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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 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 JEET (Journal of English Education and Technology 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 INSANIA : Jurnal Pemikiran Alternatif Kependidikan 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) Journal of Society Innovation and Development (JSID) Jurnal Ragam Pengabdian Jurnal Pendidikan Progresif International Journal of Educational Narratives
Joko Priyana
Universitas Negeri Yogyakarta
Aerospace Engineering Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering 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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Reward and Punishment to Students’ Learning Motivation in Hybrid Learning: Digging Teachers’ Perspectives Febrianto, Aldian Idris; Priyana, Joko
Journal of Basic Education Research Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i3.1997

Abstract

Purpose of the study: This research focuses on teachers’ strategy, rewards and punishments teaching strategy in enhancing EFL students’ learning motivation. In addition, this research also aims to provide teachers’ perspectives about the use of rewards and punishments strategy to improve students’ motivation and efficiency as EFL learners during hybrid learning. Methodology: Descriptive qualitative design with interviews in the class were used to gather the teachers’ perspectives and to see the on-site implementation of rewards-punishments strategy toward students’ learning motivation. Besides, the researchers also highlight the technology used by the teachers in their hybrid learning process. Main Findings: The results indicate that a balanced strategy by combining suitable motivational techniques with emerging technology can significantly enhance teachers' effectiveness and morale in a hybrid learning environment which can increase students’ learning motivation. In other words, rewards become learning motivation booster for students and teachers’ supports in the form of positive feedback are also found to be beneficial to boost students’ confidence in learning English. Novelty/Originality of this study: This research contributes to the ongoing conversation about improving students’ learning motivation and teachers’ teaching strategy in hybrid learning. Covering the knowledge gap of reward and punishment implementation in hybrid class, specifically for junior high school students.
Classroom Design Strategies for Improving Listening Comprehension in Digital Learning Contexts Videlindah Ani Sophiandry Haan; Johnson Welem Haan; Joko Priyana
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 7 No 2 (2026): JSID: May 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v7i2.252

Abstract

In the digital era, English learning has increasingly integrated online platforms and digital technologies, making it essential to create a conducive classroom environment to support effective learning, particularly in improving students’ listening skills; therefore, this study aims to review current research on how digital tools and strategies enhance the listening learning process in schools. This study employs a qualitative descriptive approach through a literature review, with data collected from journal articles, books, conference papers, and online sources published between 2014 and 2024, and analyzed using thematic content analysis to identify key tools, strategies, and challenges in integrating digital media into listening instruction. The findings indicate that digital tools such as YouTube, Podcasts, and other applications significantly improve students’ listening skills by providing authentic, engaging, and interactive learning experiences, enhancing motivation, comprehension, and overall learning quality, although their effectiveness largely depends on teachers’ ability to select appropriate content and design meaningful activities. In conclusion, integrating digital technologies can create a more conducive learning environment and improve students’ listening proficiency; however, teachers must adapt to ongoing technological changes, develop creative teaching strategies, and engage in continuous professional development to maximize learning outcomes in the digital era.
Toward integrative communicative competence: Linguistic and intercultural needs of tour guide trainees Amalia Ilmi Fitriyanti; Joko Priyana; Yeni Artanti; Agwin Degaf
LingTera Vol. 13 No. 1 (2026)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v13i1.91278

Abstract

The objective of this study is to identify the linguistic and intercultural needs of tour guide trainees as a foundation for developing integrative communicative competence through English for Specific Purposes (ESP) materials that promote intercultural awareness. The trainees, who are currently at the A1 proficiency level, exhibit a rudimentary understanding of the intercultural aspects pertinent to tourists. This deficiency manifests in a conspicuous lack of self-assurance and proficiency in English communication. This case prompted an analysis of their specific learning needs. A qualitative case study was conducted, involving 23 trainees and one senior tour guide at Prambanan Temple. Data were collected through questionnaires and interviews. The findings indicate that the primary need for trainees is the development of effective communication skills, particularly in listening and speaking, through materials that integrate linguistic competence and intercultural awareness. The analysis identified grammar and pronunciation as the most essential linguistic elements, while intercultural communication was deemed the most crucial cultural aspect. Consequently, ESP materials for tour guides should integrate B1-level English proficiency with intercultural understanding to prepare them for effective professional communication in global tourism contexts.
From Fear to Fluency: Self-Recorded Video Use to Improve EFL Speaking Proficiency Neli Fitri Rohdina; Joko Priyana
JEET, Journal of English Education and Technology Vol. 7 No. 01 (2026): AI & Digital Transformation in ELT
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v7i01.160

