English Materials Research Articles

Embracing the Wave: The Disruption of Conversational Artificial Intelligence toward English for Specific Purposes (ESP) Teaching Transformation

atGPT, a state-of-the-art artificial intelligence (AI) chatbot which is intended to have natural, intuitive human-to-human conversations by employing cutting-edge machine learning algorithms to produce responses to text input that resemble those of a human, is altering the teaching process especially in English for specific purposes (ESP). It engages learners on multiple cognitive levels, reinforcing comprehension and retention of ESP concepts. However, as we embark on this transformative journey, the potential displacement of human educators is needed to be concerned since AI is able to take over the teacher roles. This paper provides a comprehensive exploration about the benefits and challenges from the disruption of ChatGPT toward teachers’ teaching practice, especially for teachers who deliver English material for certain professional purposes. The study employs library research method design to identify sources that offer accurate data or professional judgment regarding a research question; eventually, these sources are a prerequisite for all other research techniques. The research has clearly described not the benefits of involving ChatGPT in teaching and learning transformation but also the advantages to enhance teachers’ abilities in delivering ESP content. However, there are some disruptions which become a big challenge in this paper which needs to be concerned by teachers and students. Overall, the challenges of ChatGPT involvement in teaching ESP emphasized that even though ChatGPT is sophisticated enough to facilitate learning and teaching environment, teachers’ role is still irreplaceable.

Strengthening the interface between research and pedagogy in business English and beyond

As part of the special issue “Business English: Research into Professional Practice”, this article aims to contribute to a major discussion in the field of business English concerning ways of strengthening the research–pedagogy interface. The article is a commentary on my previously published paper, “Forging a link between research and pedagogy: A holistic framework for evaluating business English materials” (2009). In this commentary, I discuss various aspects of the paper, including the significance of its proposed approach to connecting research with pedagogy, the influence of the paper on business English and other fields, and the application of its ideas by practitioners to business English materials evaluation and beyond. I also reflect on the paper's influence on my subsequent work as both a researcher and a practitioner. I conclude by suggesting future directions that should help to bring research closer to pedagogical practice.

Students’ Difficulties in Constructing Paragraph Writing by Using Regular and Irregular

This study was raised from the problems of students’ difficulties in constructing paragraph by using regular and irregular at the second-grade student of Madrasah Aliyah Swasta Jannah Nadhatul Wathan Ampenan. The aimed of this study were; the first, to find out the students’ difficulties in constructing paragraph writing. The second, to find out the causes of students’ difficulties in using regular and irregular forms. This study used qualitative research. The data were collected by using written test and questionnaires. The first result showed that the most common students’ difficulties was in using Verb 2 simple past on irregular verb forms with 20 difficulties or 100% and the second common students’ difficulties was in using Verb 1 (base form) with 12 difficulties or 60%, and the third common students’ difficulties was in using Verb +ed (simple past) on regular verb forms with 12 difficulties or 60%, the fourth common students’ difficulties was in using Verb 3 (past participle) on irregular verb with 8 difficulties or 40%, and the last students’ difficulties was in using V+ing participle with 4 difficulties or 20%.The second result showed that the causes of students’ difficulties found on three aspects; psychological, environment and non-social environment aspects. In psychological, there were 95% students had problem with his/her intelligence in mastering English material. In environment aspect, there were 75% students did not get an attention from his/her parents. In non-social environment aspect, there were 70% students had problem with the material that was given by the teacher, 60% students lacked of the teacher’s attention.

