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INDONESIA
Journal of English for Academic and Specific Purposes
ISSN : 26154358     EISSN : 26222957     DOI : -
Core Subject : Education,
Journal of English for Academic and Specific Purposes (JEASP) is an online scholarly journal published by Language Centre, UIN Malang, Indonesia. The principal aim of JEASP is to publish scholarly research papers, case studies,book reviews, and conference reports based on the most up-to-date research in the fields of EAP, ESP, General, and Applied Linguistics.
Arjuna Subject : -
Articles 50 Documents
IMPROVING EFL LEARNERS’ SPEAKING SKILL THROUGH THE USE OF CODE SWITCHING STRATEGIES IN THE CONVERSATION Syamsudin Syamsudin
Journal of English for Academic and Specific Purposes Vol 1, No 1 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (256.394 KB) | DOI: 10.18860/jeasp.v1i1.5241

Abstract

This study is about code switching strategies usage as a part of communication strategies used by the EFL learners in Higher Education to improve their speaking skill. This paper presents the discussion on code switching strategies usage employed by two EFL learners to improve their speaking skill. This topic is interesting to be discussed because the employment of code switching strategies during the conversation might facilitate EFL learners to learn speaking. This happens due to the opportunity of the EFL learners to use L1 to express some unfamiliar vocabularies during the conversation. Further, byemploying code switching strategies in conversation learners might feel comfortable so that they have courage and self confidence to practice speaking. Thus, it is crucial for the EFL learners to use code switching strategies in the process of learning speaking so that they might improve their speaking ability.
USING GROUP DISCUSSION TO IMPROVE STUDENTS’ SPEAKING FLUENCY Ibnu Wahyurianto
Journal of English for Academic and Specific Purposes Vol 1, No 1 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (162.707 KB) | 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.
TEACHERS’ PERSPECTIVE ON THE CHALLENGES OF TEACHING ENGLISH FOR SPECIFIC PURPOSES IN INDONESIA Wahyunengsih Wahyunengsih
Journal of English for Academic and Specific Purposes Vol 1, No 1 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.482 KB) | 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.
LEARNING FUNCTIONAL GRAMMAR IN ESP CLASS Dian Arsitades Wiranegara
Journal of English for Academic and Specific Purposes Vol 1, No 1 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (231.849 KB) | DOI: 10.18860/jeasp.v1i1.5244

Abstract

Learning functional grammar for ESP class is aimed to improve studentsof non-English language department to understand how English workseffectively, appropriately, and accurately. Teaching ESP cannot beseparated by the use or the implementation of functional grammar as it isclear that teaching English as a foreign language in ESP class is alsoconcerned with the language as an instrument of social interaction ratherthan as a system which is viewed in isolation. Teaching functionalgrammar for ESP students, in this matter, students of non-Englishlanguage department, can result such a hard working effort for teachers inorder to help them understand the-so-called functional grammar. As amatter of fact, ESP can combine subject matter of the related field ofstudy and English language teaching. Therefore, learning functionalgrammar has actually been conducted in ESP class since the students arealso involved with the use of their background knowledge of the field ofstudy.
TEACHING PART OF SPEECH AND WORD GROUPS AS UNITS OF MEANING IN ESP SPEAKING CLASS Urwatus Silvia Rahmah
Journal of English for Academic and Specific Purposes Vol 1, No 1 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (386.073 KB) | DOI: 10.18860/jeasp.v1i1.5245

Abstract

English for Specific Purposes (ESP) is known as a learner-centeredapproach to teach English as a foreign or second language. Students learnEnglish for a specific purpose, represented by studying subject matter, togain and develop appropriate knowledge and skills through English. Theyhave to perform task in English, meanwhile they are also supposed to bemastered in speaking skill. The objective of this paper is to build thestudent’s speaking ability effectively by using English. Teaching part ofspeech and word groups as units of meaning are used in the class. Theyhave to know the words first and then able to classify them as basic oftheir speaking. The activities include in some parts, they have listeningsection to start the activity, then grouping the students and asking themto tell the information in front of the class. The aims of this activity are toencourage their competence in English speaking and also make theminvolve in speaking class. Thus, this paper aims to give a clear explanationand a deeper insight about teaching part of speech and word groups asunit of meaning, stimulate all of teachers of ESP to implement thematerial in their teaching processes and make them realize in choosing theappropriate material to teach their students.
THE EFFECTIVENESS OF INDIRECT WRITTEN CORRECTION ON ENGLISH WRITING SKILLS Aprillia Ariyanti
Journal of English for Academic and Specific Purposes Vol 1, No 2 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1277.723 KB) | DOI: 10.18860/jeasp.v1i2.5945

