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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 30 Documents
A REVIEW OF TPACK AND SAMR MODELS: HOW SHOULD LANGUAGE TEACHERS ADOPT TECHNOLOGY? Sindi Alivi, Justsinta
Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (740.983 KB) | DOI: 10.18860/jeasp.v2i2.7944

Abstract

This paper primarily aims at reviewing the idea of Technological Pedagogical and Content Knowledge (TPACK) as well as the application of Substitution, Augmentation, Modification, and Redefinition (SAMR) frameworks in teaching practices. In particular, this paper is expected to provide insight for language teachers interested in Information and Communication Technology (ICT) incorporation to teaching as regards TPACK and SAMR understanding. Accordingly, the language teachers are expected to be able to incorporate technology into teaching in appropriate ways reflecting to the frameworks. Further, description about how TPACK and SAMR carried out in teaching is presented to provide teachers with a clear definition of the frameworks. Additionally, some views concerning challenges of the application are also discussed as an evaluation.
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 Vol 2, No 2 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (941.137 KB) | 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.
DESIGNING PROJECT-BASED LEARNING IN ESP CLASS Arsitades Wiranegara, Dian
Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (732.599 KB) | DOI: 10.18860/jeasp.v2i2.8291

Abstract

Project-Based Learning of ESP is developed to involve as well as to encourage students to be active in the process of teaching and learning. Students can fully contribute in the project once they are asked in the inquiry process by giving a guiding question and the teacher guides them into a collaborative project integrated in curriculum. A guiding question here, must be based on the issues and topics addressing the real world problems. This also means that the project learning can help learners experience a meaningful learning, based on constructivism philosophy. Learners are given chance to explore and find any source of information by reading books, then communicate it to others or presenting their ideas. Hence, at the end of teaching and learning process, learners reflect to the project that has been conducted. At this phase, all learners are asked to share their experiences as well as their feeling during the project. Teacher and learners can share and develop it into a discussion in order to improve their performance
DEVELOPING SUPPLEMENTARY READING MATERIALS FOR THE STUDENTS OF EIGHTH GRADERS NURUS SALAFIYAH PROBOLINGGO zainuddin, zainuddin
Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (731.226 KB) | DOI: 10.18860/jeasp.v2i2.7827

Abstract

Developing Supplementary Reading Materials for the students of eighth Graders at Nurus Salafiyah Probolinggo. It modified Latief model (2009); the researcher developed material based on data analysis taken from a preliminary study. The material was validated and tried-out to class VIII-B of Nurus Salafiyah Probolinggo. The result showed that this study and the product have successfully answered the students' needs in reading skills. Therefore, the product could be used for the eighth-grader students of Nurus Salafiyah Probolinggo
IMPROVING STUDENTS’ WRITING SKILLS USING COOPERATIVE LEARNING AT SMPN 2 SUKODONO Hertiki, Hertiki -; Juliati, Juliati
Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1330.385 KB) | DOI: 10.18860/jeasp.v2i2.7853

Abstract

This research was conducted in order to find out whether using Cooperative Learning is effective to improve students? writing skills or not. Also, it is to find the result of the students? ability in writing when the researcher using Cooperative Learning. The main problems were: (1) the students seldom do the writing tasks; (2) they had difficulty in grammar during writing; (3) they got difficulty in developing ideas. The research methodology of this research was Classroom Action Research (CAR), which was done in two cycles. Every cycle consists of four steps, that is planning, implementing, observing, and reflecting. The techniques for collecting the data were documentation, observation and test. The subject of this research is class VII-H that consists of 33 students, one English teacher as a collaborator and the researcher herself involved in this research. Based on the results of the study, it showed that the mean score of students increased from 62.9 to 74.7 in cycle 1. On the other hand, in cycle 2, the mean score increased classically from 76.7 to 83.5. Considering the data above, the achievement of the students in writing skills has achieved the indicator of success using cooperative learning. From the result, the researcher concluded that applying cooperative learning can improve writing skills for seventh grade of SMPN 2 Sukodono.Keywords: classroom action research, writing skills, cooperative learning
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 : Journal of English for Academic and Specific Purposes

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (256.394 KB)

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 Wahyurianto, Ibnu
Journal of English for Academic and Specific Purposes Vol 1, No 1 (2018)
Publisher : Journal of English for Academic and Specific Purposes

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (162.707 KB)

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 : Journal of English for Academic and Specific Purposes

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (232.482 KB)

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.
TEACHING PART OF SPEECH AND WORD GROUPS AS UNITS OF MEANING IN ESP SPEAKING CLASS Rahmah, Urwatus Silvia
Journal of English for Academic and Specific Purposes Vol 1, No 1 (2018)
Publisher : Journal of English for Academic and Specific Purposes

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (386.073 KB)

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.
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 : Journal of English for Academic and Specific Purposes

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1747.749 KB)

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

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