Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Englisia
Ivana Arlene Wellington
Sanata Dharma University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
HOTS and LOTS-based assessment: The challenges faced by high school EFL teachers in assessing the students’ summative performance Ivana Arlene Wellington; Ouda Teda Ena
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.132

Abstract

Despite the Indonesian curriculum’s explicit emphasis on Higher-Order Thinking Skills (HOTS), senior high school EFL teachers continue to experience difficulties in achieving a balanced integration of HOTS and Lower-Order Thinking Skills (LOTS) within summative assessments. This study investigates the challenges encountered by senior high school EFL teachers in assessing both higher-order and lower-order thinking skills in such assessments. Employing a qualitative descriptive design, data were collected from five EFL teachers in Magelang, Central Java, through semi-structured interviews and document analysis of teacher-made tests. The findings reveal a structural imbalance in which multiple-choice items—predominantly measuring LOTS—prevail, whereas HOTS-focused tasks remain limited in scope and frequency. This imbalance is attributed to institutional policies, students’ linguistic proficiency, pandemic-induced learning gaps, and insufficient teacher training in assessment design. The study concludes that meaningful integration of HOTS is contingent upon alignment among curricular objectives, assessment formats, teacher preparedness, and student proficiency levels. Such alignment necessitates enhanced assessment literacy among teachers and the provision of comprehensive instructional scaffolding within the Indonesian EFL context.
Fostering Self-Regulated Learning (SRL): Higher education students’ insights on formative online reflective journals Ivana Arlene Wellington; Paulus Kuswandono
JOALL (Journal of Applied Linguistics and Literature) Vol. 11 No. 1 (2026): February, 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v11i1.42441

Abstract

Journaling serves as a documented account of the thoughts and emotions experienced in daily life. This term has also been analyzed in the educational context, especially in language learning. In addition, online reflective journals have been the subject of multiple studies, but these studies have all involved teachers rather than students. Thus, the effect of formative online reflective journals on SRL among college students is investigated in this research. The data was evaluated using central tendency measurement after fifty-two students were asked to provide quantitative data on their perspectives on using reflective journals. Subsequently, five students were interviewed using a semi-structured interview to gather additional qualitative data. Additionally, document analysis was used in this investigation. The results show that students' SRL abilities may be significantly improved by using online reflective journals, which contribute to students' motivation, self-awareness, and metacognition. During this research process, educator administration, an appropriate method and the empowering of student learning environment are elements that affects reflective journals being active properly. The results of this study are anticipated to offer important insights on the use and efficacy formative online reflective journals, as one intervention tool for SRL among higher education students in a well-established university setting. More precisely, the outcomes guide us on responding to this research question: What are the key components of formative online reflective journals that support the development of self-regulated learning (SRL) among higher education students?
Co-Authors Ouda Teda Ena Paulus Kuswandono