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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan Litera Jurnal Nalar Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Englisia Journal Jurnal Kajian Informasi & Perpustakaan Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama REiD (Research and Evaluation in Education) Script Journal: Journal of Linguistic and English Teaching IJoLE: International Journal of Language Education IRJE (Indonesian Research Journal in Education) English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society English Language Teaching Educational Journal PANYONARA: Journal of English Education Intensive Journal Jurnal Wahana Pendidikan JOLLT Journal of Languages and Language Teaching Journal of English Education Program (JEEP) Journal Of Academia In English Educations (JADEs) Journal of Educational Management and Instruction (JEMIn) Journal Of World Science Indonesian Journal of EFL and Linguistics International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Measurement In Educational Research Formosa Journal of Sustainable Research (FJSR) Research and Development in Education (RaDEn) Jurnal Pendidikan Islam Studies in English Language and Education International Journal of Contemporary Studies in Education Jurnal Bintang Pendidikan Indonesia Journal of Society Innovation and Development (JSID) REGISTER JOURNAL Jurnal Pendidikan Progresif ELLITE: Journal of English Language, Literature, and Teaching The Journal of English Literacy Education Curricula: Journal of Curriculum Development
Nur Hidayanto Pancoro Setyo Putro
(Scopus ID: 57194874971) Universitas Negeri Yogyakarta
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Evaluating English Language Test Items Developed by Teachers: An Item Response Theory Approach Rezkilaturahmi; Istiqlal, Muhammad; Pancoro Setyo Putro, Nur Hidayanto; Istiyono, Edi; Widihastuti
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.27644

Abstract

Evaluating students’ abilities in educational settings is crucial for assessing learning outcomes and instructional effectiveness. In Indonesia, many schools have developed local English language assessments, yet these tests often lack psychometric validation. This study aims to evaluate the quality of a teacher-developed English language test instrument using the Item Response Theory (IRT) approach. A total of 25 multiple-choice items created by the English teacher group in Muna Regency were administered to 162 students from five randomly selected schools. A descriptive quantitative method was employed with the aid of R Studio for data analysis. Initial sample adequacy was confirmed using the Kaiser-Meyer-Olkin (KMO = 0.686) and Bartlett’s Test of Sphericity (p < .001). The study applied model fit analyses for 1-PL, 2-PL, and 3-PL logistic models, with the 2-PL model emerging as the most appropriate, as 16 items demonstrated good fit. Further analysis of item characteristics under the 2-PL model revealed that only 11 items had acceptable difficulty and discrimination indices. In comparison, the remaining 14 items were either too easy, too complex, or poorly discriminating. These results indicate that a substantial portion of the test requires revision. The study highlights the importance of psychometric evaluation in teacher-made assessments and recommends capacity-building for teachers in test development and validation practices.
Rhetorical Styles of the Theoretical Framework in Thesis Reports of English Language Education Students: Problems and Suggested Actions Purnawan, Ari; Margana, Margana; Putro, Nur Hidayanto Pancoro Setyo; Rasman, Rasman; Fitrianingsih, Ihtiara
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.10376

Abstract

This paper began with concerns about the lacks of sharp rhetorical styles in writing, the methods of citing references, and the formulations of theories and arguments within the conceptual framework in thesis reports written by students of the English Language Education Department. The study was carried out to explain the rhetorical styles of students’ theoretical framework in their thesis report, to reveal weaknesses or the lack of strong arguments in conveying ideas in a straightforward and structured manner, and to suggest actions to prevent the problem form reoccurring in the future. The data were collected from the final project manuscripts written by students of the English Education Study Program, totaling 110 works. The analysis followed the stages of data collection, data display, data reduction and drawing conclusions. The general results of the research showed that the students did not include too many elements of critical thinking in their thesis literature review. In general, they used attribution quite excessively (78%), followed by elements of establishing links between sources (15%), and comparing their own findings or interpretations with other sources 4%. Meanwhile, the elements of application, evaluation, and statement of use had the smallest portion, each 1%. Problems found in the sample were listed based on the comparison between the data and the standard commonly used to regulate the procedure of writing a scientific paper. Recommendations were then formulated which can be used as guidelines for final project writers or any other parties related to writing scientific papers in general; they are training students of the importance of using all rhetorical styles in their citation when preparing a strong conceptual framework.
Improving English Pronunciation Through Phonetics Instruction in Yemeni EFL Classrooms Mohammed Awadh, Fadhl Mohammed Awadh; Putro, Nur Hidayanto Pancoro Setyo; Pohan, Albert Efendi; Alsamiri, Yasir Ayed
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10720

