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All Journal Jurnal Ilmu Pendidikan Jurnal Pendidikan Vokasi Cakrawala Pendidikan JOURNAL OF EDUCATION DIKSI Jurnal Pendidikan dan Pengajaran LingTera Jurnal Inovasi Teknologi Pendidikan Englisia Journal English Review: Journal of English Education JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture Journal of Foreign Language Teaching and Learning Voices of English Language Education Society JOLLT Journal of Languages and Language Teaching International Journal of Educational Research and Social Sciences (IJERSC) Journal of Basic Education Research Lingua Pedagogia UC Journal: ELT, Linguistics and Literature Journal Formosa Journal of Sustainable Research (FJSR) Academic Journal Perspective : Education, Language, and Literature Eduvest - Journal of Universal Studies International Journal of Contemporary Studies in Education Indonesian Journal of Advanced Research (IJAR) Jurnal Pendidikan Progresif

Joko Priyana

Universitas Negeri Yogyakarta

Author-ID : 347758

Aerospace Engineering Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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PERAN DAN FUNGSI SELF-ACCESS LEARNING CENTER DI UNY Jamilah, Jamilah; Priyana, Joko; Suciati, Suciati
Diksi Vol. 27 No. 1: DIKSI MARET 2019
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

(Title: Role and Function of Self-Access Learning Center in UNY). This study aims to develop self-access reading materials for learning English independently. This research was conducted with the Research and Development model by following the steps: needs assessment, design and development, evaluation and revision, and a try out field. Data collected through questionnaires. There are three questionnaires used, namely for needs assessment, for expert judgment, and for field trials. Sample for needs assessment was taken by proportional quota sampling representing all faculties at UNY, while samples for the trial were taken purposively. The collected data was analyzed descriptively quantitatively. The results of the study showed that SAC UNY had not been widely known by students. Even after the introduction of online tutorials since 2015, the SAC is no longer visited by students. Thus the teaching materials developed should also be in the form of online. SAC socialization was also deemed necessary so that students were more familiar with the existence, function, and role of SAC in developing the English language skills of UNY students.Keyword: SAC, teaching materials, language skills, English

Tourism Vocational High School Students' Online EFL Learning Experience during Covid-19 Pandemic Prasetio, Eka; Priyana, Joko
Jurnal Pendidikan dan Pengajaran Vol 54, No 3 (2021): OCTOBER 2021
Publisher : Universitas Pendidikan Ganesha

The unique nature of ESP instructions that mainly focuses on practical use of English and the lack of previous studies in the area inspired the writers to investigate the tourism VHS students' experience when they conducted online EFL learning during the COVID-19 pandemic. This study aims to explore the tourism vocational high school (VHS) students' experience of EFL learning during the COVID-19 pandemic. A qualitative study was utilized to obtain 20 students' experience. The data were obtained from grades 10 and 11 students of tourism VHS in Yogyakarta. A semi-structured interview was conducted, and verbatim transcripts were analyzed using inductive and thematic analysis approaches. Three major themes were identified from the students' experiences, namely how they conducted the EFL teaching and learning; language learning strategies; and perceptions of online EFL learning. It was found that students have made use of all available resources. This study suggests that students have used appropriate language learning strategies for online EFL learning, such as cognitive, metacognitive, resource management, and social strategies. Their perceptions toward EFL online learning were mainly positive. However, students still prefer face-to-face learning to online learning.

Developing Reading Tasks for Autonomous Learning for Grade X Students of SMA 1 Sleman Sungkawati Kardi Wahyuningsih; Joko Priyana
JOURNAL OF EDUCATION Vol 6, No 1 (2013): November 2013
Publisher : LPPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (6537.16 KB)

This research study was aimed at developing reading tasks for autonomous learning for grade X students of Senior High School 1 Sleman to help the students improve their reading skills independently. This research was a Research and Development study that included the steps of needs analysis, course grid design, product development, product validation, product revision, try-out, and study of the final product. This research developed five units of reading tasks for autonomous learning. The reading tasks were developed according to the needs analysis data. The need of grade X students of Senior High School 1 Sleman in learning reading autonomously is to improve their reading skills. the appropriate reading tasks for autonomous learning are that they give clear instructions, describe the language skills clearly, look nice, give a lot practice, give feedback and give answers or let the learners know how to complete the tasks, give examples and tell the learners how to learn best. The needs related appropriate reading tasks for autonomous learning in terms of their components that are: the goal of learning reading autonomously is to improve the students' reading skills; the input presents interesting pictures; the procedure presents interesting and enjoyable activities; the learners' role is as the active reader; the teacher's role is the feedback giver; and the setting is individual work. The components of appropriate reading tasks for autonomous learning in terms of their organisations are arranged into four stages, namely introduction, activities, self-assessment, and check your achievement.

