Article Per Year (5 Year)
p-Index From 2021 - 2026
3.582
P-Index
This Author published in this journals
All Journal Litera IBDA` : Jurnal Kajian Islam dan Budaya Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Lingua Cultura English Review: Journal of English Education Kajian Linguistik dan Sastra EXPOSURE JOURNAL Proceeding of International Conference on Teacher Training and Education IJIET (International Journal of Indonesian Education and Teaching) RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya LLT Journal: A Journal on Language and Language Teaching English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society Journal of English Language Teaching and Linguistics JOLLT Journal of Languages and Language Teaching International Journal of Educational Research and Social Sciences (IJERSC) Indonesian Journal of EFL and Linguistics Jurnal Educative: Journal of Educational Studies Studies in English Language and Education SEAQIL Journal of Language Education Jurnal Pendidikan Progresif Journal on Mathematics Education Indonesian Journal of English Language Teaching and Applied Linguistics
Joko Nurkamto
Surakarta State University
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 40 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 40 Documents
Search

 1   2   3   4 
Parents' Motivation for Choosing Bilingual Schools and the Role of English Day Programs in Indonesia Hanik, Asmah; Nurkamto, Joko; Setyaningsih, Endang
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12963

Abstract

In this era of globalization, equipping children with English language skills is very important. Bilingual schools have become a popular choice for parents, as they believe English is important because it is an international language. The English Day program plays a crucial role in creating a learning environment that supports structured language use, fostering a comfortable and enjoyable habit of using English. However, the specific reasons for choosing this school and the contribution of English Day to the linguistic and academic development of children still need to be researched further. Therefore, this research attempts to explore the reasons why parents enroll their children in bilingual schools and how the role of English Day in bilingual schools can help them become more proficient in English. This research uses a qualitative approach with a narrative inquiry method. The researcher used semi-structured interviews to collect data and analyzed it using Braun & Clarke's thematic analysis. From The research findings reveal the main motivations that parents enroll their kids in bilingual schools to make sure they learn English, enjoy a stimulating atmosphere, and become ready for college. Initiatives like English Day improve language proficiency, add enjoyment to the learning process, and encourage critical and creative thinking while offering useful real-world experience. The implications of this research emphasize the importance of delving deeper into parents' motivations to inform educational policies and practices; this research can assist parents in making more informed decisions regarding school choices for their children. This research contributes to the understanding of bilingual education choices, highlighting the practical value of English.
Realistic Mathematics Engineering for improving elementary school students’ mathematical literacy Nurmasari, Linda; Budiyono; Nurkamto, Joko; Ramli, Murni
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp1-26

Abstract

Mastery of mathematical literacy is essential for developing life skills in the 21st century. Mathematical literacy is even more critical in elementary schools as it forms the basis for mastery at the junior and senior high school levels. Elementary school students differ in their characteristics from students at the higher education level. They, therefore, require an appropriate learning model to improve their mathematical literacy. This research aims to develop a learning model, termed Realistic Mathematics Engineering (RMEng), that combines the Realistic Mathematics Education approach with the steps of the Engineering Design Process and determines the model’s effectiveness. The model was validated by seven experts from three universities in Indonesia and had an Aiken validity index value of 0.786, indicating that it was valid. The RMEng model contains the following steps: understanding realistic problems, solving problems in informal ways, developing formal mathematics, developing products, and drilling. Discussions and presentations can be incorporated into each of these five steps. The RMEng model was subjected to the stages of preliminary and main field testing and was revised based on the suggestions of teachers and observers. Through experimental research compared to a control group, the RMEng model was proven more effective in increasing elementary school students’ mathematical literacy at the 0.000 significance level.
IMPROVING E-LEARNING ENVIRONMENT IN TEACHING INDONESIAN AS A FOREIGN LANGUAGE Nugraha, Setya Tri; Suwandi, Sarwiji; Nurkamto, Joko; Saddhono, Kundharu
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9423

