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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
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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Strategies-Based English Instruction as a Method for Enhancing Reading Comprehension Skills in Higher Education Students Sukarno, Sukarno; Dewi, Henda Harmantia; Saputro, Eko Prasetyo Nugroho; Priyana, Joko
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1823

Abstract

Reading comprehension skills are pivotal for the academic success and future careers of communication science students, making the use of effective teaching strategies essential for their development. This Classroom Action Research (CAR) investigates how Strategies-Based Instruction (SBI) improves students’ reading comprehension and overall learning experiences. Data were collected through observation, tests, and interviews, with quantitative analysis conducted using SPSS and qualitative analysis performed thematically. The results indicate that the implementation of SBI in reading classes increases students’ reading comprehension and positively influences aspects such as materials organization, student engagement, attitudes towards reading, and motivation to attend classes. Additionally, SBI promotes direct strategies that assist students master key skills, thereby better preparing them for their future careers. This study suggests that teachers should be equipped with both technological and pedagogical knowledge, through workshops or training, to improve their professionalism, particularly in teaching reading through the SBI framework. HIGHLIGHTS: SBI increases students’ reading comprehension. SBI Positively influences learning experiences. SBI promotes direct strategies that assist students master key skills for their futurecareers.
The Use of Dall-E Artificial Intelligence Platform for Enhancing Students’ Vocabulary Acquisition Fannoni, Bhimbi Imam; Priyana, Joko; Hidayatulloh, Sibakhul Milad Malik; Adhani, Ratisa
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.v7i3.19806

Abstract

The use of technology in the field of English Language Teaching (ELT) has been valued giving positive results proven by scholars. However, among myriad research on the use of technology, little has been discussing the influence of AI in expanding students’ vocabulary acquisition. In contrast, previous researchers were limited to examining the effect of web-based 2.0 on several micro and macro skills. In fact, the use of Artificial Intelligence (AI) web-based platforms seems promising because of its innovation. Therefore, this paper aims at examining the effectiveness of the DALL-E AI platform in increasing the students’ vocabulary acquisition. To reach the aim, experimental design was employed. This current research invited thirty-one senior high school students from one of Islamic based schools in Yogyakarta. Three treatments were conducted along with a pretest before the treatments and posttest after the treatments. A paired-sample t-test showed an increasing score mean from 56.35 in the pretest to 67.58 in the posttest. Apart from the mean results, the t-test revealed that there was a significant difference between the pretest and posttest mean, where the significance value was at .000. By finding this, the alternative hypothesis is accepted. In accordance with the result, it could be asserted that the DALL-E Platform could be employed by the teacher to expand the students’ vocabulary acquisition.
English Reading Materials in Non-Formal Education: A Need Analysis Pratiwi, Ayu; Priyana, Joko
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.25356

Abstract

Conducting a needs analysis is imperative for customizing educational content to align with students' specific learning prerequisites, especially in the realm of reading skill development, which is acknowledged as a challenging domain. This study investigates into the necessity for tailored English reading materials within non-formal educational frameworks, with a focus on junior high students at the Gosmart Institution in Yogyakarta. Utilizing a combination of surveys and interviews, data was collected from 50 students, revealing a strong inclination towards vocabulary enhancement and the extraction of detailed information from texts as their primary learning objectives. The analysis uncovers students' difficulties with presentation activities, largely due to confidence issues, alongside a pronounced preference for reading materials enriched with illustrative and social media images. Additionally, the study points out the scarcity of authentic reading resources, which hampers the effectiveness of teaching strategies. The findings advocate for the integration of these insights into the development of English reading materials, proposing a targeted approach to ameliorate reading instruction and address the highlighted educational needs. This study underscores the importance of adapting educational resources to meet learner preferences and challenges, thereby enhancing the overall teaching and learning experience in reading skills development.
ENHANCING GRAMMAR TEACHING IN AN INDONESIAN SENIOR HIGH SCHOOL THROUGH THE USE OF GRAMMAR WHEEL Syakira, Syafa Azmi; Priyana, Joko; Lestari, Aryanti Eka; Dewi, Ifti Luthviana; Pujiasih, Erna
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9350

