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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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EVALUATION OF THE IMPLEMENTATION OF THE SCHOOL LITERACY MOVEMENT (GLS) PROGRAM IN BANTUL REGENCY Andreanus Pattikawa Lbn Toruan; Nur Hidayanto Pancoro Setyo Putro; Sudiyatno Sudiyatno; Widowati Pusporini; Jeffri Dian Andika
JURNAL NALAR PENDIDIKAN Vol 13, No 2 (2025): JURNAL NALAR PENDIDIKAN
Publisher : Lembaga Penelitian Mahasiswa Penalaran UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jnp.v13i2.74230

Abstract

This study aims to evaluate the achievement and differences in the implementation of the School Literacy Movement (GLS) program in elementary schools in Bantul Regency. This evaluative research employed a mixed-methods approach, utilizing the CIPP evaluation model with a quantitative descriptive orientation. Data were collected through questionnaires and interviews, involving respondents consisting of teachers and elementary students from one public and one private elementary school, namely SD Muhammadiyah Bendo and SD Negeri Sutran. The results at SD Muhammadiyah Bendo indicate that 28.13% fall into the "Very Good" category, 12.5% into the "Good" category, 21.88% into the "Fair" category, 18.75% into the "Poor" category, and 18.75% into the "Very Poor" category. Meanwhile, at SD Negeri Sutran, 25% are in the "Very Good" category, 40.6% in the "Good" category, 18.75% in the "Medium" category, 9.4% in the "Low" category, and 6.25% in the "Very Low" category. Overall, the findings reveal a distributional difference in survey results that reflects varying degrees of program success between the two schools. Based on the data distribution and the number of students in the lower categories, SD Negeri Sutran demonstrates a more consistent and comprehensive implementation of the GLS program compared to SD Muhammadiyah Bendo
Technology-Infused Project-Based Language Learning: A Conceptual Framework for Academic Writing Instruction Sri Wahyuni; Nur Hidayanto Pancoro Setyo Putro; Anwar Efendi; Asnawi Asnawi; Putri Asilestari
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14491

Abstract

For Generation Z learners, academic writing presents a paradox in higher education. While it offers valuable benefits, it also poses notable challenges (e.g., limited development of critical thinking skills, insufficient academic literacy, and a lack of familiarity with scientific writing conventions). In response to this paradox, project-based language learning (PBLL) and learning technologies offer innovative avenues to improve students’ writing products and processes. This article aims to develop and articulate the Technology-Infused Project-Based Language Learning (TIPBLL) model as a conceptual framework for academic writing instruction. Methodologically, this article employs a qualitative conceptual analysis through a structured synthesis of literature on PBLL, technology-enhanced language learning, academic writing pedagogy, and digital technology integration, particularly artificial intelligence. The TIPBLL model integrates PBLL principles, digital technology infusion, and academic writing pedagogy into a unified framework. This article analyses significant learning theories and pedagogical perspectives, including sociocultural theory, the Zone of Proximal Development (ZPD), the dual focus of writing (form and function), and PBLL within the PLATE framework. The findings of the conceptual synthesis highlight conceptual deficiencies in the literature, particularly the tendency to treat projects, technology, and writing as separate components. TIPBLL is then introduced as a learning model that positions technology as an integral component embedded across the stages of project-based academic writing. The article also discusses TIPBLL’s future directions for research and pedagogical practice. Overall, TIPBLL offers a potential framework for building academic writing instruction that is more authentic, collaborative, reflective, and aligned with the demands of 21st-century digital literacy.
Aligning English with Design Practice: An ESP Needs Analysis for VCD Graphic Design Students Ainayya Nabilla; Nur Hidayanto Pancoro Setyo Putro
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.5299