Abstract

The context of English education in Yemen provides a critical backdrop for comprehending the challenges Yemeni students face in acquiring proficiency in English pronunciation. These challenges are primarily rooted in the distinct differences between the Arabic and English sound systems, variations in syllable structure and intonation, and the influence of local dialects. Such factors are instrumental in identifying the obstacles Yemeni learners encounter in accurately articulating English phonemes. This research delves into the efficacy of phonetics instruction, specifically phonics training, in ameliorating English pronunciation skills among students in English as a Foreign Language (EFL) settings in Yemen. Employing a literature review methodology, this study meticulously collects and analyzes data from pertinent academic sources to assess the impact of phonics training on pronunciation proficiency. The findings reveal a significant enhancement in students' ability to correctly identify and articulate English phonemes, thereby improving their verbal interaction and comprehension skills, and bolstering their confidence in English communication. The contributions of this study are manifold. It illuminates the pivotal role of phonetics instruction in refining English pronunciation among EFL learners in Yemen, providing empirical evidence to support the integration of phonetic teaching within the EFL curriculum. Moreover, it advocates for the enrichment of educational resources and teacher development programs, emphasizing the importance of prioritizing English pronunciation in Yemen's English language education framework. Through its insights, this study not only addresses a critical gap in the literature but also proposes actionable recommendations to enhance the effectiveness of English pronunciation teaching in Yemeni EFL classrooms. In essence, this study underscores the transformative potential of phonics training in elevating the English language proficiency of Yemeni students, thereby contributing significantly to the broader discourse on language acquisition and pedagogy.
Enhancing Students’ Narrative Writing Skills through Dictogloss: Evidence from a Vocational High School Context Kali, Marius Randan; Widyantoro, Agus; Yulia, Yuyun; Putro, Nur Hidayanto Pancoro Setyo; Purnawan, Ari
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16230

Abstract

Students’ English narrative-writing skills remain weak, yet writing competence is essential in today’s global context. This study investigated the effectiveness of the Dictogloss technique for improving students’ narrative writing through a mixed-method classroom action research design involving eleventh-grade students at SMK N 1 Tanjung Selor. Data were gathered from observations, students’ worksheets, and writing tests, and analyzed using direct observation notes, self-assessment, and an analytical writing rubric. Findings revealed consistent gains across the five key aspects of writing—content, organization, vocabulary, grammar, and mechanics. From the pre-test to Cycle 1 and Cycle 2, students’ average scores steadily increased, and by the second cycle 34 students (91.2 %) surpassed the passing mark of 75, demonstrating a substantial improvement in overall writing performance. These results confirm the strong positive impact of the Dictogloss method on students’ narrative-writing ability. Pedagogically, teachers are encouraged to integrate Dictogloss as a regular classroom practice by providing structured note-taking activities, guiding pair or group reconstruction of texts, and offering focused feedback on content development, text structure, and precise vocabulary use. Such targeted strategies help students strengthen listening, collaborative, and writing skills simultaneously, ensuring more meaningful engagement and measurable progress in narrative writing. Overall, the research underscores Dictogloss as an integrative method that enhances not only writing accuracy but also collaboration and higher-order thinking skills highly relevant for vocational students preparing for the demands of a global workforce. The implication of the study is that students are encouraged to actively engage in the Dictogloss activities, as these activities help improve writing by developing listening, note-taking, and collaborative skills. It is important to focus on the text's content, structure, and vocabulary when working in pairs, as this will enhance their writing skills.
Correlation Between Self-Efficacy and Motivation of English Teachers, Towards Students’ Achievement in Yogyakarta, Indonesia Dari, Bayun Ulan; Putro, Nur Hidayanto Pancoro Setyo
Jurnal Pendidikan Progresif Vol 11, No 1 (2021): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Correlation Between Self-Efficacy and Motivation of English Teachers, Towards Students’ Achievement in Yogyakarta, Indonesia. Objectives: This study was a correlational study that aimed to find out the correlations among three variables namely teacher self-efficacy, teacher motivation, and students’ achievement. Methods: The teacher self-efficacy scale (TSES) and English teacher motivation scale (ETMS) were distributed to 70 English teachers of junior high schools in Yogyakarta, and students’ average scores were collected as the students’ achievement. Findings: This research showed there were a significant correlation and contribution between teacher self efficacy and teacher’s motivation to students’ achievement. Conclusion: The higher the teacher’s self-efficacy, the higher the teacher’s motivation and the better the students’ achievement. Therefore, increasing teacher self-efficacy is very crucial because it relates to many educational outcomes such as teacher motivation and students’ achievement. Keywords: teacher self-efficacy, motivation, students’ achievement DOI: http://dx.doi.org/10.23960/jpp.v11.i1.202107
The life of an English teacher: Motivation strategies and aid Nafiah, Silvia Umrotun; Sugirin; Putro, Nur Hidayanto Pancoro Setyo
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 01 (2025): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i01.33758