Abstract

Attaining proficiency in grammar is crucial for students as it serves as the foundation for language use. However, many individuals shy away from learning it, perceiving it as a daunting and challenging task. This research is aimed at enhancing grammar teaching by applying Grammar Wheel. It focuses on the active and passive voice mastery of three forms of tenses including simple past tense, past continuous tense, and past perfect tense. Conducted in one of the public Senior High Schools in Indonesia, this study was participated by 35 students and an English teacher. Having troubles in comprehending grammar, the teacher needed media and activities to deliver the grammar materials interestingly. Two cycles of Classroom Action Research (CAR) were implemented. The data were collected using observation sheets, field notes, video recordings, interview guidelines, and exercise sheets. The analysis was carried out qualitatively following the steps proposed by Cresswell (2012). The results revealed that language teaching had been successfully improved and students were more motivated to engage in the learning process being in a comfortable and supportive learning environment. Furthermore, learners’ knowledge in mastering the three types of tenses increased significantly as evidenced by their writing. Hence, the Grammar Wheel has proven to be an effective tool for teaching grammar in the classroom.
Needs Analysis on Developing Mobile-Phone Based Learning Materials to Accelerate Students’ Mastery of English Vocabulary Sugesti, Nunik; Sugirin, Sugirin; Priyana, Joko; Wulandari, Ella
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

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

Abstract

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.
Promoting Critical Thinking in Speaking Classes Using the Think-Pair-Share Technique Sriyanda, Ricky; Priyana, Joko
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12582

Abstract

This study aimed to assess the effectiveness of the Think-Pair-Share (TPS) technique in enhancing students' critical thinking skills and to explore students' perceptions of its application in speaking classes. Using a Classroom Action Research (CAR) design based on Kurt Lewin's model, the study followed the steps of planning, acting, observing, and reflecting. The research was conducted with 30 second-grade students (12 male and 18 female) from SMAN, Aceh, Indonesia, in the 2023/2024 academic year, selected through purposive sampling. Data collection methods included classroom observations, questionnaires, and student interviews, with the analysis carried out using descriptive and qualitative statistics. The findings indicated a significant improvement in students' critical thinking skills, as shown by the increase in performance from Cycle 1 (66.6%) to Cycle 2 (70%). Moreover, the results of the questionnaires demonstrated that students responded positively to the TPS technique. Therefore, the study concludes that the TPS technique effectively promotes critical thinking skills in speaking classes, offering cognitive and engagement benefits.
Integrating Pancasila Values in Listening-Speaking Materials for Junior High Students Jamilah, Radhiyatul; Priyana, Joko
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.13015

Abstract

This study aims to address the need to promote the integration of Pancasila student profile values—specifically independence, critical thinking, and creativity—into listening-speaking supplementary materials for grade VII students at a state junior high school in Kolaka Utara. By understanding the target needs and learning needs, this research seeks to develop listening-speaking supplementary materials that are appropriate for promoting both English language proficiency and Pancasila values. This research employs a research and development (R&D) approach in education, utilizing the well-known ADDIE development model. Data collection methods included qualitative interviews and document analysis, as well as quantitative questionnaires. The needs analysis results indicated that students required materials for learning descriptive text in oral form but faced challenges with word pronunciation, grammar, vocabulary expansion, and understanding spoken information. Consequently, students desired materials that improved their vocabulary and pronunciation with an emphasis on multimedia elements. The listening-speaking supplementary materials integrated the values in implicitly and explicitly. These materials consisted of six units following a genre-based approach and used authentic materials with technology integration. The appropriateness of these materials was demonstrated through positive feedback from students and teachers, who found them engaging, well-aligned with learning objectives, relevant, and sufficient in exercises and tasks. Expert judgment rated the materials with a mean score of 3.9, categorized as “very appropriate” within the range of 3.26 < x ≤ 4.00. Furthermore, this research contributed to developing educational resources, and it is expected that students can engage with good value in their future lives. 
EFL Teachers’ Perspectives on Teaching Writing and Presenting Skills through Project-Based Learning in the Merdeka Curriculum Ummah, Hoirul; Priyana, Joko
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.v13i4.16276

