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Ira Maisarah
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INDONESIA
Journal of English for Specific Purposes in Indonesia
Published by Universitas Bengkulu
ISSN : 2964285X     EISSN : 2964285X     DOI : https://doi.org/10.33369/espindonesia.v1i2.
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
The Journal of ESP in Indonesia (JESPI) is a peer-reviewed academic journal published by the Postgraduate Program of English Education of FKIP, University of Bengkulu. Its primary objective is to disseminate scholarly information on research and development in English for Specific/Academic/Occupational Purposes worldwide and to bridge between theory and practice. The journal welcomes year-round submissions and contributions addressing the common professional concerns of researchers and practitioners. It is published biannually—at the beginning and middle of the year.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 55 Documents
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Integrating Critical Thinking into Indonesia's EFL Curriculum: Insights from Bengkulu Teachers Adwitya Widya Dhari; Ira Maisarah
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 1 (2025): January 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i1.34754

Abstract

In today's globalized world, the ability to communicate effectively in English as a Foreign Language (EFL) and critical thinking are indispensable skills for Indonesian students. However, traditional EFL curricula in Indonesia often prioritize linguistic competence and neglect critical thinking skills. This study explores the perspectives of EFL teachers in Bengkulu regarding their students' critical thinking skills and their views on integrating critical thinking instruction into the EFL curriculum. Using two adapted questionnaires, data was collected from 23 teachers in various educational institutions in Bengkulu. The results showed that although students demonstrated basic critical thinking concepts, they struggled with higher-order skills such as evaluating evidence objectively and anticipating consequences. Most teachers (91.3%) believe that teaching critical thinking is part of their job, and 65.2% support its incorporation into the EFL curriculum. However, 65.2% felt that they needed more training, and 34.8% were unsure about what critical thinking entailed. These findings underscore the need for a comprehensive curriculum overhaul in which critical thinking is woven throughout the language domain, supported by extensive teacher training, localized learning materials, and innovative assessments. By undertaking such reforms, Indonesia can nurture a generation of globally competent communicators capable of navigating the complexities of the 21st century.
An Exploration of High School Students’ Attitudes Towards Online English Language Learning Soeurn Chenda; Ly Sovann; Nhean Voithna
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 1 (2025): January 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i1.35313

Abstract

The attitude of students in language learning is progressively considered key success of language learning. However, high school students at the research setting find it challenging to study online. Therefore, students’ attitude towards online learning is very crucial to explore. To fulfill this study, the researcher created two main research objectives including the exploration of high school students’ attitudes toward learning the English language online, and the challenges of high school students while learning online. A quantitative method design was established to gather data. 236 high school students were requested to complete questionnaires This study discovered that most students had 17 items positive attitude towards learning English in online classes and 4 items with low agreement showing that online classes are not fun, and not easy to achieve high scores, and not relevant to gender causing EFL learners’ anxiety. In addition, students had a positive attitude towards 9 items of the usefulness of online learning to improve their skills and knowledge. They also showed a positive attitude toward online classes in the improvement of their four 21st-century competencies. Moreover, they agreed that online classes are accessible and convenient. However, they also faced some challenges in their learning such as spending much money on internet service, no internet connection, complicated online tools, no smart devices, and difficult to form activities. Based on the result, internet connection, online teaching and learning, and orientation should be provided and trained to students before implementing the programs.
Library Research: Teachers’ Difficulties and Strategies in Designing Lesson Plan Based on the Merdeka Curriculum Dahlia; Ira Maisarah
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 1 (2025): January 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i1.34752

Abstract

The successful implementation of learning is dependent on the student and the teacher. Teachers play an important role in implementing the Merdeka Curriculum, so continuous professional development is essential to ensuring quality learning outcomes. Good teaching and the application of curriculum policies are supported by an efficient lesson plan. A lesson plan is an important component of teaching. Teachers must be able to create lesson plans appropriate to the material to be delivered, and teachers must also adjust to the character of their students when designing lesson plans. Some teachers still do not understand how to make lesson plans in the Merdeka Curriculum. The aim of this study was to examine teachers’ difficulties and strategies in designing lesson plans based on the Merdeka Curriculum. This study used a qualitative method. In collecting data, the authors used library research. The result stated that teachers have difficulty determining the learning approach, choosing a learning method, formulating the objective of learning based on the learning outcome, selecting the media in teaching, formulating differential material, formulating real-life context, designing lesson steps within time constraints, designing learning activities based on students’ interests, and formulating worksheets and assessments. The teachers can overcome this problem by: checking guidebooks, joining in-house training (IHT), attending the English Teacher Working Group (MGMP), using the Merdeka Mengajar platform, consulting with more seasoned colleagues, collaborating with other teachers, and adapting lesson plans.
Students’ Perception toward English Online Assesment by Using Exambro Marzon Efendi; Syafryadin
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 1 (2025): January 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i1.34714

