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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 IMPLEMENTATION OF THE WRITING PROCESS IN TEACHING WRITING FOR YOUNG LEARNERS Hertiki Hertiki
Journal of English for Academic and Specific Purposes (JEASP) Vol 1, No 2 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v1i2.5950

Abstract

In writing class, young learners need the guidance from the teacher to express their ideas to do the writing task. This study is intended to observe how the teacher implemented the writing process in teaching writing. The implementation of the writing process includes three important things - the techniques, teaching aids, and the teaching procedures. This study was a case study. It was conducted in twelve meetings at Primary 3 Class where the researcher was the non-participant observer so she did not take any participation in the teaching-learning activities. The researcher obtained the data from classroom observations, pictures taking, field notes, and interviews. The results showed that the teacher implemented the writing process in teaching writing by using seven kinds of teaching techniques, eight kinds of teaching aids and different teaching procedures for each technique. The seven techniques were brainstorming, mind mapping, drawing, reading activities, browsing on the internet, pair or group work, and individual writing. The techniques were supported by eight kinds of teaching aids such as storybooks, journal books, whiteboard, workbooks, some stationary items, computers, a laptop, and a LCD projector. The reason for using the techniques, the teaching aids and the procedures were to guide and motivate the students to write better in class. In conclusion, the teaching techniques, teaching aids, and teaching procedures used by the teacher made the students become more active and the students were encouraged to express their ideas in the written work in class
THE IMPACT OF PICTURE SERIES ON WRITING ABILITY AMONG INDONESIAN JUNIOR HIGH SCHOOL EFL LEARNERS Adinda Widya Ramadhanty; Dhafid Wahyu Utomo; Jalia Mayasari
Journal of English for Academic and Specific Purposes (JEASP) Vol 4, No 2 (2021)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v4i2.14431

Abstract

This study tried to shed light on investigating the impact of picture series on Indonesian Junior High School EFL learners’ abilities in English descriptive writing. To fulfill the objective, quantitative method with quasi experimental design was employed. 50 Indonesian Junior High School EFL learners were selected out of 100 students in a private Junior High School in Banten province. The sample of this research was chosen based on the non-equivalent group design technique. Moreover, the chosen participants were divided into two equal groups: experimental group and control group. In collecting the data, the researchers conducted pre-test and post-test. The data, then, were analyzed by using t-test. The result of t-test revealed that revealed that the experimental group performed better than the control group. Finally, the implications of the findings and recommendations for future research were also discussed.
IMPROVING READING SKILLS IN THE USE OF QUESTION AND ANSWER Zainuddin Zainuddin
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.v3i2.11123

Abstract

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.
Collaborative Writing Learning in Inquiry to Improve Critical Thinking Skills Shofiah, Nurul; Putera, Zulmy Faqihuddin; Widiastuti, Sripit
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.v7i1.26429

Abstract

In tertiary education, the enhancement of writing skills is paramount. One effective approach to mastering academic writing is through inquiry-based collaborative learning. Hence, this study endeavors to delineate the procedures involved and gauge students' perceptions of inquiry-based collaborative writing in enhancing critical thinking skills within the Indonesian language curriculum. This research adopts a descriptive methodology, employing research instruments such as observation sheets and surveys to gather data. The findings elucidate two key points: firstly, the inquiry-based collaborative writing process comprises five integral stages - orientation, collaboration, investigation, discussion, and conclusion. Secondly, student feedback highlights the positive impact of this method in nurturing critical thinking skills specifically within the realm of Indonesian language studies. Given its fusion of activity-oriented learning, logical argumentation, and collaborative dynamics, inquiry-based collaborative writing emerges as a potent tool for cultivating critical thinking skills among students. Consequently, its incorporation into the curriculum is recommended as a strategic means to bolster students' cognitive abilities and academic proficiency
THE ANONYMOUS TEACHERS’ FACTORS OF ASSESSING PARAGRAPH WRITING Endah Yulia Rahayu
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.v3i1.9208

