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Adriadi Novawan
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jeapco@polije.ac.id
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Politeknik Negeri Jember Jl. Mastrip PO BOX 164 Jember, Indonesia
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Journal of English in Academic and Professional Communication
Published by Politeknik Negeri Jember
ISSN : -     EISSN : 2747092X     DOI : https://doi.org/10.25047/jeapco.v9i1.3755
Core Subject : Education,
Languange, Linguistic, Communication & Media
Journal of English in Academic and Professional Communication (JEAPCo) is a journal published twice a year focusing on the field of English as a second or foreign language which is widely applied in various academic and professional contexts across cultures and nations. The journal encourages exchanges of information and knowledge generated from research and non-research contributions in order to widen perspectives and to strengthen the educational practices of English Language and Communication Teaching, to encourage link between education in these areas and workplace world, and particularly to develop the field of ESP (English for Specific Purposes) across disciplines. More specific areas are those related to need analysis, curriculum and pedagogy, materials development, assessment, corpus and multimodality, technology and CALL, implications of professional communication practices to the English teaching and learning, issues of employability and the relationship between English language teaching and workplace demands, and other issues concerned with the nature of English language and professional communication across different academic settings, workplaces, and cultures. The journal invites teachers, academics, researchers, practitioners, and policy makers who are interested in the issues above to publicize their works. The forms of submission to this journal are: 1. (original) research articles, 2. literature review articles, 3. practitioner inquiry articles, and 4. reflection and innovation articles
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 63 Documents
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AI in language education: students' perceptions of creating nursery songs with ChatGPT and SunoAI Prassetyo, Sidarta; Putri, Celya Intan Kharisma
Journal of English in Academic and Professional Communication Vol 11 No 1 (2025): January
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i1.5781

Abstract

This study explores the use of artificial intelligence (AI) tools, specifically ChatGPT for lyric generation and SunoAI for music composition, in enhancing creativity and language learning within a Media-Assisted Language Learning (MALL) course. While AI’s role in language education is well-studied, its application in creative tasks like nursery song creation has been underexplored. A mixed-methods approach was used, with 48 students participating and data collected from surveys, including quantitative analysis (mean, median, and standard deviation) and qualitative insights from open-ended questions. The study found that participants appreciated both tools for their ease of use, efficiency, and ability to inspire creativity. While there were mixed feelings about the quality of generated lyrics and music, most participants recognized the tools’ value in enhancing their academic and creative projects. The results suggest that AI tools like ChatGPT and SunoAI are effective in supporting language learning and creativity but could benefit from further refinement to improve creative output and user experience. These findings highlight the potential of AI in fostering collaboration and technical skill development, offering valuable implications for future educational applications of AI in creative fields.
Developing ‘About Us’ and ‘Our Products’ pages for SME Batik’s owned media using applied genre framework Anyassari, Nugrahaningtyas Fatma; Istifaiyah, Alda Imroatul; Agustina, Hiqma Nur; Indrianti, Titien; Rohani, Siti
Journal of English in Academic and Professional Communication Vol 11 No 1 (2025): January
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i1.5684

Abstract

Indonesian government policy on enhancing SMEs to go international needs support, also, from educational sector, as part of pentahelix. Potentials SME batik has and the problem in completing communication channels it is experiencing, this developmental study addresses. By employing design and development research (DDR), this study developed ‘about us’ and ‘our products’ pages by using applied genre as the framework. The pages were then published on owned media in the form of a website. Following ADDIE model as the research procedure, this study focused on the first three stages- analysis, design, and development-as this was an initial stage. The results of ‘about us’ and ‘our products’ pages were validated by two experts: language expert from a vocational higher institution and content expert from industry. The validation results show positive feedback from both experts in terms of relevance, understandability, language, reliability, adequacy, scope, usefulness, and multimodality. It leads to the possibility to apply applied genre not only in teaching language for specific purposes but also in solving SME batik’s business communication problems.
Enhancing EFL students’ reading proficiency and engagement through the KWL Strategy in descriptive texts Susana, Shofa Alfia; Rojabi, Ahmad Ridho
Journal of English in Academic and Professional Communication Vol 11 No 1 (2025): January
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i1.5737