Abstract

The objective of the study is to find out the students’ perception toward English online assessment by using Exambro application. This research used descriptive quantitative methods. The data was collected by using a questionnaire from the eighth-grade students in one of favourite school. The questionnaire was adopted by the Shraim theory. It consists of six aspects, namely reliability, validity, pedagogy, security, practicality, and affective factors. This study involved 96 students who were separated into three classes. The SPSS program of computer was used in analysing the data from questionnaire. The data were analysed in quantitative way. The findings are the students have positive responses to all the aspects of perceptions toward online assessment. The highest mean is in security aspect. The mean is 4,13. Then the mean of validity (4,03), the reliability (3,80), the practicality (3,77), the pedagogy (3,50), the affective factors (3,30). From 18 statements in questionnaire, 17 statements got positive perception, while one perception which is about online assessment can reduce the stress and anxiety got the negative perception. The researcher suggests the next research to explore the parents’ perception toward online assessment by using Exambro application.
Teachers' Responses to the Implementation of the Independent Curriculum in English Language Learning Muhamad Kenzo Akbar; Ira Maisarah
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 1 (2025): January 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i1.34715

Abstract

A major pedagogical change has been established in SMPN 18 Bengkulu Tengah, an education institution categorized as independent change supporting an independent curriculum, letting schools choose and implement learning materials that are directly related to their needs and context. However, only seventh-grade teachers are currently utilizing the independent curriculum. This study examines the responses of a seventh-grade English teacher towards the Independent Curriculum implemented at the SMPN 18, a secondary school in Bengkulu Tengah, Indonesia. A qualitative approach was used along with descriptive analysis. In order to capture teachers' experiences, views, and challenges, it was necessary to conduct wide-ranging interviews with the teachers and carefully observe the classroom dynamics; especially for English language teaching. The findings indicate teachers' perspectives regarding the benefits and challenges of the new curriculum and strategies which they use for its effective implementation.  
Stance Expression in Abstract Section of English Research Articles: How Are Cambodian and International Authors Different? Thida Or; Chenda Soeurn; Sovann Ly; Voithna Nhean
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 1 (2025): January 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i1.36476

Abstract

Stance is an academic writing trait relating to how writers interact and communicate with their audience through language. This research focuses on the following kinds of stance expressions and sub-classes: boosters,​ hedges, attitude indicators, and self-mentions written by Cambodian and international authors. This study analyzed a corpus of 30 abstracts of the research article using Antconc software and the Hyland (2005) analytical framework model. The abstracts were culled from high-quality papers in the following fields: international journals and Cambodian journals. A qualitative research design was used to explore answers to three research questions: (1) what types of stance expressions are employed in Cambodian and foreign authors' abstract parts of English research articles? (2) what do Cambodian and International authors employ the sub-category devices in their research abstracts? (3) what are the differences in stance expression of English research abstracts written by Cambodian and international authors? The findings of this study indicated that types of four stance expressions were presented in the abstract section of English research papers, with the hedge being the most commonly used among the other subtypes of stances. Within both journals, there is a substantial difference in the use frequency of the attitude self-mention and markers categories; however, there is none for hedges and boosters. This analysis suggested Cambodian authors seek the understanding of stance expression and consider following international authors as a model for writing stance expression in their research article abstract.
Examining the Efficacy of the Baamboozle Application in Improving Students' Vocabulary Proficiency Ahmad Zulbani; Syafryadin
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 1 (2025): January 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i1.41055

