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All Journal Jurnal Pendidikan Vokasi Jurnal Wahana Pendidikan JOLLT Journal of Languages and Language Teaching Al-Khidmah Jurnal Pengabdian Masyarakat Journal of Language and Literature Studies
Nunik Sugesti
Universitas Negeri Yogyakarta
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Needs Analysis on Developing Mobile-Phone Based Learning Materials to Accelerate Students’ Mastery of English Vocabulary Nunik Sugesti; Sugirin Sugirin; Joko Priyana; Ella Wulandari
Journal of Languages and Language Teaching Vol 11, No 4 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.9127

Abstract

Due to their important role of a skilled and productive workforce for the nation's economy and progress, vocational high school graduates need special attention and efforts to improve their quality, including the English communication skill to support the mastery of their area of expertise. Their English mastery is greatly influenced by their mastery of vocabulary. So, developing mastery of English vocabulary needs to be done with various efforts, including utilizing information technology services in the form of mobile phone-based learning materials. In line with this, this research was aimed at conducting needs analysis on developing such materials.  The data were collected by using three questionnaires distributed to 76 students of Mechanical Engineering of vocational high schools, 13 English teachers from 6 vocational high schools, and 7 respondents who were vocational high school graduates in five districts/cities in Special Region of Yogyakarta. The research employed the quantitative (descriptive statistics) and qualitative data analysis (interactive analysis techniques). The results of data analysis, which included the list of required vocabulary, forms of activities, and other aspects that reflected the ways how the materials were presented, were then used as a basis for preparing the syllabus, grid, and initial draft of teaching materials.The data also included the types of services offered by the mobile-phone learning.
Workshop Peningkatan Kompetensi Pedagogik Guru Bahasa Inggris SMK di DIY Margana, Margana; Saputro, Eko Prasetyo Nugroho; Katrina Herda, Rozanah; Sulistyowati, Nina; Gita Atibrata, Tyas; Yulia Purwaningrum, Adriani; Sugesti, Nunik
Al-Khidmah Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2024): OKTOBER
Publisher : Institute for Research and Community Service (LPPM) of the Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/jak.v4i2.3157

Abstract

This community service program was initiated to address challenges faced by vocational high school teachers in Yogyakarta. The primary issue is the lack of teacher preparedness to implement differentiated learning models in English lessons. Teachers often lack confidence in their ability to design engaging and relevant learning scenarios for students with diverse characteristics. Additionally, there is a tendency among teachers to assess student skills and readiness uniformly, leading to suboptimal delivery of varied activities, materials, and resources that cater to individual learning styles and preferences. To address these challenges, a workshop was organized to enhance teachers' understanding and skills in differentiated English learning. The workshop aimed at improving the pedagogical competence of vocational high school English teachers in Yogyakarta was conducted between May and June 2024, both online and offline. The program included practical experience-sharing sessions, offline workshops, and online mentoring to review teaching modules created by 49 vocational high school teachers. These modules were based on differentiated learning principles tailored to vocational education. The teachers provided positive feedback on the workshop, indicating that they found the facilities and presentation of the material highly beneficial. The success of this workshop, centered on differentiated learning, underscores its impact on enhancing the pedagogical skills of vocational high school English teachers.
Evaluation of student internship programs to support the sustainability of vocational education institutions and industrial cooperation programs Suhartanta, Suhartanta; Soewito, Ngatman; Hiryanto, Hiryanto; Sugesti, Nunik; Efendi, Yosep; Rahayu, Siti Perdi; Kamin, Yusri Bin
Jurnal Pendidikan Vokasi Vol. 14 No. 1 (2024): February
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v14i1.63585

Abstract

The internship program is an annual routine activity in all faculties at Universitas Negeri Yogyakarta (UNY). This program implements a link and match between educational institutions and industry but has not been evaluated comprehensively. Therefore, conducting program evaluation research using the Context, Input, Process, and Product (CIPP) model is important. The type of research used is program evaluation research with the CIPP model. Data collection techniques in this research used questionnaires, interviews, and focus group discussions. The research subjects were UNY students who were grouped into four groups. Data were analyzed descriptively and quantitatively. The results showed that the context aspect of the internship program (goals and objectives) was in accordance with the graduate profile set at UNY. However, the general policy for organizing internships during the pandemic still needs to be developed. The systems and procedures of the academic community support the internship program, but there is still a need to improve cooperation documents and internship information systems for all faculties. The implementation of the internship program is in accordance with the activity plan set at UNY, but SIPKL needs to be developed to equalize the perception of field supervisors. The product of the internship program is in accordance with the goals and objectives set at UNY, but some students (34.16%) still have not received a job offer from the internship site. The results of this research can contribute to developing a quality-oriented internship program, which will then positively impact the cooperation relationship between universities and industry. Thus, a good working relationship will benefit both parties and potentially develop cooperation in other programs.
Breaking the Grammar Barriers: A Descriptive Study of Indonesian EFL Learners’ Voices Herda, Rozanah Katrina; Anggoro, Kiki Juli; Monteza, Ana Mae M.; Putro, Nur Hidayanto Pancoro Setyo; Islami, Maida Cinta; Wardoyo, Eko; Sugesti, Nunik
Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.19830