Evaluation of English Language Material for the 9th Grader Student at SMP Nurul Islam Ngemplak Boyolali

Teaching language in this global era demands mostly the creativity of the teachers, this is because in 21th century, students need to be critical thinkers, creative, communicative and collaborative. Therefore, the creativity of the teacher is manifested by evaluating the multiple resources and adapting or adopting them based on the contextualized learning situation including individual differences, styles and learners needs. It is also essential for the teacher to integrate the four macro skills in teaching language in order to make the students more communicative and collaborative. Hence, this paper presents the evaluation of the language teaching resources before and during applying them to the classroom contexts. The data were collected by document review and interview with the secondary school teacher. The data were analyzed qualitatively through interactive model. There is variation of the results based on the techniques of data collection. The interview shows that theoretically the teacher is creative to make the materials for students. Meanwhile, the document review findings show that there is a need of improvement on the way to evaluate and use the English materials based on the context. Finally, in evaluating the textbooks in order to adopt or adapt by adding or removing some materials to make English textbooks match with students’ contexts.
 Keywords evaluation, adapting, adopting, macro skills, English language teaching.

Enhancing English For Nursing: A Comprehensive Needs Analysis For Effective Communication In Emergency Nursing Study Programs

students enrolled in nursing study programs with a focus on emergency characteristics. The investigation encompasses both target needs and learning needs, emphasizing the specific language requirements in the nursing field. English for Nursing falls under the domain of English for Specific Purposes (ESP), designed to cater to learners' specific language needs, fostering more effective and comprehensive teaching and learning. By aligning English instruction with the demands of the nursing discipline, non-English program students will gain familiarity with English tailored to nursing contexts. The ESP approach aims to address the specific language acquisition challenges faced by learners with distinct objectives. Data collection involves questionnaires administered to 45 students and direct interviews with emergency nursing lecturers. Findings reveal the significance of learning English for improved communication within the context of conversations or practical applications. The identified English materials concentrate on terms relevant to nursing study programs, particularly those associated with emergency characteristics, becoming the focal points of instruction. Additionally, materials focusing on enhancing listening and speaking skills emerge as key priorities in the learning process. The outcomes of this study are anticipated to serve as a valuable reference for the design and development of syllabi, specifically tailored to English for Nursing courses.

Motivation Reasons and Suggestions for Junior High school Students in English Teaching

As a compulsory subject for the college entrance examination in China, English learning has always been highly valued. With the development of educational concepts and technologies, there is an increasing amount of research on English education. However, most studies are conducted from the perspectives of teachers and parents. There is relatively little direct investigation into students' learning motivation and interests. Through a questionnaire survey, this paper mainly studies the motivation of junior high school students to learn English. The questionnaire was directly distributed to middle school students for filling out. Also, students have different motivations for learning English. Most students (60%) enjoy English, but a considerable portion (around 30%) learn English just because it is a compulsory course. At the same time, many students listen to English songs and watch English TV dramas/movies. In addition, about 58% students hope that the teacher can teach more extracurricular English knowledge. Therefore, more emphasis could be placed on enhancing students' interest in learning in English teaching. Moreover, teachers can make appropriate use of extracurricular English materials, such as English pop songs or film and television works, as teaching tools to enhance students’ interest in learning and teaching outcomes.

“The Translator’s False Friends” in the Financial and Economic Lexicon (Based on the Material of English and Russian Languages).

This article discusses the category of words that have received the definition of “the translator’s false friends” and can cause deceptive associations with the units of the native language and, accordingly, lead to numerous errors in the translation process. Along with the term “the translator’s false friends”, the widely used term “interlanguage homonyms” is also applied to denote words that coincide or are similar in sounding and the way they look, but differ partially or completely in their meaning. The aim of the research is to identify the translation specifics of interlanguage homonyms from the financial and economic sphere on the material of English and Russian languages. The structural-semantic and comparative analysis of “the translator’s false friends” in modern business terminology is carried out. The topicality of the chosen subject is explained by the fact that interlanguage homonyms, resulting from the mutual influence of languages and historical links or pure coincidences, often lead to serious errors in translation and disrupt the process of communication.

