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All Journal Jurnal Pendidikan Vokasi Journal of English Language and Pedagogy Journal of Educational Management and Instruction (JEMIn) Profesi Pendidikan Dasar
Mark Gabriel Wagan Aguilar
Emilio Aguinaldo College
Education Languange, Linguistic, Communication & Media Mathematics Other

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Designing a guidebook of the English vocabulary and grammar list for junior high school students Nanik Supriani; Mark Gabriel Wagan Aguilar; Banun Havifah Cahyo Khosiyono; Mundilarno Mundilarno; Wira Tunggul Segara Agus; Jamiu Temitope Sulaimon
Journal of English Language and Pedagogy Vol 5 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i2.13682

Abstract

The study aims at designing the stakeholders on the Guide book of vocabulary and grammar of English list for junior high school students. The background relied on the fact of implementing the 2013 curriculum. The students empirically had difficulty in facing the English examination since a lot of vocabulary was not well-instructed and issued at the test items. The list of vocabulary was difficult to find, and the grammar points were not complete, which determined the reading difficulty. Utilizing a descriptive-quantitative research design, a survey with open-ended questions and a focused-group discussion was done in terms of stakeholders, particularly students, teachers, and assessment instrument involvement. The findings showed that the deliberation included adding and deleting a few parts for improvement purposes, in which they had approved the one designed and presented. The finished product focused on the most important aspects of the vocabulary class, such as the characteristics of the vocabulary glossary, instructions for the guidebook use, and grammar list for the seventh- and eighth-graders. This guidebook serves as a model for the empirical learning circumstance, although it cannot be generalizable.
Tri-Center Educational Communication Strategies for Enhancing Public and Private Elementary School Branding in Yogyakarta Alfina Bakti Pertiwi; Slamet Lestari; Mark Gabriel Wagan Aguilar
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.15281

Abstract

This study was motivated by the declining public interest in public elementary schools alongside increasing trust in private institutions, highlighting the importance of communication strategies in shaping school branding and public trust. It aimed to analyze the implementation of the Tri-Center of Education communication strategy encompassing schools, families, and the community, and its impact on the branding of public and private elementary schools in Yogyakarta. A qualitative case study design was employed, involving two schools with distinct characteristics. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal that public schools emphasize institutional and structural communication, strengthening performance-based branding through academic achievement, professional governance, and institutional stability. In contrast, private schools adopt participatory and dialogical approaches, fostering value-based branding through religious identity, relational closeness, and positive emotional experiences. These findings underscore that integrated, sustainable, and socially grounded Tri-Center communication plays a crucial role in enhancing school branding and strengthening public trust.
Organizational participation, character development, and digital competence: Building teacherpreneurship in vocational teacher education under the Merdeka Belajar framework Siti Mariah; Mark Gabriel Wagan Aguilar; Ika Wahyu Kusuma Wati; Amelia Jarapa
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.84203

Abstract

Teacherpreneurship has emerged as a strategic response to the growing demand for teachers who are not only pedagogically competent but also creative, opportunity-driven, and digitally literate. However, limited empirical evidence explains how organizational participation and character formation interact to shape entrepreneurial readiness among prospective vocational teachers, particularly within the Merdeka Belajar framework. This study employs an explanatory sequential mixed-methods design to examine the relationships between organizational participation, character development, and teacherpreneurship. Quantitative data were collected from 120 students using validated instruments, followed by qualitative interviews, focus group discussions, and observations involving 24 purposively selected participants. Statistical analyses, including multiple regression and structural equation modeling, indicate that organizational participation significantly predicts teacherpreneurial readiness, with character development acting as a partial mediator. Students demonstrated strong creativity, leadership, and digital competence, yet faced persistent challenges related to risk-taking, time management, institutional bureaucracy, and limited commercialization literacy. The qualitative findings further reveal identity shifts as students increasingly positioned themselves as innovators capable of developing educational products and digital learning services. SWOT analysis highlights that technological advancement and flexible curriculum opportunities outweigh threats such as competition and automation. The study concludes that teacherpreneurship requires a synergistic integration of experiential organizational learning, character education, and digital entrepreneurship training. Implications are directed toward vocational teacher education institutions to embed credit-bearing organizational engagement, structured mentorship, and micro-grant schemes aligned with Merdeka Belajar policies. These findings contribute to expanding theoretical perspectives on teacherpreneurship while offering practical strategies for strengthening vocational teacher preparation in rapidly evolving educational ecosystems.
Efficacy of AI-based Text-to-Speech in Indonesian pronunciation training for foreign speakers (BIPA): A mixed-method analysis Yuyun Setiawan Putra; Hikma Tansilo; Tommy Hastomo; Andini Septama Sari; Mark Gabriel Wagan Aguilar
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.12403

Abstract

This study investigated the efficacy of Artificial Intelligence (AI)-based Text-to-Speech (TTS) technology in Indonesian pronunciation training for Foreign Speakers (BIPA), addressing a notable research gap concerning its specific effectiveness and learner perceptions. Employing a mixed-method quasi-experimental design with experimental (n=20) and control (n=20) groups, the research utilized pronunciation tests, perception questionnaires, and interviews. Based on the paired sample t-test, findings showed that AI TTS was significantly more effective than conventional methods in improving BIPA learners’ pronunciation in accuracy, fluency, and intelligibility. This efficacy is attributed to AI's capacity for immediate, personalized feedback and objective analysis. The qualitative data analysis revealed that learners reported overwhelmingly positive perceptions regarding AI TTS's effectiveness, engagement, and confidence-boosting impact, appreciating its non-judgmental and accessible nature. However, limitations emerged concerning voice naturalness, intonation accuracy, and the interpretation of contextual nuances. Concerns were also raised about potential over-reliance on AI, technical reliability, and data privacy. These findings strongly advocate for a blended learning approach in BIPA pronunciation instruction, strategically leveraging AI's strengths while preserving the essential value of human teaching for higher-order linguistic and cultural competence. The study contributes to applied linguistics by providing empirical insights into AI applications in second language acquisition beyond English contexts and offers practical guidance for developing adaptive, user-centered BIPA curricula and fostering responsible AI integration.
Co-Authors Alfina Bakti Pertiwi Amelia Jarapa Andini Septama Sari Banun Havifah Cahyo Khosiyono Hikma Tansilo Ika Wahyu Kusuma Wati Jamiu Temitope Sulaimon Mundilarno Mundilarno Nanik Supriani Siti Mariah Slamet Lestari Tommy Hastomo Wira Tunggul Segara Agus Yuyun Setiawan Putra