Abstract

Purpose: Speaking is a fundamental skill for students learning English as a Foreign Language (EFL). However, many learners struggle with speaking, which could be due to anxiety, lack of confidence, or limited media for practice. This study investigated the effectiveness of self-recorded video activities in improving students' speaking proficiency. Design/methodology/approach: It employed a Classroom Action Research (CAR) approach. Data were collected from pre-tests, post-tests, questionnaires, observations, and interviews among tenth-grade students at SMAN 1 Kedondong. Findings: The findings revealed that self-recorded videos significantly enhance students' pronunciation, fluency, coherence, and speaking confidence. Statistical analysis of the test scores indicated measurable improvement with increased motivation and engagement. Students reported a positive learning experience even though they were faced with initial challenges, such as discomfort with self-recording and technical difficulties. Research limitations/implications: The relatively short period over which the self-recorded video technique was implemented may not have been sufficient to observe the long-term effects on students' speaking abilities. Practical implications: English teachers are encouraged to adopt the self-recorded video technique as an alternative approach to teaching speaking skills.
Multimodal Text Analysis of a Student’s Book for Grade VII of Junior High School Ratih Sri Pramestri; Joko Priyana
Eduvest - Journal of Universal Studies Vol. 5 No. 9 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i9.52184

Abstract

This study investigates how multimodal texts in the English for Nusantara coursebook for Grade VII junior high school construct meaning through the integration of verbal and visual elements. The coursebook combines written language with various visual modes to facilitate meaning in classroom contexts, reflecting the increasing importance of multimodal resources in English language education. By employing Halliday’s Systemic Functional Linguistics (SFL) to analyze verbal texts and Kress and van Leeuwen’s Visual Grammar for visual texts, the research examines how these modes realize different meanings. A qualitative content analysis was conducted on selected chapters—“About Me,” “Culinary and Me,” and “Home Sweet Home”—which were rich in multimodal content. Verbal data were segmented and analyzed according to SFL metafunctions, while visual data focused on representation and interaction patterns. Findings reveal that meaning is constructed through the interplay of verbal and visual elements, with verbal texts primarily conveying ideational meaning and interpersonal roles, and visual texts utilizing narrative and conceptual structures. The study highlights a strong tendency toward equal status between verbal and visual modes, demonstrating the collaborative nature of meaning-making in multimodal educational texts. Overall, it underscores the complex strategies at work in the design of the coursebook.
Investigasi pandangan guru terhadap integrasi pembelajaran berbasis proyek dengan Canva Magic Write untuk mendukung SDG 4 Novasa Adiyani; Joko Priyana; Albokhary Alsnousi Othman Alhadeeri
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 2 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i2.13389

Abstract

The Ministry of Education and Culture of Indonesia (Kemendikbud), through the 2013 Curriculum, emphasizes the development of 21st-century skills. Teachers, as educational initiators, are expected to equip students with the 4Cs: critical thinking and problem-solving, communication, collaboration, and creativity. To foster these skills, teachers are encouraged to implement student-centred teaching methods that focus on active learning rather than passive instruction. Project-Based Learning (PjBL) aligns with this approach, as it engages students in constructing knowledge and developing skills through meaningful, real-world projects. While PjBL emphasizes authentic learning tasks, Canva Magic Write facilitates digital creativity and linguistic expression, offering a complementary tool for enhancing writing instruction. This combination is to support SDG 4, quality education. This study aims to investigate English teachers’ views on implementing PjBL integrated with Canva Magic Write in teaching writing at the junior high school level. It also explores the challenges teachers face and the strategies they employ to overcome them. This qualitative case study involved English teachers with a minimum of two years of teaching experience. Data were collected through interviews and document analysis, then analysed using thematic analysis. The findings indicate that integrating Canva Magic Write with PjBL has excellent potential to enhance students' engagement, creativity, and writing quality. The study contributes to teachers’ education by highlighting the pedagogical value of combining PjBL with digital tools to support the development of 21st-century literacy.
Investigating Teachers’ Efficacy Beliefs in Managing English for Specific Purposes (ESP) Classroom Novela Nur Afrezah; Joko Priyana; Puspa Widyastuti; Wandy Syahfutra
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
English Pre-Service Teachers’ Self-Assessment of Their Classroom-Based Assessment Practices Hanifah Suci Rachmawati; Joko Priyana
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v5i2.2103

Abstract

Purpose – Pre-service teachers still face considerable challenges in Classroom-Based Assessment (CBA) practices. In addition, far too little attention has been paid to the pre-service teachers' self-assessment of their CBA practices especially those attending the Pre-Service Teacher Professional Education program. This study set out to investigate the English pre-service teachers’ self-assessment of their CBA practices. It investigates their skill level in enacting each stage of CBA. Methodology – This study is an explanatory sequential mixed-method research. Thus, the quantitative and qualitative method were used in a single study. Eighty-four English pre-service teachers participated in filling out the questionnaire then an interview was conducted as the follow-up. Findings – The initial result to emerge from the questionnaire was that the English pre-service teachers assessed themselves competent in planning, monitoring, recording and disseminating the assessment. Additionally, most of them were proficient in implementing the assessment. However, none of them perceived that they were expert in enacting all the CBA stages though they already possessed the theoretical knowledge and practical experience during the Pre-Service Teacher Professional Education (PPG Prajabatan) program. Novelty – This study showed that English pre-service teachers were in the view that self-assessment assisted them to recognize their strengths, weaknesses, and determine the areas that needed improvement. Likewise, self-assessment also served as a means for professional growth. Significance – English pre-service teachers especially those taking Pre-Service Teacher Professional Education can use the results of the study to reflect on their Classroom-Based Assessment (CBA) practices, recognize their strengths and weaknesses, and enhance their practices and as a guideline to self-assess their practices.
Student-Athletes’ Narratives of English Learning Needs in Special Sports Classes: Implications for Contextual ESP Instruction Khairunnisa Nasution; Joko Priyana
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3500