Abstract

The nature of young learners differs from that of teenagers and adults, necessitating their teachers’ use of specific tactics to stimulate their motivation to acquire English proficiency effectively. The Aksi Inspirasi Indonesia community in Yogyakarta witnessed the manifestation of motivated behaviors in youngsters, including heightened attention and active engagement in learning. Hence, this research aims to delineate the motivational tactics English instructors employ in the Aksi Inspirasi Indonesia community when instructing young learners. The study employs a qualitative methodology, with case studies as its primary technique. Data collection involves the utilization of observation, interviews, and documentation. Research findings indicate that two tutors from the Aksi Inspirasi Indonesia community employ four characteristics of motivational methods in their English instruction, as proposed by Dörnyei. They establish fundamental motivational circumstances, provide initial drive, sustain and safeguard motivation, and promote positive reflective self-assessment. These tactics are utilized in learning to address, maintain, and enhance their motivation.
Students’ Perception Of Sleman Geschool Web-Based Learning Application In Junior High School Denna Ananda Yushinta; Nur Hidayanto Pancoro Setyo Putro
Jurnal Bintang Pendidikan Indonesia Vol. 2 No. 2 (2024): Mei: Jurnal Bintang Pendidikan Indonesia
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jubpi.v2i2.2966

Abstract

This study aimed to find out students’ perception of Sleman GeSchool Web-Based Learning Application in junior high school. This study was classified into qualitative research. This research study took place on one of the junior high schools in Sleman. The subjects of this study were the eighth graders students consisting of 5 boys and 5 girls. Observations, interviews and documentations were used to collect the data. The qualitative data were analysed using descriptive analysis.The result of the study showed that the Sleman GeSchool Web-Based Learning Application is supporting students in learning English because the material is interesting and easily accessible as well as good visualization of material explanations and practice questions that can make students learn easily. However, from the many things that support the students, students consider that there are still shortcomings in the Sleman GeSchool Web-Based Learning Application, for example, the lack of space to upload assignments in the form of essay and the difficulty of the platform to access when there is no internet network.
Exploring flipped classroom for business English: Preliminary insights from student voices and reflections Winantaka, Binar; Efendi, Anwar; Putro, Nur Hidayanto Pancoro Setyo
Jurnal Cakrawala Pendidikan Vol. 44 No. 3 (2025): Cakrawala Pendidikan (October 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i3.65140