Abstract

Enhancing students' reading ability for understanding descriptive texts is a prevalent challenge when learning English. Many students struggle to fully engage with and comprehend the contents of the text. As a result, using the KWL (Know, Want, Learned) strategy could assist students in better understanding the text's main idea. This strategy aims to stimulate students' prior knowledge, guide the reading process, and organise ideas after reading. This study aims to explore whether the KWL strategy can improve students' understanding of descriptive texts while also fostering their engagement in reading class activities. The Classroom Action Research (CAR) method was used in two cycles: planning, action, observation, and reflection. Each cycle included two learning sessions and one reading test session. The study included 30 students, and data was gathered through tests, observations, and interviews. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The results revealed that students' average scores increased from pre-test (42.16) to post-test 1 (60.5) and post-test 2 (67.83), indicating a significant improvement in reading skills. These findings also demonstrated that the KWL strategy encourages students to actively engage in the learning process, such as enthusiasm in completing the KWL columns and participating in class discussions. The pedagogical implication is that instructors may utilize this strategy to create more interactive learning experiences and help students more deeply comprehend descriptive texts.
Technology-integration strategies for accommodating learning style differences in young learners’ English-speaking class Ardiana, Kadek Fery; Arum Sari, Valentina Dyah
Journal of English in Academic and Professional Communication Vol 11 No 1 (2025): January
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i1.5786

Abstract

Technology in education has become an essential component in enhancing the learning experience, particularly for young learners in this digital era. By leveraging digital tools, educators can create dynamic and engaging environments that cater to diverse learning needs. This study aimed to reveal the implementation and find out the benefits of technology applications (Puzzlemaker, Wordwall, Bamboozle, and YouTube) for the fifth graders in learning English-speaking skills; within the Merdeka curriculum framework. Using a mixed-methods approach, the data were collected through interviews and questionnaires. The qualification of implementation and the benefits of the technology integration in speaking skills were analyzed by using Sugiyono's (2009) percentage formula. The result showed that technology applications achieved 63.8% for the implementation and 65.2% for the benefits; respectively categorized as moderate. Furthermore, technology integration is an innovative technique to helping young learners to learn English-speaking skills by combining game-based applications. Students may interact more actively with the topic while also encouraging cooperation and critical thinking, making learning more dynamic and engaging.
Enhancing EFL Students’ Recount Writing: A Comparative Analysis of Grammarly, QuillBot, and GrammarCheck Applications Ismailia, Titik; Novawan, Adriadi
Journal of English in Academic and Professional Communication Vol 11 No 2 (2025): July
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i2.5095

Abstract

This study examines the effectiveness of three AI-powered grammar checker applications—Grammarly, QuillBot, and GrammarCheck—in improving the recount writing skills of EFL students. Fifty-two undergraduate students revised their recount texts using these tools, and data were collected through text analysis and student questionnaires. Results show that all three applications helped reduce grammatical errors and increased students’ awareness of language accuracy, with Grammarly offering the most comprehensive feedback and QuillBot providing valuable paraphrasing support. Despite their benefits, limitations such as surface-level corrections and restricted free features highlight the need for integrating these tools alongside teacher guidance. The findings suggest that grammar checkers can serve as effective supplementary aids in EFL writing instruction when used thoughtfully.
Assessing digital literacy levels and challenges among junior high school students in Yogyakarta Listiana, Linda; Sari, Valentina Dyah Arum
Journal of English in Academic and Professional Communication Vol 11 No 2 (2025): July
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i2.5788

Abstract

Digital literacy is the ability to access, understand, analyse, evaluate, and create information in digital format through information and communication technology devices. Digital literacy skills among students are essential to enable them to engage effectively in the learning process to facilitate students in achieving learning goals. Students' skills in using digital media are related to their levels of digital literacy. The level of digital literacy has a correlation with students' readiness to utilize technology. This study aimed to determine the digital literacy level of junior high school students in Indonesia and the challenges faced by them. This study used a mixed-method approach. The research data was collected through questionnaires and interviews. Findings indicate that students’ digital literacy levels averaged 54.1%, classifying them as moderate. In addition, the challenges faced by students include limited knowledge about relevant websites, access constraints due to inadequate internet connections, and difficulties in understanding the features of word processing applications. Moreover, a collaborative approach from educators, stakeholders, and researchers is needed to address challenges and improve digital literacy to appropriate levels.
Multicultural Values in the Indonesian EFL Textbook 'English for Nusantara’: A critical discourse analysis Ningtiyas, Ailia Ayu Kusuma; Ghozali, Imam; Nugraheni, Dyah Ayu
Journal of English in Academic and Professional Communication Vol 11 No 2 (2025): July
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i2.5805

