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All Journal Language Circle : Journal of Language and Literature International Journal of Education Indonesian JELT IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of Foreign Language Teaching and Learning International Journal of Humanity Studies (IJHS) Journal Of English Language and Education LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Indonesian Journal of Information System ELS Journal On Interdisciplinary Studies in Humanities Lectura : Jurnal Pendidikan Journal of Educational Research and Evaluation JETL (Journal Of Education, Teaching and Learning) PROJECT (Professional Journal of English Education) Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL ELTR Journal International Journal of English Linguistics, Literature, and Education (IJELLE) Journal of Education Research Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Academic Journal Perspective : Education, Language, and Literature JEELS (Journal of English Education and Linguistics Studies) Language Circle : Journal of Language and Literature Journey: Journal of English Language and Pedagogy
Markus Budiraharjo
Universitas Sanata Dharma
Aerospace Engineering Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Activity Theory: An Analysis of Students’ Demotivation Factors due to Zoning Policy Implementation in Sleman, Bantul, and Yogyakarta Region Arsanto, Albertus Yordhana; Budiraharjo, Markus
(JELE) Journal Of English Language and Education Vol 5 No 2 (2019)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v5i2.958

Abstract

Zoning policy has become a new regulation in New Student Admission (PPBD) at Yogyakarta Province, such as Sleman, Yogyakarta, and Bantul district. The research focuses on students’ demotivation factors due to the new regulation implemented by the government about zoning system. The research uses the semi-structured interview for eighteen students from different cities and two students chosen and analyzed by Activity Theory and they are from different school and district. The result is that the students feel demotivated, since the factors are their favorite schools, classmates, teachers, and the regulation itself. The most affecting factor is their classroom environment owing to the diverse students in the classroom. However, the students try to adapt the environment in order to enhance their learning experience and motivation.
Enhancing Critical Thinking through Podcast-Based Project Learning in EFL Listening and Speaking Courses Kriswinahyu, Aprilia Dyah; Budiraharjo, Markus
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 1 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i1.71548

Abstract

In the 21st century, individuals with critical thinking skills are highly valued. Therefore, it drives a shift in higher education instructional models aim at enhancing these skills. This study examined the impact of podcast-making as a Project-Based Learning (PjBL) activity on students' critical thinking skills in an English as a Foreign Language (EFL) context. Utilizing a sequential explanatory mixed-method approach, this study addressed: (1) To what extent did PjBL enhance students' critical thinking? (2) What characteristics of PjBL contributed to the enhancement of students’ critical thinking? The participants of this study included 57 second-semester students from the English Language Education Study Program enrolled in an Advanced Listening and Speaking course, with 5 students selected for qualitative interviews. The quantitative results of this study indicated a significant enhancement in students' critical thinking skills, with the mean score rising from 45.58 (before podcast-making) to 60.61 (after podcast-making). A paired-t-test revealed a significant difference (t(56) = -19.56, p <0.001). Then, the qualitive findings identified key PjBL characteristics such as complex problem-solving, evidence-based reasoning, and reflective practice as contributing factors to the enhancement of students’ critical thinking skills. This study provides empirical evidence supporting podcast-making as an effective tool for enhancing critical thinking in EFL higher education. The findings offer valuable insights for educators seeking innovative instructional models. Future research could explore deeper the role of technology in PjBL and its impact on developing specific skills like critical thinking.
Investigating The NTT Teachers in Facing The Online Teaching Challenges Teofanne Nurinik Wea; Markus Budiraharjo
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 1 (2022): March
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.605 KB) | DOI: 10.34050/elsjish.v5i1.19727

Abstract

This study explored the challenges and the way how the teachers cope with their challenges. This study is a qualitative study which employed a narrative inquiry. Six participants from two different schools in NTT were participated in this study. They were English teachers, German teacher, mathematics teacher, history teacher and Geography teacher. In gathering the data, the researcher did a deep interview with the participants through Whatsapp voice note. In analyzing the data, the researcher did an interview transcript to note the participants’ responses. The researcher found that the participants had some difficulties in doing online learning such as their own ability about technology, students’ participation, students’ devices and ineffective learning. From those difficulties, they have a good self regulation to make a management time in order to make an effective learning and motivate the students to ignore their boredom. However, there was still a teacher who still had lack self efficacy since she had low ability in applying the technology devices in online learning. She had less confidence in doing online learning.
Describing A Systematic Reflection for Pre-Service Teachers’ Professional Identity: A Case Study Anastasia Nelladia Cendra; Markus Budiraharjo
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 1 (2021): JEELS May 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i1.2658