Abstract

ESP learning materials needed to teach for specific programs like VCD-graphic design to prepare the students in the work demands. However, the general English still applied in the specific program without considering students’ needs. This study aimed to identify the target and learning needs of tenth grade graphic design students in the VCD program. The participants consisted of 33 students and an English teacher in VCD-graphic design program selected through purposive sampling. This study was a mix-method research design where the data were collected through questionnaire and interview. The collected data analyzed by using descriptive statistics and thematic analysis. This study revealed target needs of tenth grade students in VCD-graphic design programs requiring English skills that were closely related to the workplace demands in the VCD-graphic design program. As well as target needs, the students showed their interest in the procedures-related design which aligned with the program. Therefore, the English teacher expected to develop relevant learning materials to address students’ needs. However, this study had several limitations, for instance limited number of participants and only focused on the students’ and teacher’s preferences rather than observations. Therefore, the future studies are recommended to have large participants and observe the classroom implementations.
A PLS-SEM Analysis: How Supervisory Problem Affects EFL Undergraduate Thesis Writing Apprehension Lastika Ary Prihandoko; Joko Nurkamto; Fitria Akhmerti Primasita; Nur Hidayanto Pancoro Setyo Putro; Oikurema Purwati
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

Abstract

The supervisory practices, particularly in undergraduate thesis writing, have not received sufficient attention, specifically regarding the 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 PLS-SEM analysis was performed on a total of 219 EFL students undertaking their undergraduate thesis writing. The study revealed supervisory problem 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). Further, the multi-group analysis uncovered notable gender differences. In contrast with male students in which only 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 strongest impact on female students, indicating the heightened sensitivity to supervisory problem in relation to the students writing apprehension. These novel findings shed light on the gender differences impact on the academic writing process and that a more pronounced impacts from supervisory problem on their writing apprehension frequently happens to female students. Accordingly, these findings highlight the importance of recognizing and addressing those differences in instructional strategies in order to promote more encouraging and productive learning environment.
Academic writing apprehension in higher education: A systematic review Joko Nurkamto; Lastika Ary Prihandoko; Nur Hidayanto Pancoro Setyo Putro; Oikurema Purwati
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.28928

Abstract

Considering the crucial skill required in formal education, specifically in higher education, academic writing is a part of every academic writers life. However, some writers often feel that they have insufficient knowledge of source use and academic writing. Responding to this issue, this systematic review aims to untangle factors encountered by the writers while having academic writing and the solution to cope with the problems. A literature search supported by Publish or Perish application explored academic articles published in Scopus and Web of Science databases from 2014 to 2022. Employing the PRISMA method, 19 academic articles in qualitative, quantitative, and mixed-method designs were selected to explore the issue. Exploring the selected articles, this systematic review resulted in the following findings: (1) the factors influencing students writing apprehension include unfamiliarity with academic tone and style, beliefs about writing, cognitive and behavioral anxiety, and insufficient support for writing; and (2) to cope with this writing apprehension, students may seek help from others, improve their writing strategies, and effectively manage writing feedback. Furthermore, faculty members should provide more appropriate teaching techniques and opportunities for students to share ideas with their peers to reduce writing anxiety and apprehension. The implications for pedagogical practices and future research directions are further discussed.
Performance evaluation of entrepreneurship teachers in accounting vocational program Irena Puspitaningratri; Nur Hidayanto Pancoro Setyo Putro
Jurnal Pendidikan Vokasi Vol. 11 No. 1 (2021)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v11i1.34933

Abstract

This study aimed to discover the teachers' performance of the PKK Accounting Expertise Program at State SMK 1 Samigaluh based on primary duties. This study was an evaluation using the discrepancy evaluation model. The study subjects were PKK teachers of State SMK 1 Samigaluh. Information sources for the study were the headmaster, six colleagues, and 52 students. The instruments used were questionnaires, assessment sheets, and documentation sheets. The headmaster presented an excellent assessment of the PKK subject teachers of 92.81. In contrast to the headmaster, colleagues and students presented good assessments of the PKK subject teachers. According to colleagues, the PKK subject teachers' performance assessment was 86.42, while, according to students, it was 86.67. Based on the average performance assessment, the PKK teachers of Accounting Expertise and Institutional Financial at State SMK 1 Samigaluh were categorized as good. The headmaster presented the highest score than other assessments on all primary duties.
The Attitude toward Teacher Digital Media in English Language Teaching Sri Winarti; Nur Hidayanto Pancoro Setyo Putro
Journal of World Science Vol. 3 No. 11 (2024): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v3i11.1229