Abstract

This article explored e-learning environment in teaching Indonesian as a foreign language (TIFL) context. This study utilised a mixed method for data collection, including interviews and observations. There were six teachers, one IT staff member, and three curriculum developers involved in the interview. Observations were conducted with the teachers to identify their instructional activities and how they used artefacts in the e-learning environment. In this study, the use of Learning Environment, Learning Process, and Learning Outcomes (LEPO) Framework is described to evaluate the quality of the e-learning environment in TILF. The results of this study indicate that e-learning programs in TIFL must be designed with an emphasis on the intercorrelation of the dimensions that build e-learning so that the learning process takes place effectively and meaningfully. One of the important factors is how to create an effective e-learning environment. E-learning environment provides contexts in which the learners work with technology, e-learning artefact, the internet, and virtual communication to improve their language skills. In such contexts, the e-learning environment also presents challenges for both learners and teachers to use information technology effectively to maintain their learning process. The institution needs to re-engineer the e-learning artefact, mainly tools and learning objects, optimally to create a sense of presence in the e-learning. In addition, curriculum developers need to redesign the concepts of e-learning environment with integrated pedagogical and technological domains/dimensions, interface design, as well as evaluation in the e-learning programs.
A PLS-SEM analysis: how supervisory problem affects EFL undergraduate thesis writing apprehension Prihandoko, Lastika Ary; Primasita, Fitria Akhmerti; Putro, Nur Hidayanto Pancoro Setyo; Purwati, Oikurema; Nurkamto, Joko
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.38650

Abstract

The supervisory practices, particularly in undergraduate thesis writing, have not received sufficient attention, specifically regarding their impact on EFL students writing apprehension and the potential gender differences in these dynamics. To fulfil this gap, this study examines the path coefficients among supervisory problem dimensions (research interests, different expectations, limited support, personal relationships, personal conflicts), writing self-efficacy, academic writing competence, toward writing apprehension, focusing on the potential gender differences among EFL students. A Partial Least Square Structural Equation Modeling (PLS-SEM) analysis was performed on a total of 219 EFL students undertaking their undergraduate thesis writing. The study revealed supervisory problems through mediated variables of academic writing competence and writing self-efficacy influence writing apprehension (=0.214 and =0.509, respectively; p 0.000 for both). Furthermore, the multi-group analysis uncovered notable gender differences. In contrast with male students, in which only a few paths were statistically significant, all paths were found to be significant for female students. In particular, the path from supervisory problem to academic writing competence had the strongest impact on female students, indicating the heightened sensitivity to supervisory problems related to the students writing apprehension. These novel findings shed light on the gender difference impact on the academic writing process, and a more pronounced impact from supervisory problems on their writing apprehension frequently happened to female students. Accordingly, these findings highlight the importance of recognizing and addressing those differences in instructional strategies to promote a more encouraging and productive learning environment.
EFL GRADUATE STUDENTS’ INNER SPEECH AND IMPLEMENTATIONS OF THEIR ACADEMIC WRITING DEVELOPMENT Lailatun Nurul Aniq; NURKAMTO, JOKO; SISWANDARI, SISWANDARI; DRAJATI, NUR ARIFAH
SEAQIL Journal of Language Education Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

All around the world, colleges and universities have serious concerns about academic writing. All university and college students, especially those studying English as a second language (EFL), need to generate various textual forms for their academic education. Higher education students who do not communicate English as their native language encounter many linguistic, discursive, and cognitive difficulties when there is an educational requirement to publish academic writing in a reputable international journal. They suffer enormous barriers concerning their viewpoints as well. The purpose of this study is to investigate the particular writing experiences employed by graduate students in the English education program and assess how these practices influence their thesis and other scholarly publications. This research followed Barkhuizen et al.’s (2013) narrative inquiry paradigm. Through WhatsApp, the students engaged in several lengthy semi-structured interviews that were continued by such focus group discussions. We scrutinized and looked at their scholarly articles and theses in these dialogic interactions for two months, among other forms of English scholarly work. This research revealed that participants encountered conflict and tensions in their writing practices, particularly within specialties that require critical and suitable attention. Conjectured narratives of personal encounters in this research would be utilized as a guidance document to help evaluate students' English academic writing habits to meet their intended results. This has ramifications for how English research and educational writing is understood.
Traditional Gender Stereotypes: A Critical Analysis of Visual Representation in Indonesian Senior High School EFL Textbooks Nujhati, Kafania; Nurkamto, Joko
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8852