Abstract

Project-based learning (PjBL) has been widely applied in English language education, yet its classroom implementation often presents considerable challenges for teachers. This qualitative study investigates these challenges in teaching writing and presenting skills within the context of the Merdeka Curriculum, where integrated skills are emphasized as key learning outcomes. Four English teachers who have actively applied PjBL participated in the study. Data were collected through semi-structured interviews and an open-ended questionnaire, which were analyzed thematically using Braun and Clarke’s framework to enhance trustworthiness. Triangulation techniques were employed during data collection and analysis. The findings revealed several challenges, with the most critical being the limited facilities and unequal access to resources, as well as the complexities of assessing group projects. These findings underscore the importance of professional development, curriculum support, and institutional policy in enabling EFL teachers to teach writing and presentation skills through PjBL effectively. Addressing these challenges can improve the sustainability of PjBL practice and foster students’ engagement and skills development in English language learning.
Micro-Ethnography Approach in Using Technology to Support Learning Interaction Nandes, Yogi Novario; Triastuti, Anita; Priyana, Joko
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6133

Abstract

Technological and Artificial Intelligence (AI) development provides challenges and opportunities for lecturers to create dynamic and relevant classroom engagements, especially in courses that demand intensive communication skills, such as English Education. A micro-ethnography approach can help lecturers analyze social engagements in the classroom in detail, adapt their teaching style, and increase student engagement by combining technology and a personal approach. This study aims to explore lecturers' strategies for strengthening classroom interaction in English Education study program using the micro-ethnography approach in the era of technology and AI. This research uses the literature review method and qualitative descriptive analysis to collect and analyze data on lecturers' strategies for strengthening classroom interaction in the era of AI and technology in English language teaching. The results of this study show that the utilization of technology and the micro-ethnography approach in education, including in the English Education study program, is crucial to strengthen classroom interaction in the digital era. Technologies such as AI provide opportunities to understand students' learning preferences more personally, while micro-ethnography approaches help lecturers create inclusive and adaptive learning experiences. Keywords: AI; Learning Interaction; Micro-Ethnography; Technology
Investigating Teachers’ Efficacy Beliefs in Managing English for Specific Purposes (ESP) Classroom Afrezah, Novela Nur; Priyana, Joko; Widyastuti, Puspa; Syahfutra, Wandy
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Investigating Teachers’ Efficacy Beliefs in Managing English for Specific Purposes (ESP) Classroom. Teachers must have high self-efficacy beliefs to provide teaching methods or strategies properly. Objective: This research aims to measure ESP teachers' efficacy beliefs and identify the effect of teachers’ efficacy on ESP teaching performances. Method: This study used mixed-method research as a research design. The subjects were teachers who have experience in teaching ESP. The teachers came from several vocational high schools and higher education institutions. The researcher used the purposive sampling technique to determine the sample of this research. The quantitative data were obtained through a questionnaire to 30 teachers from several vocational high schools in Riau, and the researcher invited five teachers to join an interview session. Furthermore, thematic analysis was used to analyze the data by familiarizing with the data, categorizing the data through coding, and then organizing those codes into themes reflecting the subjects’ responses. Based on the data obtained, all participants exhibited high and medium levels of self-efficacy. Five aspects were involved in the questionnaire: efficacy for English, efficacy for curriculum implementation, efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement. Findings: Among these aspects, efficacy for instructional strategy was the highest. Teachers with high self-efficacy excel in classroom management, create motivating environments, and adapt their strategies to meet student needs, leading to better academic outcomes. Proficiency in English also plays a crucial role in effective ESP teaching.  High teacher self-efficacy boosts motivation to deliver effective lessons, even with limited preparation time. The research emphasizes the reciprocal relationship between teacher efficacy and student performance, showing that confident teachers foster better learning environments. Keywords: classroom management, ESP teacher’s self-efficacy, ESP. DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202476
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