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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 INSANIA : Jurnal Pemikiran Alternatif Kependidikan Formosa Journal of Sustainable Research (FJSR) Journal of General Education and Humanities 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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Developing English learning materials for grade eight students at IOs International Education Yogyakarta Sari, Ary Diah Puspita; Priyana, Joko
LingTera Vol. 8 No. 2 (2021)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v8i2.13879

Abstract

This research aims to develop English learning materials for grade eight students at IOs International Education. This research adopted the material development procedure proposed by Graves (2000: 105) and Dick, Carey and Carey (2005:1). The data were collected by using observation sheets and questionnaires. The data were quantitative and qualitative data. The quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed qualitatively. The results of this study are four units of learning materials. Each unit consists of 18 to 20 tasks. Each unit is organized into six components namely introductory page, warm-up, main tasks (spoken cycle and written cycle), summary, evaluation, and glossary. The research results show that the developed course materials of English for grade eight obtained a score of 4.414 (very good). Then, the students' try-out results obtained 4.47 (very good). These results show that the developed English course materials of English for eighth grade students in IONs International Yogyakarta are appropriate.  
NEEDS ANALYSIS ON ENGLISH READING AND VIEWING MATERIALS FOR TENTH GRADE FASHION DESIGN STUDENTS Maulana, Harries Fadhie; Priyana, Joko
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 12 No 2 (2024)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v12i2.9934

Abstract

The world economic trends along with expanding markets have driven up the need for English language proficiency among fashion design students at Indonesian vocational high schools. This study performed a needs analysis to identify the English learning needs focusing in reading and viewing skills for tenth-grade students majoring in fashion design. Student questionnaires combined with an English teaching interview were used to collect data using descriptive research methodology. Sixteen students and one English teacher are the participants in this study. Questionnaire responses show that most of the students want careers in fashion design and merchandising, thus they need industry terminology and professional documentation skills and business communication skills. The students demonstrate primarily beginner-level English skills that they struggle to understand fashion-related vocabulary, professional communication, and official fashion documents like tech-packs. The research findings demonstrate why educational content must blend workplace-relevant material while matching industry requirements. To increase students' engagement and comprehension an English teacher needs to integrate multimedia resources together with visual-based instruction and authentic materials. The research helps develop English for Specific Purposes (ESP) learning materials that target vocational education to enable students to develop necessary skills for their future professions.
THE IMPLEMENTATION OF DIFFERENTIATED READING INSTRUCTION IN EFL CONTEXT: STRATEGIES, IMPACTS, AND CHALLENGES Rukadah, Rukadah; Priyana, Joko; Hidayati, Sari
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i2.11051

Abstract

This study is conducted using a systematic literature review which explores the strategies, impacts, and challenges during the implementation of Differentiated Reading Instruction (DRI) strategies in English as a Foreign Language (EFL) Classrooms.  The literature review analyses 19 studies published between 2014 and 2024, sourced from databases like Scopus, Google Scholar, and Mendeley. The findings reveal that tiered assignments and flexible grouping achieve the highest frequency use in DRI implementation. The strategies show the positive effects namely on reading comprehension, student engagement, and self-confidence. However, the reviews also find out the challenges such as a restricted time, limited resources, and insufficient teacher training hinder effective implementation. For further research, it is recommended to explore on other language skills namely listening, speaking, and writing to broad the impacts of DRI. The study also identifies the importance of teachers’ training on DI practices to overcome the challenges in diverse classrooms.
From Fear to Fluency: Self-Recorded Video Use to Improve EFL Speaking Proficiency Rohdina, Neli Fitri; Priyana, Joko
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7802

Abstract

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. 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. 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. Therefore, English teachers are encouraged to adopt the self-recorded video technique as an alternative approach to teaching speaking skills.
The Effectiveness of Supplementary Reading Materials in Improving Students’ Reading Comprehension: A Systematic Literature Review Mustika; Ashadi; Priyana, Joko
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8364

Abstract

This systematic literature review examined thirteen articles published between 2020 and 2024 in various countries, including Malaysia, China, Indonesia, the Philippines, and Cambodia, that addressed the broad issue of improving students' reading comprehension at various levels of education through supplementary reading materials. The purpose of this study was to assess the efficacy of these reading materials, determine the most beneficial types, and examine the variables influencing their success using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The results indicated that supplementary reading materials can improve students' post-test reading scores (mean score increased by 21.34%), motivation, engagement, vocabulary acquisition, language comprehension, and critical thinking skills. Older students responded better to text-based reading materials, while younger students benefited more from digital resources. A key factor influencing the impact of reading materials is their relevance to students' cultural and personal backgrounds. Future research is recommended to examine how supplementary teaching materials can be used in online and hybrid learning to improve learning outcomes in the digital age.
Investigasi pandangan guru terhadap integrasi pembelajaran berbasis proyek dengan Canva Magic Write untuk mendukung SDG 4 Adiyani, Novasa; Priyana, Joko; Alhadeeri, Albokhary Alsnousi Othman
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.
The Use of Artificial Intelligence in Assessing the IELTS Academic Writing Task Essays Kamalatuzzahroh, Aliza; Priyana, Joko
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1189

Abstract

This study investigates the accuracy of Artificial Intelligence (AI) in assessing the IELTS Academic Writing Task essays by comparing AI-generated and human examiner scores and feedback. Despite the increasing adoption of AI-based assessment tools, limited empirical evidence exists regarding their validity and reliability in high-stakes IELTS writing evaluation. Therefore, this study aims to determine whether significant differences exist between AI and human scoring and to examine the qualitative characteristics of the feedback provided. This research employed a mixed-method explanatory design involving ten participants who completed a computer-based IELTS prediction test. Their essays were independently evaluated by an AI scoring system and a human rater using IELTS band descriptors. Quantitative analysis using a paired-sample t-test measured differences in assigned scores, while qualitative content analysis examined patterns, depth, and focus of the feedback provided. The findings indicate a statistically significant difference between AI-generated and human-assigned scores (p = 0.022), with a mean difference of 0.4 points, suggesting that AI tended to assign higher scores. The feedback analysis reveals that AI primarily focuses on technical aspects such as grammar, vocabulary, and sentence structure, offering general improvement suggestions, whereas human feedback demonstrates greater depth and personalization. These results suggest that while AI enhances scoring efficiency, it cannot fully replace human evaluative judgment in complex academic writing assessment.
Co-Authors Adhani, Ratisa Adiyani, Novasa Afrezah, Novela Nur Agus Widyantoro Alhadeeri, Albokhary Alsnousi Othman Alsamiri, Yasir Anita Triastuti Armanda, Muhamad Laudy Ashadi 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 Kamalatuzzahroh, Aliza Kusumaningrum, Monika Cahya Lestari, Aryanti Eka M. Sukarno Maulana, Harries Fadhie Muhammad Afif Mustika 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 Rohdina, Neli Fitri 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