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All Journal Jurnal Pendidikan Vokasi Journal of Education and Learning (EduLearn) English Language Teaching Educational Journal Teaching English as a Foreign Language Journal
Megan Jinabe
Universitas Negeri Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Evaluating English coursebooks for Indonesian vocational schools: A SQRAR-based material analysis in the EFL context Sukarno Sukarno; Ari Purnawan; Megan Jinabe
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.83240

Abstract

English learning materials play a pivotal role in supporting vocational high school (SMK) students in acquiring language competencies relevant to both academic progression and workplace demands. This study evaluates the quality, relevance, and pedagogical suitability of government-issued English coursebooks for Grades 10, 11, and 12 used in Indonesian vocational schools. Employing the SQRAR (Structure, Quality, Relevance, Appropriateness, and Readability) evaluation framework, expert reviewers in English language teaching assessed the coursebooks based on content organization, contextual alignment, linguistic features, and usability. The findings show that while the materials generally align with the national curriculum, several aspects require enhancement—particularly in integrating vocationally contextualized content, improving readability, and strengthening task authenticity. The study highlights the need for systematic revisions and adaptive learning resources that better reflect the linguistic, professional, and communicative needs of vocational students. Recommendations include embedding workplace discourse, incorporating industry-relevant tasks, and enriching multimodal resources to ensure that English materials more effectively support students’ future employability in diverse vocational fields.
Assessing materials development: An expert evaluation of instructional materials developed by pre-service English teachers Sukarno Sukarno; Sari Hidayati; Ihtiara Fitrianingsih; Dewi Nur Widiyati; Shabrina Yumna Azhra; Megan Jinabe; Fitriya Dessi Wulandari; Herwin Dyastuti; Kauna Karima; Adivta Yudha Tama; Nita Maghfiratul Jannah; Fadhl Mohammed Awadh Gharamah; Yasir A. Alsamiri
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.14997

Abstract

The ability of pre-service English teachers to create high-quality, contextually appropriate instructional materials is a critical component of effective pedagogy. This study provides a quantitative and analytical assessment of their proficiency in instructional design. By evaluating 28 material packages developed by pre-service teachers, this study identifies their strengths and remaining challenges in implementing modern pedagogical principles. A panel of ten subject experts evaluated the materials using a validated rubric assessing curriculum alignment, relevance, higher-order thinking skills (HOTS), and 21st-century skills. The results revealed variation in design competencies, with pre-service teachers performing best in foundational areas such as curriculum alignment (mean score 7.875) and pedagogy (mean scores for Suitability and 21st-century skills were 7.679 and 7.357, respectively). However, the study also found challenges in applying advanced pedagogical concepts, such as HOTS, Industry 4.0, and Society 5.0, with mean scores of 7.000, 7.000, and 6.964, respectively. These findings suggest an area for further strengthening in teacher education programs, particularly in supporting the integration of complex, abstract concepts like HOTS and contemporary pedagogical frameworks. Without sufficient preparation in these areas, pre-service teachers may find it challenging to apply these concepts effectively in their instructional practice.
Bridging policy and practice: A needs analysis of primary school class teachers in designing contextualized English materials Sukarno Sukarno; Megan Jinabe; Fitriya Dessi Wulandari; Doni Dwi Hartanto; Ihtiara Fitrianingsih; Dewi Nur Widiyati; Shabrina Yumna Azhra; Miftahurrizqi Insani; Shabrina Nahari Puteri; Arsyadania Faradisa; Fadhl Mohammed Awadh Gharamah; Yasir A. Alsamiri; Yue Xiong
Teaching English as a Foreign Language Journal Vol. 5 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i2.2413

Abstract

The reinstatement of English as a primary school subject in Indonesia has exposed a policy-practice gap. In Yogyakarta, around 90% of primary English teachers are generalist classroom teachers who lack formal training in English Language Teaching (ELT). This situation contributes to language anxiety and dependence on largely unadapted commercial English textbooks. This study investigated a six-month blended workshop-and-mentoring professional-development initiative designed to support non-specialist teachers in evaluating, adapting, and developing contextualized English materials. Guided by Needs Analysis, the study employed a convergent parallel mixed-methods design using baseline diagnostics, a post-intervention exit questionnaire, open-ended reflections and mentorship records. The findings indicate stronger self-reported understanding and confidence in materials evaluation and adaptation, while qualitative reflections suggest a perceived shift from passive textbook use toward more active evaluation, adaptation, and contextualization of materials. Teachers also identified longer-term needs for shared digital resource repositories, localized Communities of Practice, equitable university support, and future-ready pedagogical development. The study concludes that primary EFL curriculum reform should be accompanied by sustained, ecologically responsive professional-learning systems rather than one-off training.
Bridging teacher talk time and multiple intelligences for deep learning Pipit Muliyah; Margana Margana; Dyah Setyowati Ciptaningrum; Megan Jinabe; Desi Wijayanti Ma'rufah; Muhammad Danial
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.27098

Abstract

This study investigates the systemic tension between the dominance of teacher talk time (TTT) and the urgent need for deep learning strategies tailored to students’ multiple intelligences (MI) within the context of teaching English to young learners (TEYL). Adopting a descriptive mixed-methods design with a concurrent triangulation strategy, this research was conducted across a representative developing region in Central Java, Indonesia, involving a stratified sample of 450 upper-primary students and 45 English teachers. Data were collected using the student learning profile inventory (SLPI), TTT observation trackers, and semi-structured interviews. The findings reveal a critical pedagogical dissonance: while 72% of students exhibit a clear dominance in bodily-kinesthetic and visual-spatial intelligences profiles that biologically necessitate active, multimodal engagement classroom interactions remain heavily monopolized by teachers, who occupy 75% of lesson duration with verbal instruction. This excessive TTT acts as a significant constraint to the implementation of differentiated instruction (DI), effectively trapping students in surface-level rote memorization and inhibiting the development of communicative competence. The study concludes that the successful implementation of student-centered curricula requires a fundamental deconstruction of the traditional “teacher-as-broadcaster” model. Reducing TTT is identified not merely as a classroom management technique, but as a prerequisite for creating the temporal and cognitive space necessary for MI-based differentiation and deep learning.
Co-Authors Adivta Yudha Tama Ari Purnawan Arsyadania Faradisa Desi Wijayanti Ma'rufah Dewi Nur Widiyati Doni Dwi Hartanto Dyah Setyowati Ciptaningrum Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Gharamah Fitriya Dessi Wulandari Herwin Dyastuti Ihtiara Fitrianingsih Ihtiara Fitrianingsih Kauna Karima Margana Margana Miftahurrizqi Insani Muhammad Danial Nita Maghfiratul Jannah Pipit Muliyah Sari Hidayati Shabrina Nahari Puteri Shabrina Yumna Azhra Sukarno Sukarno Yasir A. Alsamiri Yasir A. Alsamiri Yue Xiong