Tourism Vocational High School Students' Online EFL Learning Experience during Covid-19 Pandemic Eka Prasetio; Joko Priyana
Jurnal Pendidikan dan Pengajaran Vol 54 No 3 (2021): October
Publisher : Universitas Pendidikan Ganesha

Pengembangan Materi Membaca Berbasis Komik untuk Kegiatan Pengayaan Bahasa Inggris di Sekolah Menengah Pertama Ambar Fidianingsih; Joko Priyana
Jurnal Inovasi Teknologi Pendidikan Vol 9, No 1 (2022): April
Publisher : Universitas Negeri Yogyakarta

Penelitian ini bertujuan untuk (1) mendeskripsikan kebutuhan siswa dalam belajar bahasa Inggris dan (2) mengembangkan materi membaca berbasis komik untuk kegiatan pengayaan bahasa Inggris di sekolah menengah pertama. Penelitian ini merupakan peneltian dan pengembangan yang terdiri dari 5 langkah, yaitu (1) melakukan analisa kebutuhan; (2) menulis silabus; (3) menulis konsep materi pertama; (4) mengevaluasi konsep materi pertama; dan (5) menulis materi final. Data didapatkan melalui teknik survei, wawancara, dan skala peniliaian. Selanjutnya, data dianalisa menggunakan perhitungan persen, rata-rata, teknik deskriptif kualitatif, dan teknik deksriptif kuantitatif. Penelitian ini melibatkan 32 siswa kelas IX, 1 guru bahasa Inggris SMP, 1 ahli materi Bahasa Inggris, dan 1 ahli komik. Hasil dari penelitian ini meliputi (1) deskripsi mengenai kebutuhan siswa saat belajar bahasa Inggris pada aspek kebutuhan target, kebutuhan siswa, dan preferensi komik dan (2) materi pembelajaran membaca berbasis komik untuk kegiatan pengayaan bahasa Inggris. Dari hasil evaluasi, skor rata-rata dari produk yang dikembangkan adalah 3,33 dari skala 4. Jadi, produk dikategorikan sebagai sangat bagus dan layak untuk digunakan pada kegiatan pengayaan bahasa Inggris di sekolah menengah pertama.

The Effect of GIR on Motivation, Vocabulary Mastery, and Reading Comprehension Ability Rochana Purba Nurfauzi; Joko Priyana
Lingua Pedagogia Vol 2, No 1 (2020): MARCH
Publisher : Universitas Negeri Yogyakarta

This research aims to: (1) describe the effect of GIR as a part of extensive reading; (2) compare the effectiveness between GIR and conventional learning; and (3) compare the effectiveness between GIR variation 1 and 2 on motivation, vocabulary knowledge and reading comprehension ability. The data were analyzed using: (1) the one sample t-test to investigate the effect of GIR; (2) the Helmert Contrast to investigate the difference in the effectiveness of GIR as well as the conventional technique; (3) the post-hoc test involving the Tukey to analyze which was more effective between GIR and conventional technique in students’ motivation, vocabulary knowledge and reading comprehension ability. The results of the study show that: (1) GIR has a significant effect on all dependent variables; (2) GIR is more effective than the control group in improving all dependent variables, except GIR variation 1 in reading comprehension ability has equal effect with conventional technique; (3) there is no difference in the effectiveness of GIR variation 1 and 2 in terms of improving students’ motivation, vocabulary knowledge, and reading comprehension skills. Key words: GIR, extensive reading, motivation, vocabulary knowledge, reading comprehension ability

Improving the speaking learning process to the students of grade VIII through games Chatarina Heny Eka Purnamu; Joko Priyana
Lingua Pedagogia Vol 2, No 1 (2020): MARCH
Publisher : Universitas Negeri Yogyakarta

This study was aimed at improving the speaking learning process to the students of grade VIII at SMPN 3 Cilacap through games in the academic year of 2013/2014. This classroom action research was carried out in two cycles. The cyclical design consisted of four main steps: (1) planning, (2) action, (3) observation, and (4) reflection. Various games with some supporting activities were implemented in this study. The data were gathered through observations, interview, rating, video/audio recording, and performance tests. The data were analyzed using the interactive qualitative data analysis and descriptive statistics. The findings show that games which are set up properly involved preliminary activities, game play and closure, together with some supporting activities are able to improve the speaking learning process. The implementation of games is effective to lessen the interference of the native language, lessen the students’ domination in the class, encourage the students’ initiation to speak English, give the students plenty of opportunities to speak as often as possible and encourage the students to focus on fluency rather than accuracy, encourage the students’ confidence, and increase the students’ involvement in the learning process. These improvements lead to the improvements of the students’ speaking skills. The students’ average score in performance test before implementing the actions is 63,39 while after implementing the actions is 81,64. It shows that it increases about 28,77%. It can be inferred that the students’ speaking skills improved after the implementation of the games.