Abstract

To fill the gap and add literature on systematic reflections in the area of teacher identity developments, this research, which is a part of a larger case study, described how reflection class followed by pre-service teachers of English language in a teacher development program in Indonesia (PPG Pra-jabatan) was conducted. Using a single case study with embedded design and multiple data sources (observations, interviews, and document analysis), this research found that in its effort to help pre-service teachers' identity development, the reflection class followed a certain procedure that comprises of two phases (i.e. reflection phase and publication preparation phase). In addition, this research also found some protocols that were adhered by the reflection class (i.e. involving social reflection, providing a safe and secure learning environment, feedback provision to the reflections, and giving appropriate prompts). This research recommends the teacher education and teacher professional development programs give more attention to how reflection is conducted. In particular, it is suggested that some protocols of conducting a good reflection are considered so that the pre-service teachers can make the most of the reflective activities.
TECHNOLOGY-ENHANCED PEDAGOGY FOR TEACHING ENGLISH AS AN APPLIED LANGUAGE IN HIGHER EDUCATION: A PRISMA REVIEW Simron Krisnuarjati Hindom; Galuh Wuryaningtyas; Natalina Antonia dos Santos; Edeltrudis Patrisia Soge; Markus Budiraharjo
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7172

Abstract

Digital technology has increasingly shaped the teaching of English as an applied language in higher education. Although many university students are familiar with digital tools, educators often face challenges in selecting technologies that support meaningful learning outcomes. This study aimed to identify effective digital tools and summarize practical pedagogical implications for university-level English instruction. A systematic literature review (SLR) was conducted following PRISMA 2020 guidelines. Fifty journal articles were retrieved from Scopus, Web of Science, and Google Scholar. After screening and eligibility assessment, 16 studies were included for synthesis, representing experimental, quasi-experimental, mixed-methods, qualitative, survey-based, and conceptual analytical research. The findings show that Mobile-Assisted Language Learning (MALL), particularly vocabulary apps and digital flashcards, provides the most consistent evidence of effectiveness, especially for vocabulary acquisition and retention. AI-supported tools and intelligent personal assistants demonstrate skill-specific benefits, particularly for speaking practice, pronunciation awareness, learner autonomy, and engagement, while effects on receptive skills are less consistent. Emerging technologies such as chatbots, robotics, and virtual reality show promising potential but remain underrepresented in rigorous classroom-based research. Overall, the review highlights that technology is most effective when integrated with clear learning objectives, structured tasks, and teacher guidance. Practical recommendations are provided to support educators in selecting and implementing digital tools that align with instructional goals and learner needs
Co-Authors Agnes Maria Polina Agustinus Triwinanta Aletheia Ajeng Priskananda Ali Djamhuri Anastasia Nelladia Cendra Arima Renny Dayu Putri Arsanto, Albertus Yordhana Bram, Barli Edeltrudis Patrisia Soge Erina Andriani Galuh Wuryaningtyas Galuh Wuryaningtyas Happy Indriyono Happy Indriyono Hapsari, Anita Galuh Sri Hari Suparwito Kartikasari, Anita Ke Lomi, Aplonia Nelci Kresnawaty, Novy Kriswinahyu, Aprilia Dyah Mawarni, Angelina Kusuma Jelita Natalie, Regina Yoantika Natalina Antonia dos Santos Ouda Teda Ena Putri, Maria Nirmala Rahmadhani, Devy Yuniastuti Ratri, Ayu Septiana Purwani, Ratna Simron Krisnuarjati Hindom Sutono, Aditya Agung Teofanne Nurinik Wea Viska Violita Wahyuni, Hanna Irma Yulius Nahak Zheng , Maogui