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All Journal Tell : Teaching of English Language and Literature Journal DedikasiMU: Journal of Community Service Research and Innovation in Social Science Education Journal (RISSEJ) Jurnal Pengembangan Profesi Guru dan Dosen Journal of Education, Pedagogy and Teacher Training JIEELT
Jati Suryanto
Universitas Muhammadiyah Yogyakarta
Religion Arts Humanities Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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PENGEMBANGAN PLATFORM PEMBELAJARAN BLENDED LEARNING DI SMP MUHAMMADIYAH NANGGULAN Suryanto Suryanto; Maryam Sorohiti; Jati Suryanto
DedikasiMU : Journal of Community Service Vol 4 No 4 (2022): Desember
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/dedikasimu.v4i4.4827

Abstract

SMP Muhammadiyah Nanggulan merupakan salah satu amal usaha Muhammadiyah yang berada di Nanggulan. SMP ini memerlukan perhatian khusus dikarenakan jumlah siswa yang sangat minim. Sebagai sekolah swasta, minimnya jumlah siswa tersebut berdampak sangat significant dalam semua lini proses pendidikan, terutama ranah finansial yang berdampak pada semua aspek hidupan sekolah seperti kesejahteraan guru, fasilitas, and proses belajar mengajar. Perlu terobasan baru untuk permasalahan ini dengan melakukan perekrutan siswa dari berbagai daerah dengan melakukan proses pembelajaran blended learning. Dengan pembelajaran blended learning, siswa dari berbagai daerah dapat mendaftar, melakukan proses pembelajaran secara daring sebagai learning platform. Pembelajaran daring ini dapat dikombinasikan dengan pembelajaran luring. Gabungan moda pembelajaran ini biasa disebut dengan Blended learning. Dikarenakan masih sangat lemah fasilitas pembelajaran daring, program hibah ini telah berhasil memfasilitasi SMP Muhammadiyah Nanggulan membangun learning platform dengan moda daring untuk membangun proses pembelajaran Blended learning yang kedepan dapat meningkatkan minat siswa belajar di SMP ini
The Students' and the Teachers' Perception of the Washback Effect of the English Progress Test Jati Suryanto; Maryam Sorohiti; Isdiarto Isdiarto; Bivy Callista Putri Alya; Affra Zahra
Research and Innovation in Social Science Education Journal (RISSEJ) Vol. 1 No. 2 (2023): December
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/rissej.v1i2.126

Abstract

Tests can directly impact educational processes in various ways. It means that the test may influence the students and the teachers. This influence is called washback or backwash. Washback or backwash is generally known as the effect of testing on teaching and learning (Djuric, 2008). The local government usually prepares formative and summative tests in the school while the teachers design the progress test. This research investigates the washback effect of the English progress test on the students and teachers in one reputable senior high school in Yogyakarta. This research used a qualitative descriptive method. Interviews and focus group discussions were used as methods of data gathering. The respondents were three English teachers and 16 students of12th-grade at a public senior high school in Yogyakarta. The research focused on how the progress test gave a washback effect to the teachers as the test developers and what the students' perception was of the washback effect of the progress test. It concluded that washback effects for teachers depended on 1) focusing on the objective of teaching, 2) the teaching materials, and 3) the teaching methodology. Meanwhile, the effects on students were 1) influencing the learning strategy, 2) preparation for doing tests, 3) improving the learning motivation, the learning mastery, and the learning-teaching atmosphere.
Insights from the Silent: Exploring Deaf Individuals' Perspectives on Using Learning Management Systems for Online Learning Jati Suryanto; Puteri Nabilah Ramadhani; Juang Kurniawan Syahruzah; Maryam Sorohiti
Tell : Teaching of English Language and Literature Journal Vol 12 No 2 (2024): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i2.23745

Abstract

The COVID-19 pandemic has led to a surge in the popularity of online learning, offering students greater flexibility and accessibility. However, students with hearing impairments encounter significant challenges in accessing learning materials and communicating with teachers and peers. This study aims to investigate the experiences of students with hearing impairments using a Learning Management System (LMS) for online learning focusing on their challenges they face and the strategies they employ in their learning. The research was conducted using a descriptive qualitative design at private universities in Yogyakarta. Semi-structured interviews were conducted to gather the data involving three students with hearing impairments who have used LMS in online learning as the participants. The findings revealed the challenges that included the use of multiple applications, lack of understanding on the LMS, lack of LMS notifications, material mismatch, unstable internet connection, tool constraints, lack of inadequate facilities, and there is no training on the use of the LMS. Additionally, the strategies used by the students included self-study, assignment submission via email, asking others for help, using additional apps, using a typist facility, and joining WhatsApp group discussions.
Conversational AI as a Low-Stakes Speaking Partner: A Quasi-Experimental Study of Chatbot-Mediated Oral Practice in EFL Microteaching Jati Suryanto
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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

