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Adriadi Novawan
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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 39 Documents
 1   2   3   4 
Teaching Writing to the English Department Students of Sriwijaya State Polytechnics through a Process Genre Model Approach Evi Agustinasari; Sri Gustiani; Yusri Yusri; Tiur Simanjuntak
Journal of English in Academic and Professional Communication Vol 5 No 2 (2019): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

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Abstract

The purpose of this study is to test whether the Process Genre Model Approach in teaching English Writing Subject to students of English Department at Sriwjaya State Polytechnic could improve the writing skills of the students. Using an experimental quantitative research method, this study tested the learning model to determine whether the model affected the dependent variable. There were 46 students involved in this study. They were equally divided and grouped into an experiment group and a control group. The experimental treatment was conducted in one semester studying period. The results revealed that the students’ writing skills in experimental classwas 77, while the control classwas 67.7, respectively, this study unveiled that the Process Genre Model was better for the treatment in teaching students’ writing skills for English Department students at Sriwijaya State Polytechnics. This approach also strengthened the field of students’ expertise via the genre model in the learning processes. Keywords: Teaching writing; polytechnics students; process genre model approach 
THE STOLEN WORDS AND WORKS Renata Kenanga Rinda
Journal of English in Academic and Professional Communication Vol 5 No 2 (2019): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

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Abstract

Due to the widespread of stealing others’ words and works phenomenon a.k.a plagiarism in the higher education setting, there are many negative impacts of it in writing classrooms. One of the examples is that the teaching’s objective is behind from the reach. It happens because the score gathered is not collected from the students’ original works. In addition, in the future day, plagiarism also creates poor academic integrity that leads to poor work ethic. Considering its implications, this explanatory research aimed at explaining the students’ reasons for plagiarizing was conducted. Thirty higher vocational university students in writing class were involved as participants. Then, to collect the data, a set of questionnaire that composed of 16 statements was distributed. By the end, it was found that there are three major reasons that activated the students to plagiarize which were the development of technology, the students’ characteristics and behaviors, and teaching stuff and methodological aspects. By explaining the students’ reasons to plagiarize, it is hoped that its negative impact can be solved and its occurrence in the forthcoming day can be prevented. Keywords: plagiarism, reasons, writing
Investigating students’ MALL experience in light of an ecological perspective Adriadi Novawan; Siti Aisyiyah; Fitri Wijayanti; Alfi Hidayatu Miqawati; Nodistya Septian Indrastana
Journal of English in Academic and Professional Communication Vol 5 No 2 (2019): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.251 KB)

Abstract

The paper reports a study inspired by the notion of ecological linguistics which has much been reviewed and researched by the applied linguistics experts worldwide. In this study, Leo van Lier’s notion of action-based was mainly used to describe the reality of English learning experience of university students enrolling in non-English departments. The English Courses in the departments applied MALL which was designed based on the ecological teaching principles of action-based (AB). Open-ended interviews were done to four participants to explore their perspectives on their own experience of learning English before and after joining the English courses. The data were analyzed and interpreted through narratives to unveil the elements of past, present, and future of the learning experience. Participant confirmation was carried out to increase the validity of the research findings. There was obvious evidence that the application of MALL underpinned by action-based teaching nurtured the students’ecological learning habit which connects the English and content-subject learning. All participants perceived that such learning was firstly complicated but challenging and motivating.
Teaching Grammar in Higher Education Siti Aisyiyah
Journal of English in Academic and Professional Communication Vol 5 No 2 (2019): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

