulungagung Zubaedah, Zubaedah; Chojimah, Nurul
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.v6i2.23326

Abstract

This study aims to find out the perceptions of English education students in the sixth semester toward the use of code-mixing in the main activity of the teaching and learning process at UIN Sayyid Ali Rahmatullah Tulungagung. The research design is a survey with a quantitative approach. The data were obtained from 26 English students in the sixth semester that had filled out a link questionnaire that had been distributed. Based on findings obtained from the questionnaire, revealed that 77% of students have a positive perception, they also agreed that the use of code-mixing has a positive impact on them; it can be used to make fun and lively learning in the classroom and easy to understand the lesson. 19% of students have a neutral perception of the impact of code-mixing. Then, 4% of students who have a negative perception think that code-mixing does not positively impact them, and they feel uncomfortable when using code-mixing in the English teaching and learning process.
THE EFFECT OF PAIR AND GROUP WORK IN COLLABORATIVE PRE-WRITING DISCUSSION ON STUDENTS’ WRITING QUALITY Winarti Winarti
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.v2i2.7782

Abstract

In foreign language writing classroom, collaborative pre-writing activity is one of common activities used by students to help them generate and evaluate their ideas before they write a text. A teacher usually assigns students to work in pairs or groups to accomplish the activity. However, whether the number of participants in collaborative pre-writing activity influenced the quality of students’ writing or not is still mysterious that need to be investigated further.  This study tried to investigate the effect of the number of participants in collaborative pre-writing discussion on students’ writing quality. 30 participants from non-English department who were studying English as English Specific Purposes were involved in this study. They were required to write an explanation paragraph after being given a certain treatment. The result of the study revealed that the quality of students’ writing was not affected by the number of participants in collaborative pre-writing discussion. Therefore, the implication of the study is teacher can assign students to work collaboratively in pre-writing activity with two or more students. However, some factors need to be considered by teacher such as students learning style, the nature of task, etc.
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.

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