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This Author published in this journals
All Journal RETORIKA: Jurnal Ilmu Bahasa Al-Lisan Indonesian JELT English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Tell : Teaching of English Language and Literature Journal Register Journal Loquen: English Studies Journal Adabiyyat: Jurnal Bahasa dan Sastra ACITYA Journal of Teaching & Education Ethical Lingua: Journal of Language Teaching and Literature Journal of English Teaching and Learning Issues Nivedana : Jurnal Komunikasi dan Bahasa JOLLT Journal of Languages and Language Teaching Jurnal Sinestesia Edu Cendikia: Jurnal Ilmiah Kependidikan JOEY : Journal of English Ibrahimy Surakarta English and Literature Journal REGISTER JOURNAL Jurnal Pendidikan Progresif Journey: Journal of English Language and Pedagogy
Sayit Abdul Karim
Universitas Teknologi Yogyakarta
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Exploring an Exemplary English Lecturer's Participation in TPD and its Implementation in the Teaching and Learning Process: English Karim, Sayit Abdul; Ayu Ramadhani, Herlina; Nari Laksita, Radita; Matas, Gordan; Riana Dewi, Septi
JOEY: Journal of English Ibrahimy Vol. 4 No. 2 (2025): JOEY : Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2025.v4i2.61-74

Abstract

Professional development for educators was crucial to ensure quality teaching and improved student learning outcomes. This study aimed to explore how an English lecturer at Universitas Teknologi Yogyakarta (UTY) participated in the Teacher Professional Program (TPD) program and implemented the knowledge gained into her teaching practice. This study used a qualitative case study approach, which involved one English lecturer who was selected based on criteria such as teaching experience and active participation in TPD activities. The questions were sent to the respondent through a digital messaging platform and analysed using descriptive qualitative analysis and Miles & Huberman's (1994) interactive model. The findings revealed that the lecturer is actively involved in both internal and external TPD programs. Furthermore, the internal programs focused on general pedagogical skills, while external programs were more targeted at English Language Teaching (ELT). The lecturer implemented various strategies from the PD sessions, such as process-based writing instruction, structured peer feedback, and the use of digital tools. However, challenges include the generality of the training materials and the lack of structured follow-up support. The study concluded that quality TPD implementation requires individual motivation and institutional support. PD programs should not only provide relevant content, but also offer ongoing support. The study highlights the need for more targeted, reflective, and practical PD to ensure meaningful impact in the classroom
The Use of DeepL as a Translation Tool in English Language Learning: Insights from Indonesian EFL University Students A’yun, Silvianida Qurrota; Karim, Sayit Abdul; Matas, Gordan; Radjaban, R.Yohanes; Winarna, Winarna
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.33633

Abstract

The rapid advancement of digital technologies has transformed language learning practices, for instance, the use of DeepL translation tools for machine translation. It plays a growing role in facilitating comprehension, vocabulary development, and academic literacy among EFL learners. This study provides empirical evidence of how DeepL shapes students’ learning efficiency and translation strategies. This mixed-methods study explores the perceptions and challenges of 27 fourth-year English Language Education Study Program (ELESP) students at Universitas Teknologi Yogyakarta regarding DeepL as a translation tool in their language learning. Employing questionnaires and semi-structured interviews for data collection, the research gathered both quantitative and qualitative data. The questionnaire explored students' overall perceptions, while interviews delved into the specific challenges encountered by six selected students, using a purposive sampling technique across varying proficiency levels: two students with high proficiency, two students with medium proficiency, and two students with low proficiency, as indicated by the analyzed questionnaire scores. Furthermore, the researchers analyzed the questionnaire results through data checking, coding categories, and compared them across the highest, middle, and lowest categories, analyzing the results descriptively. Meanwhile, for the semi-structured interview, the results were analyzed using an interactive model, comprising data collection, data reduction, data display, and drawing conclusions. Findings indicate positive student perceptions. Quantitative analysis of questionnaire data revealed overwhelmingly positive perceptions, with 81.5% and 66.7% of students showing high agreement on key positive statements about DeepL's utility. However, the qualitative data reveal that all interviewed students face challenges, particularly the time-consuming process of double-checking translations due to the uncertainty of meaning. This study highlights DeepL's significant role in facilitating language learning while also underscoring the need for students to develop critical evaluation skills.
Enhancing Vocational High School Students’ English-Speaking Skills Through Comic Strips Abdussafa, Arif; Karim, Sayit Abdul; Matas, Gordan; Radjaban, R. Yohanes
Journey: Journal of English Language and Pedagogy Vol. 9 No. 1 (2026): Journey: Journal of English Language and Pedagogy (On Going)
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i1.2967