Multicultural Values-Based English Teaching Materials in Higher Education

The condition of a pluralistic society will potentially be prone to social conflict, thus disrupting the integrity of harmonious social relations in society. The research aims to develop English language teaching materials based on multicultural values in higher education. This research uses research and development involving Analysis, Design, Development, and implementation (ADDIE) models and mixed methodology. In collecting data, several instruments were used: observation, in-depth interviews, Focus Group Discussions (FGD), document analysis, and questionnaires. This research involved student participants and lecturers. The data analysis technique used is qualitative and quantitative descriptive analysis. The findings of this research show that in English textbooks, readings and twenty exercises that contain multicultural values are expected to be found. In the English for Agribusiness textbook, researchers did not find multicultural values. In addition, the results of the needs analysis show that teachers and students need to provide appropriate techniques and strategies for teaching English through multicultural values. The validity results show that multicultural education can be taught using English material. Based on the effectiveness results, it shows that multicultural education is effective. Multicultural education needs to be involved by including multicultural values in English teaching materials, especially in universities. For future research, it is necessary to find English language teaching materials with other methodologies and specific fields at the higher education level.

Bridging Ideologies in Translation: An Ideological Critical Stylistic Analysis of Yemeni Conflict Discourse

This study investigates how reframing strategies and linguistic aspects are employed to legitimize and normalize ideologically loaded narratives introduced by the Yemeni internationally recognized government (YIRG), with a particular focus on the impact of dominant ideologies and the translator's political and social affiliations on the target texts. Combining frameworks from different fields, the study draws upon Baker's (2006) narrative theory and Jeffrie's (2010) model of critical stylistics to provide a comprehensive understanding of the translation process and its management during conflict. Analyzing English-language materials translated into Arabic, the study utilizes source English materials, including news, reports, and opinions, from Western media outlets. The corresponding Arabic translations are drawn from media belonging to the YIRG. The study concludes that the YIRG's dominant ideology significantly constrains the political translation process during the conflict. This ideology is reflected in the reframing of narratives to align with the adopted ideology, encompassing the repositioning and labeling of participants according to the prevailing ideology. Moreover, textual choices, grammatical and semantic, influence the translator's representation of events, word choice, and pragmatic references to the opposing party through deictic expressions.

Effect of Glossing on Chinese Senior High School EFL Learners’ Vocabulary Acquisition

This study examined the effects of four types of glosses on Chinese EFL learners’ vocabulary acquisition. The participants were 175 senior high school students, who were divided into five groups according to different glossing conditions: L1 glosses, L2 glosses, multiple-choice L1 glosses, multiple-choice L2 glosses, and no glosses. The participants were asked to read an English material that contained ten target pseudo-words. They then took an immediate vocabulary post-test, which consisted of two recognition tasks and two recall tasks. Two weeks later, they took an unexpected delayed vocabulary post-test with the same tasks. The findings revealed that glossing had a significantly positive effect on the learners’ vocabulary learning. Single L1 glosses were the most effective among the four types of glosses, while multiple-choice L2 glosses were the least effective. It was also found that the four types of glosses produced better effects on vocabulary acquisition in the recognition tasks than in the recall tasks and that all the gloss groups had better short-term word retention than long-term one, except for the single L2 gloss group, which displayed the opposite effect.

Cultural integration in English material (a study on students’ vocabulary mastery and its effect on communication ability)

The objective of this study is to maximize SMA students’ mastery of English vocabulary which is to support and give the best effect on their ability in using English communication. To reach this objective is to treat the three English Department students of UNG in their English teaching practice based on cultural context of Gorontalo, in terms of improving the SMA students’ speaking ability which supported by their rich vocabularies. The method used in this program is qualitative and the technique to gather the data is observation of the teaching practice. The data derived from the 12 SMA students’ speaking ability to who were observed as they were the leaders of each of 12 groups from the 4 groups in each 3 classes handled by the three English Department students of UNG. The results show that applying cultural context material in teaching English can give positive effect in terms of improving SMA students’ ability in their communication in English.