Abstract

This study examines how undergraduate students perceive and experience the Flipped Classroom strategy in a Business English speaking course. In this model, instruction moves outside the classroom through videos and readings so that in‑class sessions are reserved for interactive activities. Although widely used in general EFL contexts, evidence of Flipped Classroom’s effectiveness in Business English, which belongs to English for Specific Purposes (ESP), is limited. The research employed a mixed‑methods design. A fourteen‑item Likert‑scale survey completed by 133 Indonesian English majors assessed perceptions of efficiency, engagement, time management and satisfaction. Semi‑structured interviews with seven volunteers provided insights on preparation, confidence, anxiety and collaboration. Students watched pre‑class videos via the university’s learning platform and participated in discussions, role‑plays and problem‑based tasks during class. The quantitative results showed positive perceptions: efficiency mean 3.91, motivation and engagement mean 3.76, time management and enjoyment mean 3.73, and satisfaction mean 4.24. Interviews highlighted that pre‑class preparation improved self‑regulated learning, boosted confidence, reduced speaking anxiety and promoted teamwork. The study’s single‑institution scope and modest sample limit generalisation; larger, diverse studies with objective measures are advised. For practice, educators should provide concise pre‑class materials, clear instructions, and adequate technological support, while designing learner‑centred, communicative classroom activities. The findings contribute to the sparse literature on Flipped Classroom in Business English and suggest its potential for enhancing communication skills and learner autonomy in professional language courses.
A Narrative Inquiry of Indonesian Higher Education Students’ Vocabulary Learning Strategies Amid Extensive Reading Activities Asri Siti Fatimah; Nur Hidayanto Pancoro Setyo Putro; Jamilah Jamilah; Sitti Syakira; Melisa Sri
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7966

Abstract

Vocabulary knowledge plays a crucial role in reading comprehension, particularly in extensive reading contexts. However, limited research has explored how Indonesian EFL higher education students employ vocabulary learning strategies (VLSs) during extensive reading activities. This study employed a qualitative narrative inquiry approach to investigate the vocabulary learning strategies used by three first-year undergraduate students from a university in Tasikmalaya, Indonesia. Data were collected through narrative frames and semi-structured interviews, and analyzed thematically based on Schmitt’s taxonomy of VLSs. The findings revealed that participants employed a range of strategies, primarily contextual guessing and memory association (cognitive strategies), along with social and metacognitive approaches. One student relied heavily on social interaction, particularly with family, to understand new words. Another participant integrated vocabulary learning with personal interests, such as singing, to enhance retention (metacognitive strategy). All participants reported limited reliance on dictionaries, preferring to infer meaning from context or relate new words to prior knowledge. These findings suggest that vocabulary learning in extensive reading is influenced by learners’ autonomy, motivation, and personal engagement. The pleasurable nature of extensive reading encouraged strategy use that was both adaptive and individualized. Narrative inquiry provided rich insights into learners' thought processes and behaviors during vocabulary acquisition. The study offers practical implications for integrating reflective, learner-centered activities into EFL reading instruction.
Foreign Language Capability as a Strategic Resource for Strengthening MSME Marketing Competitiveness Yeni Artanti; Lusi Nurhayati; Sudarmaji Sudarmaji; Nur Hidayanto Pancoro Setyo Putro; Shafira Alyssa Difiputri; Syafina Azalia; Ruth Fenandha Pramasita
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 5 No 2 (2024): JSID: May 2024
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v5i2.283