Abstract

Grammar plays a fundamental role in language learning, yet many students encounter challenges that hinder their mastery. These challenges can be categorized into cognitive, emotional, and instructional barriers, which impact learners' ability to engage with grammar effectively. This study investigates the dominant elements within these barriers and explores Indonesian university students' perceptions of grammar learning. Employing a quantitative descriptive design, this study used a five-point Likert-scale questionnaire of 28 items divided into four sections. The participants were 300 randomly selected university students majoring in English Education in Indonesia. The data were analyzed statistically using descriptive statistics, particularly mean scores, to determine trends and dominant elements. The findings revealed that in the cognitive barrier, the most dominant difficulties were applying grammar rules under pressure and needing more time to understand concepts. In the emotional barrier, the highest scores were related to anxiety when speaking and the belief that emotions affected learning. Regarding instructional barriers, students felt they needed more real-life practice and interactive, contextual lessons. Furthermore, the perception data indicated a generally positive attitude toward grammar learning, highlighting its importance and relevance. The study implies that teachers should address all dimensions to enhance grammar instruction and student success, aligning with the language and pedagogical innovation thrust and contributing to Sustainable Development Goal 4 (Quality Education).
Needs Analysis on Developing Mobile-Phone Based Learning Materials to Accelerate Students’ Mastery of English Vocabulary Sugesti, Nunik; Sugirin, Sugirin; Priyana, Joko; Wulandari, Ella
Journal of Languages and Language Teaching Vol. 11 No. 4 (2023): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i4.9127

Abstract

Due to their important role of a skilled and productive workforce for the nation's economy and progress, vocational high school graduates need special attention and efforts to improve their quality, including the English communication skill to support the mastery of their area of expertise. Their English mastery is greatly influenced by their mastery of vocabulary. So, developing mastery of English vocabulary needs to be done with various efforts, including utilizing information technology services in the form of mobile phone-based learning materials. In line with this, this research was aimed at conducting needs analysis on developing such materials.  The data were collected by using three questionnaires distributed to 76 students of Mechanical Engineering of vocational high schools, 13 English teachers from 6 vocational high schools, and 7 respondents who were vocational high school graduates in five districts/cities in Special Region of Yogyakarta. The research employed the quantitative (descriptive statistics) and qualitative data analysis (interactive analysis techniques). The results of data analysis, which included the list of required vocabulary, forms of activities, and other aspects that reflected the ways how the materials were presented, were then used as a basis for preparing the syllabus, grid, and initial draft of teaching materials.The data also included the types of services offered by the mobile-phone learning.
The Relationship Between Digital Literacy and Self-Perceived Academic Writing Ability Among EFL University Students Angguni, Putri Elia; Saputri, Maulidarni; Sugesti, Nunik
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4496

Abstract

Digital literacy has become an essential competence in higher education, particularly for EFL (English as a Foreign Language) students who must not only develop linguistic proficiency but also effectively access, evaluate, and utilize digital academic resources to support academic writing. This study aimed to examine the relationship between digital literacy and self-perceived academic writing ability among master’s students in an English Language Education program at Yogyakarta State University. Employing a quantitative descriptive correlational design, the study involved 66 postgraduate EFL students as participants. Data were collected using a structured Likert-scale questionnaire measuring students’ digital literacy skills, including the use of academic databases, digital writing applications, and reference management tools, as well as their perceptions of academic writing ability in terms of idea organization, academic vocabulary, and writing coherence. The collected data were analyzed through descriptive statistics and Pearson correlation analysis. The findings revealed that students demonstrated high levels of digital literacy and self-perceived academic writing ability. Furthermore, the analysis showed a very strong and statistically significant positive correlation between digital literacy and academic writing ability (r = 0.985, p < 0.001). These results suggest that students with stronger digital literacy skills tend to perceive their academic writing competence more positively. The study underscores the importance of integrating digital literacy instruction into academic writing courses to enhance students’ writing confidence, learning autonomy, and overall academic performance in higher education contexts.
Co-Authors Adriani Yulia Purwaningrum Anggoro, Kiki Juli Angguni, Putri Elia Ella Wulandari Gita Atibrata, Tyas Hiryanto Islami, Maida Cinta Joko Priyana Kamin, Yusri bin Katrina Herda, Rozanah Margana Margana Monteza, Ana Mae M. Ngatman, Ngatman Nur Hidayanto Pancoro Setyo Putro Rozanah Katrina Herda, Rozanah Katrina Saputri, Maulidarni Saputro, Eko Prasetyo Nugroho Siti Perdi Rahayu Sugirin Sugirin Sugirin Sugirin Suhartanta Suhartanta Sulistyowati, Nina Wardoyo, Eko Yosep Efendi, Yosep