Abstract

The increasing integration of digital media in education has opened new pathways for enhancing student engagement, particularly in English reading classes. This study aims to explore students' attitudes toward using digital media in reading lessons, focusing on its impact on motivation and accessibility in English language learning. Utilizing a descriptive qualitative approach, this research was conducted in a State Junior High School in Sleman, with data collected from ten students through interviews, observations, and questionnaires. The data were analyzed using thematic analysis to uncover recurring patterns related to student experiences with digital media. The findings reveal that students generally respond positively to digital media, appreciating its flexibility and access to diverse reading resources. Digital media facilitates engaging, interactive learning and enables students to study independently outside the classroom, breaking the limitations of time and space. The study concludes that digital media has significant potential to enhance motivation and foster a more inclusive, accessible learning environment. However, challenges remain regarding digital literacy and consistent technology access. Future research could explore the long-term impact of digital media on reading proficiency and strategies to support broader implementation in under-resourced schools.
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.
Motivational Dimensions in Second Language Acquisition: A Bibliometric Analysis of Research Trends and Thematic Evolution Nila Umi Salamah; Aura Bunga Tauhid; Nur Hidayanto Pancoro Setyo Putro
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18554

Abstract

Motivation has long been recognized as a central determinant of success in second language acquisition (SLA); however, the development of motivation research over the last decade has not been comprehensively mapped. This study aims to examine publication trends, geographical distribution, thematic structure, and the conceptual evolution of research on motivation in second language learning through a bibliometric approach. Data were retrieved from the Scopus database for a ten-year period and analyzed using Biblioshiny and VOSviewer. These tools were employed to identify patterns of scientific productivity, country-level contributions, keyword co-occurrence, thematic clusters, and the evolution of dominant research themes. The findings reveal a steady increase in publications, indicating sustained scholarly attention to motivation in SLA. China emerged as the most productive country, followed by other major contributors from North America, Europe, the Middle East, and Asia. The keyword and thematic analyses show that current research is strongly centered on the L2 Motivational Self System, self-regulation, digital learning, learner engagement, anxiety, self-efficacy, and willingness to communicate. The thematic evolution further indicates a shift from attitude-based and static models of motivation toward more dynamic, contextual, and learner-centered frameworks that emphasize learning experiences, emotional factors, technological environments, and individual differences. This study contributes to the field by offering a systematic conceptual map of SLA motivation research and by identifying emerging directions for future inquiry. It recommends further longitudinal, cross-cultural, and technology-integrated studies to deepen understanding of how motivation develops across diverse second language learning contexts and across different stages of learner development over time.
Breaking the Grammar Barriers: A Descriptive Study of Indonesian EFL Learners’ Voices Rozanah Katrina Herda; Kiki Juli Anggoro; Ana Mae M. Monteza; Nur Hidayanto Pancoro Setyo Putro; Maida Cinta Islami; Eko Wardoyo; Nunik Sugesti
Wahana Pendidikan Vol 12, No 2 (2025): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.19830

Abstract

Grammar plays a fundamental role in language learning, yet many students encounter challenges that hinder their mastery. These challenges can be categorized into cognitive, emotional, and instructional barriers, which impact learners' ability to engage with grammar effectively. This study investigates the dominant elements within these barriers and explores Indonesian university students' perceptions of grammar learning. Employing a quantitative descriptive design, this study used a five-point Likert-scale questionnaire of 28 items divided into four sections. The participants were 300 randomly selected university students majoring in English Education in Indonesia. The data were analyzed statistically using descriptive statistics, particularly mean scores, to determine trends and dominant elements. The findings revealed that in the cognitive barrier, the most dominant difficulties were applying grammar rules under pressure and needing more time to understand concepts. In the emotional barrier, the highest scores were related to anxiety when speaking and the belief that emotions affected learning. Regarding instructional barriers, students felt they needed more real-life practice and interactive, contextual lessons. Furthermore, the perception data indicated a generally positive attitude toward grammar learning, highlighting its importance and relevance. The study implies that teachers should address all dimensions to enhance grammar instruction and student success, aligning with the language and pedagogical innovation thrust and contributing to Sustainable Development Goal 4 (Quality Education).
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