Abstract

Micro, small, and medium enterprises play a central role in fostering inclusive economic growth, yet many continue to face constraints in accessing wider markets. In increasingly globalized and digitalized business environments, limited foreign language capability has emerged as an underexplored barrier that restricts MSME marketing effectiveness and competitiveness. This study aims to examine how foreign language competence, developed through a structured training and mentoring program, contributes to strengthening MSME marketing practices within a community empowerment context. Adopting a qualitative dominant mixed methods design, the study drew data from participating MSME owners across multiple sectors, including interviews, observations, questionnaires, and analysis of marketing materials produced before and after the intervention. The findings reveal that foreign language capability enhanced participants’ confidence, improved the clarity and functionality of marketing communication, and fostered greater strategic awareness in presenting products to broader audiences. Rather than serving merely as a symbolic attribute, foreign language use functioned as an applied strategic resource that supported more professional branding and customer engagement. However, the results also indicate that capability development was gradual and shaped by contextual constraints such as limited time, digital literacy, and concerns over accuracy. The study contributes to literature by positioning language competence as an intangible form of human capital and strategic capability relevant to MSME competitiveness. Practically, the findings suggest that empowerment programs aligned with sustainable development objectives should integrate foreign language training with applied marketing practice and sustained mentoring to achieve meaningful and lasting outcomes.
Co-Authors 'Aziz, Hafidh Abdul Rahim Adriani Yulia Purwaningrum Agus Widyantoro Ahmad Syafii Ainayya Nabilla Albert Efendi Pohan Albert Efendi Pohan Alrahhal, Maher Alsamiri, Yasir Alsamiri, Yasir Ayed Amalia Vidya Maharani Aman Aman Aminuddin Hassan Aminuddin Hassan Ana Mae M. Monteza Andi Abdurrahman Manggaberani Andreanus Pattikawa Lbn Toruan Anwar Efendi Anwar Efendi Apino, Ezi Ari Purnawan Arif Nugroho Arif Nugroho Asnawi, Asnawi Auly, Aisyah Noor Aura Bunga Tauhid Azhra, Shabrina Yumna Bayun Ulan Dari Binar Winantaka Bunga Putri Maulia Dari, Bayun Ulan Denna Ananda Yushinta Dennis Alonzo Dinar Tyas Hutami Dwiyani Pratiwi Dyah Setyowati Ciptaningrum Edi Istiyono Eko Wardoyo Erwin Syahril Mubarok Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Mohammed Awadh Fajri, Abrar Syahrul Fatimah, Asri Siti Fitri Yeni, Fitri Fitria Akhmerti Primasita Fitriyah, Ihda Mutimmatul Halliza, Mutiya Halliza Hassan, Aminuddin Heri Retnawati Ihtiara Fitrianingsih Ihtiara Fitrianingsih Imam Machali Imam Machali Ingrid A. Gavilan Tatin Iqbal Faza Ahmad Irena Puspitaningratri Islamiaty, Dian Jamilah Jamilah Jeffri Dian Andika Jihyun Lee Joko Nurkamto Joko Priyana Kali, Marius Randan Kartianom, Kartianom Kastam Syamsi Kiki Juli Anggoro Lapele, Fitria Lusi Nurhayati M Rizky Setiawan Maida Cinta Islami Manggaberani, Andi Abdurrahman Margana Margana Mega Selvi Maharani Melisa Sri Mohammed Awadh, Fadhl Mohammed Awadh Muhammad Fathur Rahman Khalik Muhammad Istiqlal, Muhammad Murtafi'ah, Banatul Muyassaroh Muyassaroh Nafiah, Silvia Umrotun Nafisa, Naela Ainun Naufina, Nurin Ni Wayan Surya Mahayanti Nila Kurnia Sari Nila Umi Salamah Nita Maghfiratul Jannah Nunik Sugesti Nur Sehang Thamrin Nurismi Nurismi - Nurqadriyanti Hasanuddin Oikurema Purwati Pratomo Widodo Pratomo Widodo Prihandoko, Lastika Ary Putri Asilestari, Putri Putri, Reliska Yulita Rahma Yunita, Rahma Rasman Rasman Rezkilaturahmi Rozanah Katrina Herda Ruth Fenandha Pramasita Samsul Hadi Santiana Santiana Satrio Aji Pramono Shafira Alyssa Difiputri Siti Salina Mustakim Siti Salina Mustakim Sitti Syakira Siwi Karmadi Kurniasih Sri Wahyuni Sri Winarti Subakti, M. Aldi Sudarmaji Sudarmaji Sudiyatno Sudiyatno Sudiyatno Sudiyatno Sudiyono Sudiyono Sugirin Sukarno Sukarno Sulis Triyono Sumaryanto Sumaryanto Surianti, Andi Suwarsih Madya Suwarsih Madya Syafina Azalia Syafiqurrahman, Syafiqurrahman Tchello Kasse Thontowi, Zulkifli Syauqi Tri Retna Astari Umi Farisiyah Widihastuti Widowati Pusporini Yasir A. Alsamiri Yasir Alsamiri Yasir Ayed Alsamiri Yeni Artanti Yuliana Olga Siba Sabon Yuyun Yulia