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All Journal Jurnal Pendidikan Vokasi Jurnal Ekonomi dan Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Litera EDUKASI Script Journal: Journal of Linguistic and English Teaching ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Language and Education Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Bilingual Jurnal Pendidikan Progresif
Sukarno Sukarno
Universitas Negeri Yogyakarta
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Teaching English to Young Learners and Factors to Consider in DesigningThe Materials - Sukarno
Jurnal Ekonomi dan Pendidikan Vol 5, No 1 (2008)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jep.v5i1.603

Abstract

Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English appropriately.This article discusses teaching English to young learners, the theories of teaching English to young learners at elementary school, English classroom management at elementary school, and what to consider in designing teaching-learning materials.To reach the goal of the teaching and learning of English at elementary school, the English teachers at elementary school should know and apply the theories of teaching English to young learners. Besides, they should also know what to consider in designing teaching-learning materials in order that the materials given to the students are appropriate for the students development in relation to languages.
PENGEMBANGAN MODEL PEMBELAJARAN BILINGUAL DI SEKOLAH MENENGAH KEJURUAN Margana Margana; Sukarno Sukarno
Jurnal Kependidikan Vol. 41, No.1 (2011)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v41i1.1922

Abstract

Penelitian ini berhubungan dengan pengembangan model pembelajaran bilingual di Pilot Sekolah Standar Internasional (PSSI) SMK. Penelitian ini bertujuan untuk mengembangkan establishing the bilingual teaching model model pembelajaran bilingual di SMK di Yogyakarta. Tempat penelitian adalah SMKN Depok 1, SMKN Depok 2, dan SMKN 1 Kalasan. Subjek penelitian terdiri atas 6 guru dan 90 siswa SMK. Instrumen penelitian terdiri atas angket dan lembar observasi. Pengumpulan data dilakukan dengan wawancara, observasi, dan perekaman. Teknik observasi digunakan untuk mengetahui pelaksanaan model yang dikembangkan. Perekaman digunakan untuk merekam model yang dikembangkan. Hasil penelitian menunjukkan bahwa model imersi parsial adalah model yang paling sesuai bagi SMK di Yogyakarta sehubungan dengan keterbatasan penguasaan bahasa Inggris guru dan siswa.
HAKIKAT BAHASA, NASIONALISME, DAN JATIDIRI BANGSA DALAM KEBIJAKAN PENDIDIKAN BAHASA Sukarno Sukarno
EDUKASI Vol 19, No 1 (2021): Edisi Mei 2021
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v19i1.3199

Abstract

Indonesia as a large archipelagic country causes Indonesia to have the largest number of regional languages in the world. Each region has its own regional language, so for the purposes of communication that unites the nation, a unified language is needed, Indonesian. Meanwhile, for the purposes of international relations, foreign languages, especially English, are vital. Thus, languages in Indonesia are categorized into regional languages, national languages, and foreign languages. As a means of communication, the language used reflects the function and character of the speaker. This paper discusses the nature of language, nationalism, national identity in language education policy.
Pre-service English teachers’ perception of authentic assessment practice in speaking classes Sukarno Sukarno; Ihtiara Fitrianingsih; Dwiyani Pratiwi; Nur Hidayanto Pancoro Setyo Putro
LITERA Vol 22, No 1: LITERA (MARCH 2023)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i1.58864

Abstract

There is a growing body of literature examining the significance of authentic assessment in enhancing teachers’ assessment literacy. This study set out to investigate pre-service English teachers’ perception of authentic assessment in their speaking class. This sequential explanatory study employed a set of questionnaires and semi-structured interviews in the data collection. A total of 46 pre-service English teachers in their final year participated in this study. They completed a web-based survey, and four of them who used authentic assessment in their speaking class were selected for an interview. The quantitative data were analyzed using descriptive analysis while the qualitative data were analyzed using thematic analysis. The findings showed that 71.74% of respondents were aware of what authentic evaluation entails as learned from various sources, primarily lecturers and tutors. More than 25% of respondents could not comprehend an authentic assessment, and fewer than a fifth (19.57%) of those surveyed had never taken a course on authentic assessment. The results from the survey and interview also showed that lack of time or the lengthy implementation time of authentic assessment, as well as the class size were reported to be the main challenges of the students in applying authentic assessment. Oral interviews, picture-cued descriptions or stories, information gaps, story/text retelling, role plays/simulations, oral reports, and debates were examples of the authentic assessment tools they normally used. This study implied the need for more authentic assessment trainings and or sessions for these pre-service English teachers in the future.Keywords: perception, authentic assessment, speaking 
DEVELOPING STUDENTS MACRO LANGUAGE SKILLS INTEGRATEDLY BY INTERCONNECTING THE TARGET CULTURE AND LOCAL WISDOM IN TEFLIN/TEGL/TEIL Sukarno Sukarno; Saiful Latif
Jurnal Bilingual Vol 13, No 2 (2023): Jurnal Bilingual EDISI OKTOBER 2023
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v13i2.7495