Developing Tourism Management Materials For EFL Learners Based on Local Needs

The teaching material design of Tourism Management should meet the vocational students' needs and be relevant to the workplace milieu. A few coursebooks have recently been offered to fulfill the student's needs. Some books that are usually used are about tourism management materials in general. It needs to meet the student's needs. This study aims to describe the process of developing English Materials for Tourism Management courses and how the development of English materials for Tourism Management courses can help students learn Tourism Management. The method used was Research and Development. There were four steps: Defining, Designing, developing, and disseminating. The finding showed that developing materials follows four steps: define, design, design, and disseminate. In Define showed that EFL learners and lecturers need relevant teaching-learning materials that can instantly be applied in the teaching-learning process. In Desing, steps showed that the result of the design stage is a Tourism Management handout based on problem-based learning. The result of this book design is that it contains ten chapters and 110 pages. In Develop steps is the validity test. The last step is Dissemination; the materials are shared with the EFL Learners and lecturers who taught tourism management classes as a reference. This study had two implications; first, Developing this textbook would improve the lecturer's role in the Tourism Management classroom as a facilitator, motivator, and manager. Second, implementing this textbook into the teaching-learning process in Tourism Management classes can improve students' motivation.

English teaching method training to improve the competency of kindergarten teachers

The English Teaching Methods training program as a Community Service activity was carried out at one of the kindergarten schools, in Malang city. This training aims to improve the professionalism of kindergarten Teachers in teaching English materials. This activity consists of several stages namely preliminary study, material preparation, onsite training, and evaluation. The preliminary study, which involved discussion with presenters and school principals, was conducted to identify problems and assess teachers' needs. During the training process, teachers are equipped with theoretical frameworks, methodological examples, and English teaching materials specifically tailored for the effective instruction of young learners. Subsequently, the educators were allocated a period for discussion, during which they engaged in the development of inventive approaches and media. These outputs were subsequently delivered on the next day. The training instructors also offered feedback for every new method and media creation that was presented by the teachers. Upon the end of the training program, the participants offered testimonials and suggested ideas pertaining to the training. In addition, the lecturers offered instructional objects that can be utilized when teaching English in kindergarten.

Publipreneur based Language Learning (PBLL) as Thematic Approach in Teaching English for Creative Industry

The purpose of this study is to evaluate the effectiveness of Publipreneur Based Language Learning (PBLL) as a thematic approach in teaching English, particularly for the creative industry. In finding the right way to design English materials for the creative industry, researchers conducted a student needs assessment through questionnaires, interviews, and classroom observation (simulation) in the learning process. The research questions were answered through eight items of respondents' understanding, namely: 1) Lecturers' perception of the creative industry; 2) Lecturers' institutional awareness; 3) The role of students in learning activities; 4) The role of lecturers in the learning process; 5) Evaluation in the learning process; 6) Difficulties in designing English materials; 7) Solutions in problem solving; 8) Designing PBLL Materials for Creative Industries. The findings of this study include three main points. First, to meet the needs, the design of English learning materials should be formulated according to the competency level of the Indonesian national qualification framework approach. Second, to meet the needs of the industry, the design of English learning materials should be able to encourage them in performing various technical skills and competencies needed by the industry. Third, to improve one's proficiency in understanding EOP materials, the design of English learning materials can elaborate Kathelen Graven's model with its modification by prioritizing concept actualization after content conceptualization.

The Importance of Digital Literacy in Improving Students' Skills in English

Pandemic Indonesia believes that Indonesians still experience "technology stuttering", especially in the education sector, where technology is scarce due to the availability of technological equipment. The phenomenon of pandemic situations makes online learning difficult for teachers and students because they do not have enough skills to implement online learning. This affects the quality of the learning process and the results of students in school, especially in English subjects. The purpose of this study is to observe the digital literacy skills of high school students in Bengkulu. This study was based on descriptive qualitative semi-structured interviews to investigate 21 students. The use of digital literacy in learning English was used in those interviews, and the results of the interviews are discussed in the journal. Digital literacy is a student's ability to search for information on the Internet. In addition, digital literacy allows students to choose information carefully. This study shows the student's ability to find appropriate information in their English material. In addition, this study explains the importance of digital literacy, especially for ESL students, and how to use English digital literacy in the post-pandemic situation in Indonesia.