Abstract

Background. Student-athletes in special sports classes represent a unique group with dual demands in academic learning and intensive athletic training. Limited study time, physical fatigue, and the need for international communication in sports make their English learning needs distinct and academically important to investigate. However, these specific needs are often not adequately addressed in conventional English classrooms. Purpose. This study aims to analyze the English learning needs of junior high school student-athletes to inform more contextual and relevant ESP instruction. Method. This study employed a descriptive quantitative design involving 58 student-athletes. Data were collected through a needs analysis questionnaire focusing on target needs and learning needs. The analysis highlights students’ perspectives, preferences, and learning challenges as a basis for identifying effective instructional strategies. Results. The findings reveal that students prioritize speaking skills as the most essential for their future athletic communication, followed by listening skills. Students expressed a preference for interactive and engaging learning media such as games and videos, reflecting their need for dynamic and practice-oriented activities. Most participants identified themselves at an elementary level of English proficiency, with key difficulties in vocabulary, pronunciation, and fluency. In addition, students showed a strong preference for kinaesthetic learning styles and outdoor learning environments, indicating the importance of movement-based and experiential learning. These findings reflect student voices and learning experiences that emphasize the need for more engaging and context-relevant instruction. Conclusion. The study concludes that English instruction for student-athletes should be designed using contextual, communicative, and multisensory approaches that align with their lived learning experiences. These findings provide practical implications for developing ESP-based materials and strategies that support both academic development and athletic performance.
Exploring Students' Perceptions of Peer Assessment in a Scientific Writing Course Novasa Adiyani; Joko Priyana; Nur Hidayati
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 1 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.1.2025.88-105

Abstract

This phenomenological study investigates the lived experiences of 14 master's students enrolled in an English Education program at a public university in Yogyakarta. The study explores how these students engaged with and perceived the peer assessment process within a scientific writing course. Key areas of focus include students' emotional responses, cognitive engagement, perceived benefits and drawbacks, and the overall impact on their academic development. Data were gathered through in-depth semi-structured interviews and analyzed thematically. Results show that peer assessment played a significant role in enhancing students' understanding of scientific writing conventions, fostering critical thinking, and promoting collaborative learning. Despite encountering challenges related to bias, objectivity, and content familiarity, students recognized the process as instrumental in improving their writing skills and academic confidence. The study concludes with pedagogical implications for effectively integrating peer assessment in writing instruction and offers practical recommendations for future implementation.
Co-Authors Adhani, Ratisa Adiyani, Novasa Agus Widyantoro Agwin Degaf Albokhary Alsnousi Othman Alhadeeri Alsamiri, Yasir Amalia Ilmi Fitriyanti Anita Triastuti Armanda, Muhamad Laudy Ayu Pratiwi, Ayu Chatarina Heny Eka Purnamu Deonisia Tyas Yuniawati Dewi Yana, Dewi Dewi, Henda Harmantia Dewi, Ifti Luthviana Djami, Modjo Kale Eka Prasetio Ella Wulandari Endang Lestari Faizal, Abdul Azis Fannoni, Bhimbi Imam Febrianto, Aldian Idris Fidianingsih, Ambar Hanifah Suci Rachmawati Hapsari Nugraheni, Ratih Ayu Harahap , Amin Said Hidayati, Sari Indah Permatasari Jamilah Jamilah Jamilah Jamilah Jamilah, Radhiyatul Johnson Welem Haan Khairunnisa Nasution Kusumaningrum, Monika Cahya Lestari, Aryanti Eka M. Sukarno Maulana, Harries Fadhie Muhammad Afif Nandes, Yogi Novario Neli Fitri Rohdina Novasa Adiyani Novela Nur Afrezah Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Nur Hidayati Prasetio, Eka Pratiwi, Hafizah Pujiasih, Erna Puspa Widyastuti Rakhmawati, Ditta Mustika Ratih Sri Pramestri 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 Syakira, Syafa Azmi Ummah, Hoirul Videlindah Ani Sophiandry Haan Wandy Syahfutra Yeni Artanti Yuniawati, Deonisia Tyas