Abstract

This study explores the portrayal of gender roles, gender stereotypes, and gender activities in visual representations within English as a Foreign Language (EFL) textbooks used in Indonesian senior high schools. Using a Critical Feminist Discourse Analysis (CFDA) approach, investigates how these visual depictions promote or challenge existing gender stereotypes. The analysis focuses on textbooks used in Grades X and XI, identifying patterns in the representation of male and female characters. Key themes explored include the alignment of these portrayals with societal expectations of masculinity and femininity, especially in the contexts of professional roles and domestic roles. The findings reveal that, while traditional gender norms continue to dominate, there are emerging trends where gender roles are more diversified, particularly in the representation of women in career roles and men in caregiving or domestic settings. These results suggest that EFL textbooks gradually move toward more balanced gender representations, though traditional stereotypes remain prevalent. It emphasizes the need for a more inclusive and equitable approach to gender representation in educational materials
NEEDS ANALYSIS OF ENGLISH FOR MIDWIFERY PURPOSES AT MIDWIFERY ACADEMY OF HARAPAN MULYA PONOROGO Hariyanto, Hariyanto; Joyoatmojo, Soetarno; Nurkamto, Joko; Gunarhadi, Gunarhadi
IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 1 (2022): January 2022
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v6i1.1841

Abstract

This study aimed at describing the need analysis of English for Midwifery Purposes. The study was conducted at Midwifery Academy of  Harapan  Mulya Ponorogo in February 2018. The respondents were 34 students and 7 lecturers. Data collected through a questionnaire that was given to the students. The interview was conducted with 7 midwife lecturers. Data analyzed descriptively. The results of the study revealed that most students (61.8% believe that English was very useful. Almost half of the respondents (38,2%) said that English was useful to communicate with foreigner patients. 41.2 % of respondents wanted to study English in order to succeed in getting a job in the future. 23% of the respondents suggested that English teaching should be emphasized on speaking skill. 18.8% of respondents wanted the English instructional materials consisted of Antenatal care, 15.3 % about therapeutic communication. Meanwhile, Need analysis based on teachers’ perception in many things have similarity with students’ perception. They were the usefulness of English, Emphasizing English materials and teaching process.  Researchers suggested to the lecturer to design English teaching material that suits the needs of midwifery students.
Contesting Language Ideologies in the Linguistic Schoolscapes in an Indonesian Multilingual School: A Case Study Lestianingsih, Dwi; Nurkamto, Joko; Sumardi, Sumardi
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.23253

Abstract

The educational institution serves as a platform where diverse language ideologies intersect, particularly within multilingual schools. These language ideologies can shape how students perceive and use languages and influence policies and practices within the institution. Understanding and navigating these intersections is crucial for promoting inclusive and equitable language education. This study examines the perception of language ideological contests within the linguistic schoolscape of a multilingual country, specifically Indonesia. This article utilizes a triad model proposed by Lefebvre (1991) and Trumper-Hecht (2010) as its conceptual framework and employs the linguistic landscape as its methodological tool. The analysis focuses on school signs within a multilingual school setting. The findings suggest that Indonesian, English, and Chinese languages are employed within educational environments. The prevailing ideologies observed within this educational environment encompass globalization, ethnic identity, and nationality. These ideologies influence the choice of languages taught and prioritized in the curriculum and the attitudes and expectations toward each language. 
Translanguaging Pedagogies in an ESP Course: A Case in Indonesia Triastuti, Aan; Nurkamto, Joko; Sumardi, Sumardi
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.23912