Abstract

 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.
Developing “Reverb English” Textbooks for Kindergarten Students: Is It Effective? Khittahira, Fikra Raushani; Tyas, Peptia Asrining
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.v6i1.17926

Abstract

English is one of the foreign languages taught in Indonesia. It has separated curriculum with other subject which are taught in primary, secondary, and high schools by using English textbooks. However, English textbooks are limited to be developed in Kindergarten area. Therefore, this research is conducted and aimed to develop adequate English textbooks based on Kindergarten syllabus which are annual and semester programs by the school. The researcher took the group A and B learners of Kindergarten students at TK Negeri Pembina 1 Malang year 2021/2022. The researcher involved 70 students as the participants. Research and Development (RD) was conducted in this research with the ADDIE model. The instruments of the research were observation, expert validation checklist, interviews, and field notes. The data analysis was obtained from the expert validation checklist also the transcription of the result from the interview with both teachers and students. Findings indicate that “Reverb English” textbooks are feasible and effective during the English teaching-learning process in the classroom for kindergarten students. It can help them to learn faster by visualizing the pictures and words in the book.
ENGAGING NON-ENGLISH DEPARTMENT STUDENTS TO SPEAK: A CHALLENGING PATH Fitria Muji Pratawati
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.v2i1.7258

Abstract

This study aimed at sharing how the teacher initiates their students to speak. All efforts have been done in class in order to keep the class alive and students were active in joining the lesson. The students were from non-English department who studied ESP. They were from different major but still in one generation of the State Universities in Malang, East Java-Indonesia. This created the point of view that some students tend to take this course only as the requirement to fulfill their credits in two semesters. Therefore, the role of English teacher dealing with boosting students’ speaking awareness is very pivotal. The result were students tended to be more actively engaged in the class joining the activities given to them, such as debate and making video related their major. Then, this study suggests the teaching practitioners always considering the good atmosphere given to the students before the lesson begins. So, this will be the initial part of making them comfort in class and try to have teamwork with them to succeed the objective of the class.
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.
TEACHERS’ PERSPECTIVE ON THE CHALLENGES OF TEACHING ENGLISH FOR SPECIFIC PURPOSES IN INDONESIA Wahyunengsih Wahyunengsih
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.v1i1.5243

Abstract

Many studies related to EFL investigate that a mismatch betweenteaching and learning styles cause learning failure, frustration, anddemotivation. The implementation of ESP in Indonesia mostly adoptsContent-Based Instruction which requires a lot of effort from the teacher.The teachers’ perspectives are important to reveal the actual challenges inthe classroom to determine the best solution. A questionnaire wasdistributed to around thirty lecturers of ESP to be analyzed statistically byusing the Likert scale to show their views on the obstacles and challengesof teaching ESP. There are four domains that are analyzed which are,opinions, attitudes, preferences, and perceptions of the subjects. Theresearcher counted and found out the average score, middle point in thescore distribution, point where the most score was obtained, finding theaverage deviation of each score from the mean, and percentage of theproportion of the group population. From all of those calculation results,the researcher derives conclusion by comparing to the result of theinterview as well. It comes to the conclusion that from four fields thathad been studied, attitudes and preferences take the highest rank of theteachers’ challenge.
THE USE OF WATTPAD IN ENGLISH LANGUAGE TEACHING AND LEARNING: IS IT HELPFUL? Nurus Syamsiyah Furotun; Mutmainnah Mustofa; Erfan Efendi; Nur Jamilah
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.v4i1.12620

Abstract

The use of digital applications is very helpful in teaching and learning process, especially for language classes. The existence of technology is very helpful for teachers to increase student interest in learning about English language lesson. The development of the digital world is used by teachers to be used as a tool to facilitate student learning. This research focuses on the role of using a digital application called Wattpad which will make students diligently read English reading texts, so that they become more skilled in learning. In this research, the researchers defined the term digital application to explain the use of digital application in an effort to improve English as a foreign language learning skill. The related review of literature shows that the use of multi-media technology can improve students’ language learning skills because matches their interests. Therefore, their English skills can be better.

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