Abstract

Speaking anxiety and limited opportunities for authentic oral practice are among the most persistent barriers to spoken English development in EFL microteaching programmes. This study examines whether conversational AI chatbots can function as low-stakes speaking partners that reduce anxiety and improve oral performance readiness for pre-service EFL teachers before microteaching delivery. Using a quasi-experimental design with pre- and post-test oral performance assessments, Foreign Language Speaking Anxiety Scale scores, and qualitative data from reflective journals and post-study interviews, the study compared two groups of pre-service EFL teachers at a public Islamic university in Yogyakarta, Indonesia: one group engaging in structured chatbot-mediated oral practice sessions twice weekly for eight weeks before microteaching, and a control group receiving conventional preparation support only. Findings indicate significantly reduced speaking anxiety and improved oral fluency, pronunciation accuracy, and interactional competence scores in the chatbot group, with qualitative data revealing that the low-stakes, non-judgemental character of chatbot interaction was the most consistently valued feature—particularly for participants with high baseline anxiety. However, the study also identifies a transfer gap: the communicative behaviours practised with chatbots did not automatically transfer to human-audience microteaching contexts, and several participants reported that the emotional experience of a chatbot interaction and a live teaching performance remained categorically different. The study draws on Willingness to Communicate theory (MacIntyre et al., 2024) and Vygotskian scaffolding frameworks to argue that chatbot-mediated oral practice is a valuable but insufficient preparation for microteaching—most effective when embedded in a broader pedagogical sequence that explicitly bridges from low-stakes AI interaction to high-stakes human performance.
Reflective Practice as a Professional Development Tool for EFL Lecturers in Indonesian Higher Education: A Mixed-Methods Study Jati Suryanto
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 3 No. 1 (2026): JUNE 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v3i1.127

Abstract

Professional development for EFL lecturers in Indonesian higher education remains characterized by episodic, top-down training with limited evidence of sustained impact on classroom practice. Reflective practice has been theorized as a mechanism for deeper teacher learning, yet empirical evidence from non-Western tertiary contexts remains sparse. This study examined the effects of a 14-week structured reflective practice intervention on the reflective capacities of Indonesian EFL lecturers and explored how participants experienced the process as a professional development tool. An explanatory sequential mixed-methods design was employed. Forty-two EFL lecturers from three Indonesian universities completed the Reflective Practice Questionnaire (adapted from Farrell, 2021) before and after a structured intervention incorporating guided journaling, peer observation, and monthly mentoring conversations. Quantitative data were analyzed using paired t-tests. Semi-structured interviews with 12 purposefully selected participants provided qualitative depth, analyzed via reflexive thematic analysis. Quantitative findings showed statistically significant gains in overall reflective practice scores (t(41) = 6.34, p < .001, d = 0.89), with the largest improvements in the dimensions of cognitive reflection and critical reflection. Qualitative analysis generated three themes: (1) structured scaffolding as a bridge to authentic reflection, (2) the emotional labor of unsettling routine practice, and (3) institutional constraints on sustained reflective engagement. Structured reflective practice interventions can meaningfully enhance EFL lecturers' reflective capacities when embedded within institutional support systems. However, without attention to workload and departmental culture, gains may not be sustained. Implications for CPD policy and future research are discussed.
Learner Autonomy in the Age of AI: How GenAI Tools Reshape Self-Regulated Learning Strategies in EFL Academic Writing Jati Suryanto
Journal of Innovation in English Education and Language Teaching Vol. 2 No. 2 (2026): APRIL 2026
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/e8ynyd90

Abstract

The rapid uptake of generative AI tools in higher education has prompted urgent questions about learner autonomy and self-regulated learning (SRL) in EFL academic writing contexts. This study investigates how access to GenAI tools reshapes the self-regulated learning strategies of undergraduate EFL writers at a public Islamic university in Indonesia, with particular attention to goal-setting, monitoring, resource management, and help-seeking behaviours. Using a longitudinal qualitative design with sixteen participants followed across one academic year, the study draws on learning journals, stimulated recall interviews, and writing process traces to map how SRL strategies shifted as participants integrated GenAI tools into their academic writing practice. Findings reveal four patterns of SRL reorganisation: strategic augmentation, in which GenAI was incorporated as one resource among many within a developed self-regulatory repertoire; passive substitution, in which GenAI progressively replaced rather than supplemented self-regulatory effort; anxious avoidance, in which learners with high writing anxiety selectively used GenAI to manage affective load at the cost of developing independent strategies; and critical appropriation, a rare but instructive pattern in which learners developed metacognitive awareness of how their own SRL was being shaped by tool access and actively worked to counterbalance AI dependency. The study draws on Zimmerman's SRL framework (Zimmerman, 2000; Zimmerman & Moylan, 2009) and Benson's (2011) conceptualisation of learner autonomy to argue that GenAI access does not uniformly promote or undermine learner autonomy in EFL academic writing—its effects depend substantially on the self-regulatory capacities learners bring to the interaction and the pedagogical scaffolding their programmes provide.
Co-Authors Affra Zahra Bivy Callista Putri Alya Isdiarto Isdiarto Juang Kurniawan Syahruzah Maryam Sorohiti Puteri Nabilah Ramadhani Suryanto Suryanto