Abstract

 This study purposed to gain the difference between students’ academic performance in writing skills who are taught by using indirect written correction and those do not. The research design used quasi-experimental design because this study did not do randomization. In this experimental design, the researcher used two classes to become the subject. One class was experimental class which treated by using indirect correction technique while the other class was control class which was not treated by using indirect correction technique. The subject of this study was seven grade in MTs Pontren Surya Buana Malang.; 7C became control group and 7D was became experimental group. Both of groups consisted 24 students. Both of groups consisted 35 students. This data used t-test to find the significant difference of both groups.           The result was difference between two groups 17, 16 and the std. deviation difference is 0, 92.  T-test count =18, 591 t- table =1, 679 and p-value 0.000 α (0, 05). It applied that the technique was effective. The conclusion is indirect correction technique is effective to teach writing skills. Then, it is suggested to the teacher to apply or implement a different writing technique to practice and improve the students’ writing, especially by using corrective feedback that have been practiced before. The next researchers can use another technique in their research such as direct corrective feedback because this research uses indirect corrective feedback to improve writing skills
PRONUNCIATION PROBLEMS AND THE APPLICATION OF PROCESS SKILL APPROACH: A CASE STUDY OF MECHANICAL ENGINEERING STUDENTS AT UNIVERSITAS MUHAMMADIYAH YOGYAKARTA Yasinta Farahsani
Journal of English for Academic and Specific Purposes Vol 1, No 2 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1525.272 KB) | DOI: 10.18860/jeasp.v1i2.5946

Abstract

Mastery of English as an international language is a demand that must be developed along with the times. In one of the subjects that must be taken by students of Mechanical Engineering UMY is English: Writing and Presentation. Some of the difficulties encountered in making presentations were their lack of knowledge about public speaking, so that the presentations seemed monotonous and unattractive. In addition, when making presentations in English, the biggest obstacle is the pronunciation problem. In this study, the writer examined the application of appropriate learning method for pronunciation learning so that students were able to optimally pronounce each word in English. In the results of observation and simulation, the writer found 4 (four) students' difficulties of learning English, 1) they tended to say in accordance with the spelling, 2) they found difficulty with vocabulary ending in '-ed', 3) they found difficulty with diphthong sounds, 4) they found difficulty in pronouncing words with sounds that are almost the same in other words. Thus, drilling is done to improve it which includes manner of presentation and pronunciation.
MOVES AND GRAMMATICAL CONSTRUCTIONS OF RESEARCH ARTICLE ABSTRACTS Leo Candra Wahyu Utami
Journal of English for Academic and Specific Purposes Vol 1, No 2 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1001.056 KB) | DOI: 10.18860/jeasp.v1i2.5947

Abstract

Rhetoric in writing an abstract is required for the writers’ goal which is to deliver adequate information to the readers by implementing an appropriate compositional structure of the abstract. This study aims to explore the use of grammatical construction of every rhetorical move in the research article abstracts. The result showed that grammatical constructions are found in the research article abstracts. The use of present tense is dominant in all five moves. Additionally, past tense is mostly found in method move. Active voice and passive voice are also found in all five moves. However, passive voice is frequently found in method and conclusion. In this case, the writers construct the abstract as objective as possible. That-complement clause is characteristically found in product move. Thus, implementation of this study is beneficial for the writers in academic writing to realize the use of grammatical constructions in the research article abstracts.
USING THREE STEPS INTERVIEW TECHNIQUE TO IMPROVE THE SPEAKING SKILLS OF THE NON-ENGLISH DEPARTMENT STUDENTS Zainuddin Zainuddin
Journal of English for Academic and Specific Purposes Vol 1, No 2 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1747.749 KB) | DOI: 10.18860/jeasp.v1i2.5948

Abstract

This study was intended to apply three steps interview technique as a teaching technique to solve the problems in the teaching and learning of speaking recount text. The problems were the students had difficulties to understand and respond conversation in English, having grammar difficulties, fluency and content problem and they also had low motivation. The researcher therefore decided to use three steps interview as a teaching technique as an effective solution to solve this problem. The finding of this study showed that implementaation the three steps interview as a teaching technique could help students to speak recount text much better than before when they were taught by using other speaking instruction. 18 out of 19 students passed the 70 as the standard score. In addition, in terms of students’ involvement in the speaking class activity, there was an increase from 81% in Cycle 1 to 87.5% in Cycle 2
THE IMPLEMENTATION OF THE WRITING PROCESS IN TEACHING WRITING FOR YOUNG LEARNERS Hertiki Hertiki
Journal of English for Academic and Specific Purposes Vol 1, No 2 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (664.563 KB) | 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