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Abstract

Grammar is considered as a complicated subject for most English learners. This makes the learners are not interested in learning grammar. Moreover, many teachers usually tolerate the learners’ weakness in grammar. Grammar has been a controversial topic for years; nevertheless, learners’ grammar acquisition and awareness can improve the quality of their English skill. To have good acquisition and awareness in grammar, the learners need a long and continuous process. Therefore, the learners are required to have autonomy in learning grammar. Learner autonomy refers to learners responsibility to their own learning process. Some experts define learner autonomy as “the ability to take charge of one’s own learning”, and “playing an active role in learning”. This paper reports on how to foster learner autonomy in grammar class by combining learner-centered grammar teaching and explicit grammar teaching. Learner-centered grammar teaching refers to inductive approach, while explicit grammar teaching deals with deductive approach. Learner-centered grammar teaching was carried out through group discussion, presentation and language awareness activities. Meanwhile, explicit grammar teaching was done to review the learners’ materials in presentation and reinforce their acquisition. Those two different approaches were applied due to differences on learner’s characteristics and needs. Result showed some success in the practice of autonomy, indicated by changes on learners’ attitude. However, many learners showed that they focused more on obtaining score than on developing their language acquisition. By implementing the approach, the teacher can assist learners to be aware of their ability to learn independently and equip them with the skill needed for long-life learning.
Peer Assessment Practices in Indonesian Higher Education: The Students’ Views Alfi Hidayatu Miqawati
Journal of English in Academic and Professional Communication Vol 5 No 2 (2019): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

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Abstract

The shift of paradigm in English Language Teaching (ELT) has brought teachers and practitioners to seek ways to assess their students resembling to instructional activities in the classroom. Students are not only perceived as objects of assessment but they are given a role as subjects who have big role and involvement in the assessment process. As a result, their perspectives are particularly essential because the power of assessment directly impacts on their motivation and attitudes towards schooling. This study attempted to investigate students’ perception on the implementation of peer assessment in their process of learning English and the impacts of the assessments toward their language learning motivation and achievement. Its design was descriptive qualitative and involved 9 students of non English Department. The data was collected through intensive and in-depth interview. The result showed that the students have different dimentions of views toward peer assessment and they thought that the means of assessment implemented helps them gain their motivation and know better on what to achieve during their process of learning.
Exploring the coherence between the EFL curriculum policy and its implementation in the higher education setting Adriadi Novawan; Siti Aisyiyah; Fitri Wijayanti; Asep Samsudin
Journal of English in Academic and Professional Communication Vol 5 No 1 (2018): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

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Abstract

This paper reports the results of a case study which explored the reality of ELT curriculum implementation in the higher education setting in Indonesia in light of the notion of coherence. The study was underpinned by naturalistic inquiry and was intended to know the extent to which the national curriculum policy was implemented in the individual higher education institution through the institutional curriculum policy and in turn was implemented through classroom instructions and experienced by the students. The data were collected by using documentation, interviews, and observations, and analyzed by using the Immersion/Crystallization method. The major finding was that the implementation of the ELT curriculum in the institutional level might not represent the vision of national curriculum policy. The institutional policy announced the application of curriculum on the basis on IQF (Indonesian Qualification Framework), nevertheless, divergent interpretation toward the national policy had led to bias implementation in the level of the department. While most subjects within the overarching (department) curriculum were directed to adopt a strong product-oriented model, the English subjects represented a different reality.   Keywords: higher education, EFL curriculum, coherence, policy, and practice
Peer-assessment on the students’ performance of interpreting prose text Titik Ismailia; Nila Susanti
Journal of English in Academic and Professional Communication Vol 5 No 1 (2018): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

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Abstract

Peer-assessment is one alternative assessment to grade  peers in group or individuals by commenting on and judging other students work. This kind of evaluation  helps a teacher to have a different view on giving value and comment to the students’ performance. Interpreting is translating spoken discourse orally. There are some types of interpreting from the experts, they are simultaneous interpreting, consecutive interpreting, whispered interpreter, conference interpreting, seminar interpreting, escort interpreting. Some requirements needed like ability to speak clearly, clarity, fluency, eye contact, and self-confidence. Some experts give opinion on evaluating student’s performance on interpreting such as AIIC adopted from Bühler, EMCI, and Schjoldager. From those experts, the writer formulated one form of assessment for student in interpreting class.  Prose text is a kind of expressive text and it needs some requirements to translate like ability to comprehend parts and whole story, idioms, structure, culture, and expressions. This paper  discusses the results of students’ performance on consecutive interpreting prose text with their partner through video. One student gave the score and comment for the other student on the assessment sheet while they were watching video in the classroom. The result shows that there were 1 (1,5%)  student categorized into poor, 14 (21,5%) students categorized into fair, 33 (50,8%) students categorized  into good, and 17 (26,2%) students categorized into very good.   Keywords: Peer-assessment, interpreting prose text, students’performance
Students’ perspectives on social media-based learning of writing through Instagram Renata Kenanga Rinda; Adriadi Novawan; Alfi Hidayatu Miqawati
Journal of English in Academic and Professional Communication Vol 5 No 1 (2018): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (273.72 KB)