Abstract

The goal of teaching English as a foreign language in Indonesia (TEFLIN), or in a wider context—teaching English as a global language (TEGL) or teaching English as an international language (TEIL), is that the students are able to authentically communicate with others using the target language in real life situations: attending lectures or seminars, having a chat via the Internet, discussing TV programmes, bargaining items in markets, etc. When the communication takes place, the four macro language skills are integratedly employed to convey and receive messages as the contents of communications. This vividly seems that language in use must have contents because language itself merely consists of symbols, grammatical rules in the forms of patterns, and skills. In TEFLIN or TEGL/TEIL, therefore, the teachers/lecturers of English should cater the students with meaningful contents appropriate for them to develop their four macro language skills in meaningful learning atmosphere. The contents encompass the target culture and students' local wisdom related to their real-life situations. The target culture is employed as meaningful input texts for receptive skills: listening and reading. The input texts are then employed to explore and elaborate on local wisdom related to the target culture for productive skills: writing and speaking. The steps proposed are as follows: 1) warming the students up with relevant situation to the topic, 2) presenting input texts about the target culture to discuss (listening or reading), 3) analysing the ways of expressing ideas used in the target language—English, 4) analysing and discussing the language elements, and 5) employing the learned ways of expressing ideas in productive skills (writing and speaking) about local wisdom related to students’ real-life situations in the target language.
From Policy to Pedagogy: A conceptual Comparative Analysis of EFL Curriculum Policies in Indonesia, China, and South Korea Tari Agustin; Karina Septiani; Sukarno Sukarno
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2587

Abstract

This study examined English as a Foreign Language (EFL) curriculum policy in Indonesia, China, and South Korea through a qualitative comparative analysis of official curriculum documents and relevant scholarly literature. Drawing on Language Policy Theory, Curriculum Development Theory, and Educational Change Theory, the study explored how each country conceptualized English language education through curriculum orientation, pedagogical direction, and assessment practices. The findings revealed both similarities and differences across the three contexts. Indonesia adopted a relatively flexible and learner-cantered curriculum emphasizing communicative competence, learner autonomy, differentiated instruction, and contextualized learning through Kurikulum Merdeka. In contrast, China maintained a centralized and examination-oriented curriculum structure characterized by strong governmental regulation, curriculum standardization, and high-stakes assessment despite recent communicative reforms. Meanwhile, South Korea demonstrated a hybrid curriculum orientation that combined communicative language education, globalization agendas, and strong academic competitiveness. The study further found that EFL curriculum policy in Asia reflects ongoing negotiations among globalization, educational modernization, sociocultural priorities, and national educational goals. Moreover, curriculum reform did not automatically result in uniform classroom implementation because educational practices continued to be influenced by institutional support, teacher readiness, governance structures, and assessment culture. The study contributes to comparative education and language policy scholarship by providing a conceptual understanding of how different Asian governments construct English education through curriculum policy. 
Pemanfaatan Artificial Intelligence (AI) dalam Pembelajaran Bahasa Inggris melalui Platform Elevenlabs dan Liveworksheets Anna Stasya Prima Sari; Sudiyono Sudiyono; Sukarno Sukarno; Sari Hidayati; Rahma Fitriana; Ersa Izmi Safitri; Yusuf Musyaffa; Rohmat Wibowo
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 9 No. 2 (2026): Mei
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v9i2.11384