Abstract

This study investigates into the implementation of translanguaging pedagogy within Indonesian English for Specific Purposes (ESP) classrooms. In Indonesia, where multilingualism is prevalent, there is a growing trend to integrate local languages, such as Indonesian and Javanese, into educational contexts. This approach, which values and purposefully employs students' first languages (L1s), has been increasingly adopted by teachers. The research aims to explore Indonesian ESP teachers' perspectives on translanguaging and its application in their teaching practices. Through a qualitative case study, this paper examines how translanguaging facilitates communication, enhances teacher-student relationships, and aids in the processing of educational material. It also investigates potential resistance to monolingual pedagogies and the constructive use of translanguaging to further educational objectives. Data were gathered via semi-structured interviews with five ESP teachers and through classroom observations. The findings highlight the positive role of translanguaging in education. Teachers reported that translanguaging aids in knowledge construction, boosts vocabulary comprehension, strengthens interactions between teachers and students, and fosters a comfortable and engaging learning environment. These insights underline the importance of developing translingual strategies, encouraging teachers to incorporate students’ complete linguistic repertoire in their teaching. This approach not only facilitates English language learning but also acknowledges and leverages the linguistic diversity in Indonesian classrooms.
Cross-Cultural Experiences in Teacher Education: Indonesian Pre-Service English Teachers' Perspectives on International Teaching Practicum Hasymi, Mutia; Nurkamto, Joko
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24115

Abstract

This study addresses a significant gap in current literature concerning the international teaching practicum experiences of Asian pre-service teachers specializing in English education. Focusing on three Indonesian pre-service teachers, the research explores their experiences during international practicum in the Czech Republic, Thailand, and Malaysia. Methodologically, the study employed in-depth semi-structured interviews, along with the analysis of narrative journals and artifacts from the International Teaching Practicum (ITP) program, following the thematic analysis approach by Braun and Clarke (2006). This involved meticulous examination of data, coding, and thematic classification to derive meaningful interpretations. Key findings highlight the challenges faced by participants, including language barriers and cultural adaptation. Despite these challenges, participants reported substantial growth in confidence and self-assurance, fostered by active participation in teaching and learning activities. Significantly, the practicum provided valuable insights into multicultural education, deepening the participants' understanding of different teaching methodologies, the role of teachers, and the nuances of local educational systems. The implications of this study are far-reaching, particularly in enhancing multicultural competence in teacher education. By shedding light on the under-researched area of international teaching practicum involving Asian contexts, the study contributes essential insights into the evolving landscape of global teacher education.
Co-Authors A.A. Ketut Agung Cahyawan W Adi Putra, Kristian Alfiani, Widya Asrowi Asrowi azizah, Nada Azzahra, Nurfie Rahmadani Basuki, Yudi BUDIYONO Cahyaningtyas, Dhestyn Ervina Sigit Cahyaningtyas, Dhestyn Ervina Sigit Dewi Rochsantiningsih Dewi, Ema Wilianti Dewi, Ema Wilianti Dewi, Lintang Indah Ayu Respati Diah Kristina Diah Kristina, Diah Djatmika Djatmika, Djatmika Endang Setyaningsih Febi Puspitasari Febriana, Mia Fida Chasanatun, Fida Fitria Akhmerti Primasita Gunarhadi Gunarhadi, Gunarhadi Hanik, Asmah HARIYANTO HARIYANTO Hasymi, Mutia HERMAWATI DWI SUSARI, HERMAWATI DWI I Gusti Bagus Wiksuana Kundharu Saddhono Lailatun Nurul Aniq Lestianingsih, Dwi Maharani, Anisa Frisca Masyhudi Lathif Mohamad, Raditya Murni Ramli Mursid Saleh Ngadiso Ngadiso Ngadiso, N. Nugraha, Setya Tri Nujhati, Kafania Nur Arifah Drajati Nur Hidayanto Pancoro Setyo Putro Nurmasari, Linda OIKUREMA PURWATI Prihandoko, Lastika Ari Prihandoko, Lastika Ary Retmono - Rohimah, Nadya Khansa Sajidin - Salsabila, Unik Hanifah Sanjaya, Masud Madhani Sarwiji Suwandi Sirajul Munir Siswandari Siswandari, Siswandari Siti - Fatimah Slamet Supriyadi Soetarno Joyoatmojo, Soetarno Sri Marmanto, Sri Sumardi . Sumarlam Sumarlam, Sumarlam Sunardi *, Sunardi Sunardi . Suryadi, Adi Irma Triastuti, Aan Trihadmono, Eko Joko Yeni Karlina, Yeni