Abstract

Teaching writing in an EFL classroom is generally accepted as a composite task. Time-consuming process with various steps is required to train the students to be able to produce successful essays. Many methods and approaches including traditional and modern ways have been practiced by teachers. However, there has been little study devoted to confirm its effectiveness, particularly that of technology-enhanced pedagogy. To fill this gap, this paper presents the results of a case study which investigated the perspective of students who participated in a technology-based writing class about their experience when joining the writing course which mainly employed Instagram. Close ended questionnaire and focus group discussion were used to collect the data. Based on the data analysis, the students’ perspectives indicate that: 1) they believed that their peers’ feedback on Instagram help them to correct grammar , 2) particular posts on Instagram  help them learn new vocabularies and find better ideas to construct writing, 2) Instagram enhanced spelling correction, 3) students believed that negative comments and over-corrected feedback on Instagram make them not only feel under pressure but also become motivated to write a better essay, 4) ads in Instagram distracted their focus when writing, and 5) bad internet connection impeded the process of writing on Instagram. Finally, to maximize its strengths and minimized its weaknesses, it is suggested that students’ interaction, students’ knowledge of technology, teacher’s role, and accessible internet provided by the institution must be augmented.   Keywords: writing, social media-based learning, Instagram, students’ perception
Written corrective feedback in teaching writing: a review of theory, research and practice Nodistya Septian Indrastana
Journal of English in Academic and Professional Communication Vol 5 No 1 (2018): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

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Abstract

Linguistic errors are ubiquitous in the writing products of second and foreign language students. Errors in writing, therefore, have been a major concern to teachers or students in both English as Second Language (ESL) and English as Foreign Language (EFL) settings. Accordingly, error correction has been a central topic in second language (L2) teaching, especially writing. As such, written corrective feedback (WCF) has been an inviting topic of attraction for both L2 writing researchers and practitioners. Through a narrative review, this paper attempts to shed light on current and relevant theories of WCF, summarize several existing studies about WCF, and propose its practical application in teaching writing, especially in L2 higher education context.     Keywords: written corrective feedback, teaching writing, higher education context, theoretical review
Cultural Aspects on Subtitling Videos from Bahasa Indonesia Into English Titik Ismailia
Journal of English in Academic and Professional Communication Vol 6 No 1 (2019): Journal of English in Academic and Professional Communication (JEAPCo)
Publisher : Politeknik Negeri Jember

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Abstract

Translation activity is the way to translate one language into another language. In this process some aspects may involved. One of them is cultural aspect.  Christiane (2001) said that culture is dynamic qualities on human action and behavior including language in a society. While Newmark (1988) said that culture is the way of life and manifestation of  peculiar community that uses a particular language in expressions. Furthermore, Newmark categorization on cultural aspects includes ecology (flora, fauna, winds, plains, hills), material culture (artefacts, food, clothes, houses and towns, transport), social culture (work and leisure), organizations, customs, activities, procedures, concepts (political and administrative, religious, artistics ), gestures and habits.  Based on those definitions and categories, the writer analyze student’s assignment on translations course. It consisted of 5 videos with folklore theme. The result shows that all those categories found. It shows that every language has its own cultural aspects and translation can give new knowledge to the writer and students as well. Keywords:cultural aspects, subtitling videos from bhs Indonesia into English, 

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