Abstract

This mixed-methods study investigated the effectiveness of comic strips in enhancing the English language skills of tenth-grade vocational students at SMKN 1 Tempel, Yogyakarta. Thirty-six students from Class X AKL 2 participated in the study, which integrated quantitative and qualitative approaches. The characteristics of the participants are; they are  active registered students, and have willingness to participate in speaking class activities during data gathering. Data were collected through pre-test and post-test speaking assessments to assess pronunciation, vocabulary, grammar, comprehension, and fluency. Participants had chances to utilize the comic strips three times in the practice stage. Meanwhile. semi-structured interviews were conducted with ten students using purposive sampling technique. Furthermore, quantitative data were analyzed using descriptive statistics, and qualitative data used Miles and Huberman’s (1994) interactive model. The quantitative findings revealed a substantial improvement across all speaking components following the comic strip–based instruction. The highest score increased from 88 to 96, and the lowest score rose from 56 to 64. Vocabulary showed the largest gain, followed by notable increases in comprehension and grammar. Fluency and pronunciation initially the weakest aspects also improved, indicating greater confidence and smoother speech supported by the visual prompts. Overall, the class total score increased from 2476 to 2728, demonstrating a clear enhancement in speaking proficiency. Meanwhile, qualitative results showed that students perceived comic strips as engaging, motivating, and easy to understand. Learning motivation, expanding of vocabulary, and students’ engagement in speaking were the main themes addressed by the participants. Moreover, they reported that the visuals, sequential panels, and word balloons helped them absorb the storyline, generate ideas, recall vocabulary, and speak more coherently. The study implies that comic strips are an effective multimodal resource for supporting speaking instruction in EFL vocational settings, offering contextual scaffolding that enhances learner engagement.
Co-Authors Abdussafa, Arif Adimas Jaka Pratama Aditama Bagus Antasari Aisyah Putri, Shifani Alamsyah, Danang Fauzi Alamsyah, Kikin Feby Amin Aziz, Yek Anggoro Jati, Tri Anggraini, Adellia Dinta Anjani, Nasywa Maudyna Annisa Qotrunnnada Sofyana Hamzah Arifin Kurniawan Arifin Kurniawan Ayu Ramadhani, Herlina Ayu Setiya Ningsih A’yun, Silvianida Qurrota Bayu Prasetyo Aji Bayu Prasetyo Aji Besma, Meindra Cintya Rima Puspitasari Devara Aftina Putri Didha Fridayanto Didha Fridayanto Dina Rizki Annisa Dyah Ayu Rahmawati Dyah Mukaromah Ermawati , Novi Ayu Erni Cahya Utami Fadhila, Rendra Miftahul Gordan Matas Hamzah, Annisa Qotrunnnada Sofyana Hana I Khairunnisa Hijril Ismail, Hijril Hikmauli R., Taufan I Dewa Gede Rat Dwiyana Putra Intan Dewi Rakhmawati Irene Gabriella Sihole Isnanisa, Rizqi Istiqomah, Annisa Nur Iswandany Kaslan Jihan Jihan Jihan Juani Prianti Juhansar Andi Latief Jumiyasrini Jumiyasrini Jumiyasrini Justinio, Michael Kaslan, Iswandany Kumalasari, Diva Lailla Ningrum, Putri Matas, Gordan Maudia Rizqullah, Alifah Maura Isanti, Ratri Metyana Setyorini Miftahul Fadhila, Rendra Mohammad Faisal Umam Muhammad Ashari Putra Muhammad Ashari Putra Nari Laksita, Radita Nasywa Maudyna Anjani Nichella Ayu Clarita Nichella Ayu Clarita Ningrum, Apriliani Dewi Puspita Nur Fadillah, Laely Nur Hasanah, Reni Nur Istiqomah, Annisa Nurhayati Nurhayati Pratama, Adimas Jaka Prianti, Juani Punta Riyadi Suryantara Putra, Ashari Putra, Muhammad Ashari Putri Lestari, Putri Putri Lisa Anggraini Putri Lisa Anggraini Qurrota A’yun, Silvianida R. Yohanes Radjaban Ramli Ramli Ratri Maura Isanti Riana Dewi, Septi Royana Royana Royana RR. Ella Evrita Hestiandari Rusmanto, Genta Setyorini, Metyana Sihole, Irene Gabriella Suryo Sudiro Syailendra, Axel Syarifah Sakinah Winarna Winarna Winarna