Abstract

This study examines how multicultural values are portrayed in an English as a Foreign Language (EFL) textbook used in Indonesian middle schools (SMP/MTS) for seventh-grade students. The research utilizes a critical discourse analysis to portray multiculturalism values, including race/ethnicity, gender, social class, and people with disabilities. The data were collected visually and textually through Language Visual Grammar Theory and Appraisal Theory respectively. The analysis shows how these four aspects of multiculturalism are woven into contemporary topics through both visual and textual representations. The findings reveal that the EFL textbook successfully incorporates all four multicultural values, yet the visual and the textual representations are imbalanced. The study concludes that EFL textbooks that present multicultural content according to these parameters serve a vital function in developing students' inclusive mindsets toward cultural differences and fostering appreciation for Indonesia's cultural diversity. The research also suggests that EFL textbooks would benefit from including more international multicultural content, as exposing students to diverse global cultures and perspectives can enhance their worldview and cross-cultural understanding.
Enhancing elementary students' reading skills through Quizizz paper mode in English class Baiq Indira Jesika Putri; Valentina Dyah Arum Sari
Journal of English in Academic and Professional Communication Vol 11 No 2 (2025): July
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Independent Learning Curriculum emphasized mastering foundational competencies, including English as a foreign language, to support students' academic development. In this curriculum, each phase of learning has specific learning objectives. Fifth-grade elementary school students, which is categorized as Phase C, need to achieve specific learning objectives in reading skills. However, preliminary studies revealed that many students struggle to meet these objectives, as indicated by their below-average performance and difficulties in mastering reading techniques. To address this issue, this paper aimed to reveal the improvement of students' reading skills through the implementation of Quizizz Paper-Mode and to find out the benefits of Quizizz Paper-Mode in enhancing elementary school students' reading skills. A mixed-method approach was employed to integrate qualitative and quantitative data, which were collected through tests, interviews, and questionnaires. The results of the study revealed the following: (1) Quizizz Paper-Mode improved students' reading abilities by 26.36%; (2) 80.4% of students responded positively to the implementation of Quizizz Paper-Mode, categorized as high; and (3) Quizizz Paper-Mode provided benefits to students' reading skills, with 71.5% categorized as medium. This study highlights the instructional value of Quizizz Paper-Mode as an effective alternative to enhance reading competencies in elementary education, especially in settings where digital infrastructure is limited.
Exploring the relationship between English language syntax and cohesion in professional discourse Roozafzai, Zahra Sadat
Journal of English in Academic and Professional Communication Vol 11 No 2 (2025): July
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i2.5886

Abstract

This study explores the relationship between English language syntax and cohesion in professional discourse across domains such as business, law, medicine, and academia. Using a mixed-methods approach, the research combines quantitative corpus analysis of syntactic structures and cohesive devices with qualitative discourse analysis guided by Hallidayan Functional Grammar. The study analyzes 200 authentic professional texts, sourced from academic databases, institutional repositories, and public domain documents, ensuring a comprehensive and representative sample. Findings reveal that syntactic structures and cohesive devices play crucial roles in shaping textual coherence and comprehension. For instance, coordination establishes hierarchical relationships between clauses, while ellipsis helps maintain consistency by omitting redundant information. However, complex syntactic structures often hinder comprehension, particularly for non-native speakers. A comprehension study conducted with 120 participants (60 native and 60 non-native English speakers) further supports these findings. Native speakers outperformed non-native speakers across all conditions, but both groups benefited significantly from high levels of cohesive devices, particularly in texts with simpler syntax. Statistical analysis using ANOVA shows a significant interaction between syntactic complexity and cohesive devices (p = 0.05), underscoring the importance of balancing these linguistic features. This research contributes to the fields of linguistics, professional communication, and discourse analysis by identifying patterns and correlations that enhance understanding of professional texts.
Students' perception of the SCAMPER technique on creative writing skill: A case study of an ESP class Dewangga, Vigo; Pramudita, Rizqi Febrian; Rukiati, Enik; Taufan, Gullit Tornado; Susanti, Nila; Binarkaheni, Suyik
Journal of English in Academic and Professional Communication Vol 12 No 1 (2026): January (In Progress)
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v12i1.6035

Abstract

Creativity plays a crucial role in innovation, problem-solving, and both individual and societal advancement, enabling individuals to generate novel ideas, develop effective solutions, and approach challenges with adaptability. The SCAMPER technique is used to foster creative and innovative thinking, providing a structured method for idea generation and refinement. SCAMPER encompasses seven creative strategies: Substitute, Combine, Adapt, Modify, Put to Another Use, Eliminate, and Reverse. This study examines students' perceptions of SCAMPER in developing creative writing skills within English for Specific Purposes (ESP) classes. A qualitative case study method was employed, involving second-semester students from the Informatics Engineering Study Program enrolled in Intermediate English courses. Data collection methods included semi-structured interviews and questionnaires, providing insights into students’ experiences with SCAMPER in writing procedural texts. The findings reveal that the SCAMPER technique enhances creativity, cognitive flexibility, and innovation in writing, enabling students to produce varied and explorative texts. Furthermore, the approach supports critical thinking and deeper idea exploration. Although some students struggled with adapting to the creative thinking process, the overall response to SCAMPER was positive, highlighting its potential as an effective tool in ESP learning environments.

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