Developing English reading and writing materials for Automotive Engineering program in vocational high school Endang Lestari; Joko Priyana
Jurnal Pendidikan Vokasi Vol 10, No 2 (2020): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v10i2.27965

The aims of this study are: (1) to identify the needs of grade 11 students of the Automotive Engineering Study Program in learning reading and writing, and (2) to develop appropriate English reading and writing learning materials. This is research and development that employed Jolly and Bolitho’s model with some adaptation. The development procedure consists of conducting needs analysis, designing the syllabus, developing learning materials, expert judgment, conducting field testing, and materials evaluation. The research subject was 64 grade XI students of Light Vehicle Engineering or Teknik Kendaraan Ringan (TKR) at Vocational High School (VHS) AX. The needs analysis data indicate that, in learning reading, the students want to learn simple instructions and vocabulary items relevant to the automotive field. They also want to learn to write letters and create simple reports that are relevant to the automotive field. Regarding the theoretical validation, the appropriateness of learning materials is categorized as “very good” according to the expert with a mean score of 3.48 (in the interval 3.28 £ x £ 4). According to the students, the appropriateness of the learning materials is categorized as “very good” with a score of 3.54 (in the interval 3.28 £ x £ 4). In general, the developed learning materials are appropriate for grade 11 students of the Automotive Engineering Study Program of VHS AX.

Needs Analysis on Developing Mobile-Phone Based Learning Materials to Accelerate Students’ Mastery of English Vocabulary Nunik Sugesti; Sugirin Sugirin; Joko Priyana; Ella Wulandari
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.9127

Due to their important role of a skilled and productive workforce for the nation's economy and progress, vocational high school graduates need special attention and efforts to improve their quality, including the English communication skill to support the mastery of their area of expertise. Their English mastery is greatly influenced by their mastery of vocabulary. So, developing mastery of English vocabulary needs to be done with various efforts, including utilizing information technology services in the form of mobile phone-based learning materials. In line with this, this research was aimed at conducting needs analysis on developing such materials. The data were collected by using three questionnaires distributed to 76 students of Mechanical Engineering of vocational high schools, 13 English teachers from 6 vocational high schools, and 7 respondents who were vocational high school graduates in five districts/cities in Special Region of Yogyakarta. The research employed the quantitative (descriptive statistics) and qualitative data analysis (interactive analysis techniques). The results of data analysis, which included the list of required vocabulary, forms of activities, and other aspects that reflected the ways how the materials were presented, were then used as a basis for preparing the syllabus, grid, and initial draft of teaching materials.The data also included the types of services offered by the mobile-phone learning.

Improving Students’ Engagement Using Collaborative Canva Storyboard Deonisia Tyas Yuniawati; Joko Priyana
Journal of Foreign Language Teaching and Learning Vol 9, No 1 (2024): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i1.19836

Implementing the Collaborative Canva Storyboard will equip the students with integrated skills. However, some people have not recognized Collaborative Canva Storyboard as a way to improve students’ engagement in classroom activities. This study explores a lecturer's experiences and challenges in using Collaborative Canva Storyboard and identifies how Collaborative Canva Storyboard would be implemented to enhance university students' engagement and integrate 4Cs skills. Under the design of action research, the study was conducted in four stages: reconnaissance, planning, action and observation, and reflection. The study involved 45 undergraduate students in an Accounting Education Department taking English classes in their first semester. Based on the results of students' interviews and students' work, the use of Collaborative Canva Storyboard can be a means to improve students’ engagement. In addition, the study found that Collaborative Canva Storyboards were beneficial for building up students’ communication, collaboration, creativity, and critical thinking skills.

Co-Authors Adhani, Ratisa Afrezah, Novela Nur Agus Widyantoro Alsamiri, Yasir Anita Triastuti Armanda, Muhamad Laudy Ayu Pratiwi, Ayu Chatarina Heny Eka Purnamu Deonisia Tyas Yuniawati Dewi Yana, Dewi Dewi, Henda Harmantia Dewi, Ifti Luthviana Eka Prasetio Ella Wulandari Endang Lestari Faizal, Abdul Azis Fannoni, Bhimbi Imam Febrianto, Aldian Idris Fidianingsih, Ambar Hapsari Nugraheni, Ratih Ayu Harahap , Amin Said Hidayati, Sari Indah Permatasari Jamilah Jamilah Jamilah Jamilah Jamilah, Radhiyatul Kusumaningrum, Monika Cahya Lestari, Aryanti Eka M. Sukarno Maulana, Harries Fadhie Muhammad Afif Nandes, Yogi Novario Novela Nur Afrezah Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Pramestri, Ratih Sri Prasetio, Eka Pratiwi, Hafizah Pujiasih, Erna Puspa Widyastuti Rakhmawati, Ditta Mustika Rizarni, Aulia Noor Rochana Purba Nurfauzi Rukadah, Rukadah Saputro, Eko Prasetyo Nugroho Sari, Ary Diah Puspita Sibakhul Milad Malik Hidayatulloh Sriyanda, Ricky Suciati Suciati Sugirin Sugirin Sugirin Sugirin Sungkawati Kardi Wahyuningsih Suryaningsih, Dewi Syahfutra, Wandy Syakira, Syafa Azmi Ummah, Hoirul Wandy Syahfutra Widyastuti, Puspa Yuniawati, Deonisia Tyas

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