Developing English Material for Food and Beverage Service Used by Students at SMKN 1 Singaraja

This study aimed to determine the English for Food and Beverage Service needs of eleventh-grade students of Tourism Majors at SMKN 1 Singaraja, to design and develop the English material for Food and Beverage Services used by 11th-grade students at SMKN 1 Singaraja, to determine the quality of the developed material. This research used the Design and Developments model that Rickey and Klein (2009) suggested, which includes planning, development, and evaluation. The instruments used were interviews, questionnaires, and document analysis. The findings of this study revealed the student’s needs (necessities, wants, lacks, input, setting, procedure, the student’s role, and the teacher’s role) which are important for improving the student’s motivation and achievement in learning. Three units were developed based on the document analysis: Taking Reservations by Telephone, Receiving and Seating Guests, and Taking Food and Beverage Orders. The material is developed based on the theory proposed by Hutchinson, T., & Waters, (1987). This includes input, content focus, language focus, and task. The quality of the product’s effectiveness was evaluated by the theory proposed by Litz, (2005). After calculating data from the expert judges, the quality of the developed material can be categorized as very good material. Thus, it can be a supplementary source for learning English for Food and Beverage Service at SMKN 1 Singaraja.

Merits and demerits of authentic materials in teaching reading

The author introduces the primary focus of the article, which is an exploration of commonly used materials in English as a Foreign Language (EFL) classes, specifically reading texts, films and videos, and computer programs. The article aims to present a comprehensive list of advantages and disadvantages associated with the use of authentic texts and materials in the classroom and the significance of incorporating authentic texts into the classroom setting and highlights that these materials serve multiple functions.

Phraseological units with a colorative component as a fragment of the linguistic picture of the world (based on the material of russian, english and karakalpak languages)

Phraseological units with a colorative component as a fragment of the linguistic picture of the world (based on the material of russian, english and karakalpak languages)

STRENGTHENING STUDENTS' RELIGIOUS MODERATION THROUGH ENGLISH LEARNING MATERIALS

This study aims at developing English teaching materials by internalizing religious moderation for non-English students at Islamic higher education. The developed learning materials is in the form of module that is compiled based on students’ needs. This is a Research and Development (R&D) with need analysis, planning, development, revision, and production. The subjects of this study were two English lecturers of non-English study program at UIN Raden Mas Said Surakarta. The data were obtained from observation in the classrooms, interviews on Islamic moderation, and the document of English learning book. The expert judgments were applied to validate the development of the English materials. The developed materials do not only contain language competences, but also consist of some topics based on contextual learning with the basis of English for Specific Purposes (ESP) which is integrated with religious moderation values. The themes coming from students’ needs are: tolerance, respecting others, false information (hoax), helping each other, multiculturalism, and bullying. The internalization of religious moderation in developing English teaching materials is considered supportive to prevent the students from intolerance and radicalism.

Penggunaan Media Crossword Puzzle dalam Pembelajaran Descriptive Text di SMPN 2 Puger

This study focuses on the use of crossword puzzle in descriptive text in secondary school contexts. This study also aims to explore the students’ characteristics and need for English materials, design and develop the descriptive texts topic material which is relevant to students' competency. This study employed Classroom Action Research (CAR) with two cycles. There were four steps engaged in each cycle, namely: planning (compiling lesson plans and making learning media), acting (action description, corrective action scenario, and procedure for corrective action), observing (analyzing well-implemented plans for optimal student learning outcomes without deviations), and reflecting. The data were taken from observations, interviews, assessment sheets, and reflection notes to elicit students’ responses. The outcomes of using crossword puzzles in descriptive text based on evaluation sheets. Based on cycle I research, the results obtained are the average score of 67, up by 7 points from the initial score (60), and 10 students (33%) who reached the KKM. In cycle II the average score obtained was 82.5, an increase of 15.5 points from the cycle I score, and students who reached the KKM were 30 students (100%). Based on the results of the study, it can be concluded that the crossword puzzle learning strategy can improve the learning outcomes of English descriptive text material for students of class VII C SMP Negeri 2 Puger.