Abstract

Program pengabdian kepada masyarakat (PkM) ini dilatarbelakangi oleh meningkatnya urgensi penguasaan bahasa Inggris di era globalisasi dan kemajuan teknologi Artificial Intelligence (AI), serta keterbatasan guru dalam mengintegrasikan teknologi AI ke dalam praktik pembelajaran. Program PkM ini diikuti oleh 18 guru Bahasa Inggris SMP dari Kabupaten Kulon Progo dan Bantul dengan tujuan meningkatkan kemampuan mereka dalam memanfaatkan teknologi AI, khususnya ElevenLabs dan Liveworksheets, untuk menciptakan pembelajaran bahasa Inggris efektif, kreatif, dan inovatif. PkM dilaksanakan dalam dua bentuk, yaitu daring melalui Zoom pada 04 Agustus 2025 dan luring pada 06 Agustus 2025. Program PkM dilaksanakan melalui tiga tahap: persiapan, pelaksanaan, dan evaluasi. Pada tahap persiapan, tim PkM UNY berkoordinasi dengan Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris SMP Kabupaten Kulon Progo dan Bantul untuk melakukan diskusi dan analisis kebutuhan. Pada tahap pelaksanaan, guru dilatih menggunakan ElevenLabs dalam pengembangan bahan ajar listening dan menggunakan Liveworksheets untuk merancang lembar kerja digital interaktif. Guru juga difasilitasi untuk berbagi pengalaman dan praktik baik sehingga tercipta kultur pembelajaran kolaboratif. Berdasarkan hasil evaluasi, guru menilai program PkM ini sangat relevan dengan kebutuhan mereka dalam meningkatkan kompetensi pedagogis dan digital. Secara keseluruhan, program PkM ini berkontribusi terhadap peningkatan hard skills dan soft skills guru yang mendukung penguatan profesionalisme mereka.
Challenges and Perceptions of EFL Teachers in Indonesia towards the Implementation of the Flipped Classroom Model Handayani Handayani; Sukarno Sukarno
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.15400

Abstract

The demands of communicative competence in English as a foreign language (EFL) education and the transition to an Independent Curriculum in Indonesia have encouraged the adoption of the flipped classroom model. Although theoretically this model is capable of improving students' autonomy and linguistic skills, there is a significant discrepancy between conceptual excellence and the reality of implementation in the field. This study aims to examine the real experiences and practical challenges faced by EFL educators in applying the flipped classroom model. Using a descriptive qualitative design, this study involved three experienced EFL teachers representing the junior high school, high school, and tertiary education levels. Data were collected through semi-structured interviews and analyzed using Thematic Analysis (TA). The results of the study identified four main challenge dimensions: (1) the surge in workload that forces teachers to transform into multimedia producers; (2) low autonomy and self-regulation of students in the asynchronous phase before classes start; (3) shifting dynamics of classroom interaction that demand the use of digital interventions; and (4) the emergence of emotional distance that drains the socio-emotional energy of educators. This study concludes that the sustainability of the flipped classroom model  cannot rely on curriculum changes alone, but requires concrete institutional investment in the provision of digital infrastructure and Technological Pedagogical Content Knowledge (TPACK) training to prevent professional burnout in teachers.
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.
Factors Influencing English Teachers’ Literacy in Assessment for Learning Sukarno; Nur Hidayanto Pancoro Setyo Putro; Ihtiara Fitrianingsih; Satrio Aji Pramono; Nita Maghfiratul Jannah; Yasir A. Alsamiri; Fadhl Mohammed Awadh Gharamah
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2249

Abstract

Background:This research explores the factors influencing Assessment for Learning (AfL) literacy among senior high school English teachers in Yogyakarta, Indonesia, drawing on Alonzo's (2016) comprehensive six-dimensional framework. Examining AfL from a sociocultural viewpoint reveals the multifaceted roles of instructors as assessors, pedagogists, student partners, motivators, learners, and stakeholders (Gipps, 1999; Lave & Wenger, 1991). The expertise of teachers in assessment for learning significantly influences the quality of feedback, reflection, and educational outcomes, making assessment literacy essential for effective teaching.Methodology:This quantitative study employed a validated AfL literacy survey, derived from Alonzo (2016), and was administered to 250 English instructors within the Senior High School English Teacher Working Group in Yogyakarta. We employed Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) to investigate the dimensions of AfL literacy and to examine the influence of gender, education, experience, and institutional support on it.Findings:The results showed that educational attainment, teaching experience, and institutional support had a considerable impact on teachers' AfL literacy, while gender did not have a significant effect. Educators with Master’s degrees and over ten years of teaching experience demonstrated enhanced literacy in assessment for learning, particularly in the roles of assessors, pedagogists, and partners with students. Support from the institution enhanced teachers' confidence and sustained their engagement in assessment for learning practices.Conclusion:Transforming conceptual understanding into effective classroom practice requires continuous professional development, support from the school, and regular reflection on practices.Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.
Co-Authors Anna Stasya Prima Sari Ari Purnawan Arnita Annisa Belly Dwiyani Pratiwi Ersa Izmi Safitri Fadhl Mohammed Awadh Gharamah Handayani Handayani Harniken Farensya Ihtiara Fitrianingsih Ihtiara Fitrianingsih Karina Septiani Margana Margana Megan Jinabe Nita Maghfiratul Jannah Nur Hidayanto Pancoro Setyo Putro Rahma Fitriana Rohmat Wibowo Saiful Latif Sari Hidayati Satrio Aji Pramono Sudiyono Sudiyono Tari Agustin Yasir A. Alsamiri Yusuf Musyaffa