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Developing Speaking Material Based on Essential Basic Competencies at Muhammadiyah 1 High School Yogyakarta Adam Al Hakim; Bambang Widi Pratolo; Surono; Ali Zuraina
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.253

Abstract: The objectives of this research are to find out the students’ needs of using material at SMA Muhammadiyah 1 Yogyakarta toward English speaking material due to Covid-19 disease, to find out teachers’ needs towards English speaking material, and to find out the development of English speaking material based on essential basic competencies.This research employs Research and Development. The population was all XI students at SMA Muhammadiyah 1 Yogyakarta and the sample was chosen purposively only 35 students of class XI MIPA 8. The data were gathered through interviews with teachers to find out the existence of the use of English speaking materials. In addition, researchers have also distributed questionnaires to students of class XI MIPA 8 to find out the students' need for appropriate modules to improve speaking skills. The data was analyzed by based on the theme of the research questions.The results of this study indicate that the existing material is in line with the pandemic conditions, such as the module design being attractive, the content in the module in line with the latest syllabus (essential basic competencies), and the module being converted into the online form, thus students can study anywhere and anytime. The students' need for the material developed showed very varied results. As for the module development process, the researcher follows the stages under the Research and Development method.

Unveiling the digital classroom: Exploring students' perspectives on engaging online discussions in English language education at a private university in Yogyakarta Endro Dwi Hatmanto; Bambang Widi Pratolo; Cahyo Baskoro; Sri Sudarsi
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.429

The integration of technology in education has transformed the teaching and learning of the English language. Online discussions had gained significant attention due to their potential to enhance students' linguistic proficiency, critical thinking skills, and overall engagement. However, there was a lack of research on students' perspectives on engaging in online discussions specifically within the context of English Language Education departments at private universities in Yogyakarta. This study aimed to address this gap by exploring students' experiences, perceptions, and challenges when participating in online discussions at a private university in Yogyakarta. The research investigated the benefits, drawbacks, and challenges encountered by students in online group discussions. A qualitative research methodology was employed, and data was collected through interviews with five English education students. The findings revealed that engaging in online discussions offered benefits such as increased interest, flexibility, improved preparation and performance, and enhanced writing skills. However, limitations included the loss of an authentic discussion experience, inadequate acquisition of detailed information, and frustration due to a lack of responses and comments. Challenges faced by students included low internet connection. The study contributed to the existing literature by shedding light on students' perspectives and informing pedagogical practices in the specific context of English Language Education in Yogyakarta's private universities.

Developing Speaking Material Based on Essential Basic Competencies at Muhammadiyah 1 High School Yogyakarta Al Hakim, Adam; Pratolo, Bambang Widi; Surono, Surono; Zuraina, Ali
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.253

Abstract: The objectives of this research are to find out the students’ needs of using material at SMA Muhammadiyah 1 Yogyakarta toward English speaking material due to Covid-19 disease, to find out teachers’ needs towards English speaking material, and to find out the development of English speaking material based on essential basic competencies.This research employs Research and Development. The population was all XI students at SMA Muhammadiyah 1 Yogyakarta and the sample was chosen purposively only 35 students of class XI MIPA 8. The data were gathered through interviews with teachers to find out the existence of the use of English speaking materials. In addition, researchers have also distributed questionnaires to students of class XI MIPA 8 to find out the students' need for appropriate modules to improve speaking skills. The data was analyzed by based on the theme of the research questions.The results of this study indicate that the existing material is in line with the pandemic conditions, such as the module design being attractive, the content in the module in line with the latest syllabus (essential basic competencies), and the module being converted into the online form, thus students can study anywhere and anytime. The students' need for the material developed showed very varied results. As for the module development process, the researcher follows the stages under the Research and Development method.

Unveiling the digital classroom: Exploring students' perspectives on engaging online discussions in English language education at a private university in Yogyakarta Hatmanto, Endro Dwi; Pratolo, Bambang Widi; Baskoro, Cahyo; Sudarsi, Sri
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.429

The integration of technology in education has transformed the teaching and learning of the English language. Online discussions had gained significant attention due to their potential to enhance students' linguistic proficiency, critical thinking skills, and overall engagement. However, there was a lack of research on students' perspectives on engaging in online discussions specifically within the context of English Language Education departments at private universities in Yogyakarta. This study aimed to address this gap by exploring students' experiences, perceptions, and challenges when participating in online discussions at a private university in Yogyakarta. The research investigated the benefits, drawbacks, and challenges encountered by students in online group discussions. A qualitative research methodology was employed, and data was collected through interviews with five English education students. The findings revealed that engaging in online discussions offered benefits such as increased interest, flexibility, improved preparation and performance, and enhanced writing skills. However, limitations included the loss of an authentic discussion experience, inadequate acquisition of detailed information, and frustration due to a lack of responses and comments. Challenges faced by students included low internet connection. The study contributed to the existing literature by shedding light on students' perspectives and informing pedagogical practices in the specific context of English Language Education in Yogyakarta's private universities.

Navigating English learning in the digital era: Millennial students’ strategies at a private university in Yogyakarta Hatmanto, Endro Dwi; Pratolo, Bambang Widi; Nafi’ah, Aisyah Umi; Alsulami, Naif Daifullah; Gendroyono , Gendroyono
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1409

This study investigates the learning strategies of millennial students and the role of digital technologies in English language learning at a private university in Yogyakarta. Using a qualitative descriptive design, five participants were selected using purposive sampling, interviewed, and data were analyzed thematically. The findings reveal six dominant strategies: bite-sized learning, autonomous learning, collaborative learning, game-based learning, mobile learning, and multimodal learning. Digital tools—such as ChatGPT, Google Scholar, YouTube, Duolingo, and Zoom—were found to support flexible, engaging, and self-paced learning environments. These practices align with constructivist and adaptive learning theories, highlighting learner autonomy, feedback, and diverse media use. While digital platforms promote active and personalized learning, the study also notes challenges related to information literacy, self-regulation, and access equity. This research offers insights into how technology enhances ELT practices and provides practical implications for educators aiming to develop inclusive and future-ready English learning environments.

Students’ voices on how drama builds English-speaking confidence in an Indonesian university Pratolo, Bambang Widi; Dewi, Nuria Punjastala
Teaching English as a Foreign Language Journal Vol. 4 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i2.1748

This qualitative case study examines how drama supports English speaking confidence among undergraduate students in an English Education Study Program. Data were obtained from video recorded analyses of three performances by seventeen students and interviews with six purposively selected participants. The analysis followed Braun and Clarke’s thematic procedures. Six themes emerged. Repeated practice strengthened confidence. Role play functioned as an emotional shield that reduced self-consciousness. Students experienced a shift from hesitation to greater fluency. Nonverbal behaviors signaled increased assurance. Peer support helped students regulate emotions during performance. Participants viewed drama as more engaging than conventional instruction. The findings align with Bandura’s self-efficacy theory and Krashen’s affective filter hypothesis. Drama provided mastery experiences, social models, persuasive feedback, and reduced anxiety, which supported language development. The study offers practical direction for curriculum design by recommending scaffolded drama tasks in speaking courses. Teachers are encouraged to use role play and impersonation activities to strengthen confidence. The study contributes contextually by examining a compulsory drama course in a private university, providing evidence of confidence gains that are transferable beyond elective drama contexts.

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