Abstract

Acquiring vocabulary is a crucial aspect of language acquisition as it facilitates conversation, reading, and writing. However, many traditional teaching methods make learning vocabulary feel boring and difficult for students. Students often face problems like forgetting new words easily, lack of practice, and uninteresting lessons. Baamboozle application, a game-based learning tool, might help solve these problems, but there is not much research on its effectiveness. This study aims to find out if Baamboozle application can improve students’ vocabulary better than traditional methods. It also looks at whether using Baamboozle application makes learning more fun and engaging for students. The study was done with seventh-grade students at SMPN Karang Jaya. There were two groups: one group used Baamboozle application, and the other group used traditional methods. Both groups took a test before and after the study to see their vocabulary progress. The results were then compared using statistical analysis. The study found that the Baamboozle application significantly improved students' vocabulary knowledge, as seen by the experimental group's higher average score of 78 compared to the control group's score of 69.83. It showed that the group using Baamboozle application improved their vocabulary more than the group using traditional methods. Students also felt more motivated and interested in learning. This study shows that using game-based tools like Baamboozle application can make learning vocabulary easier and more enjoyable.
The Use Of Philosophical Principles In English Teaching Modules Puspitasari; Maisarah, Ira
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 2 (2025): July 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i2.34710

Abstract

This research aims to analyze the use of philosophical principles in the development and implementation of the teaching module. Teaching module is a collection of materials arranged according to a chronology, theme, or topic. Researchers examined how philosophical concepts like epistemology, axiology, ontology and teleology, were applied in the formulation, development, and implementation of the teaching module with a focus on the topic This is My School for seventh-grade. This study used document analysis method. The researcher investigated a lesson plan created by an English teacher at SMPN 30 Bengkulu Utara. Project-based learning was the approach that was used in the teaching module. The results of the study showed that the design and implementation of the teaching module were significantly affected by philosophical principles. In this module, epistemology shapes perspectives on how students learn knowledge and skills, while axiology highlights the importance of morality and values in education. Next, ontology encourages the use of differentiated teaching methods while educating and respecting the diversity of students. The last, teleology, emphasizes the need for particular goals to be set in order to focus learning and evaluate students' advancement toward these goals. The research findings provided deeper insights into the philosophical principles of the teaching module and how these principles impacted education in classroom practice. The implications of this research can contribute to more focused module development based on solid philosophical principles. Additionally, this study can serve as a foundation for further reflection and discussion within the context of student-centered learning.
The Content Analysis of Fourth Grade student’s English Textbook of Cambodia Samnangroth, Chea; Kina, Kam; Loch, Roeun
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 2 (2025): July 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i2.35751

Abstract

The current research examines English fourth-grade textbooks in Cambodia, with the goal of determining the alignment between the prescribed curriculum and the textbooks' actual content. It is hypothesized that differences between the two may affect students' language acquisition and academic performance in English. The study also seeks to identify potential areas for improvement in the design and delivery of English language education in Cambodian schools. The background of textbook content analysis research refers to the context and rationale for the study of textbook content analysis. This type of analysis examines the information, representations, and points of view included in educational textbooks. Moreover, by doing a content analysis of these educational resources, researchers can gain additional insight into the types of knowledge, values, biases, and points of view that students are being taught through textbooks. This analysis can help identify any imbalances or potential issues in the text, such as mistakes, stereotypes, or omissions. It can also provide recommendations for improving the standard and diversity of textbook content. However, the following conclusions are drawn from the evaluation's findings. First, the analysis demonstrates that the English textbook for fourth graders satisfies the standards of a fair textbook. It is decided that the English Fourth Grade textbook is reasonable because of the achievement rate of 78%. Second, the review reveals that Fourth Grade English has met the majority of the criteria needed for a textbook assessment. English Fourth Grade satisfied most of the requirements for curricular relevance, language appropriateness, presentation coverage, teaching and learning methodologies, accuracy of materials, andpresentation coverage of auxiliary learning resources.
Factors Influence on Job Satisfaction of EFL Students in a Public University in Battambang Province Seavmey, Rin; Narin, Seng; Sreylin, Tep; Kinlann, Sorn
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 2 (2025): July 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i2.35783

Abstract

This research study investigates the factors that influence the job satisfaction of English as a Foreign Language (EFL) college students. Job satisfaction is a critical aspect of career development and overall well-being, particularly for students aspiring to enter the field of English language teaching. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data on various factors such as work environment, professional development opportunities, salary and benefits, and interpersonal relationships. Findings from the study reveal that factors such as supportive work environments, opportunities for professional growth, and fair compensation significantly impact the job satisfaction of EFL college students. Additionally, the qualitative data provides deeper insights into the emotional and psychological aspects of job satisfaction, shedding light on the importance of intrinsic motivation and a sense of purpose in one's career. The results of this study have implications for educational institutions, language teaching programs, and career counselors in understanding and addressing the needs of EFL college students as they prepare to enter the workforce.

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