Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal ELS Journal on Interdisciplinary Studies in Humanities
Surya Dita
Universitas Islam Negeri Alauddin Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Peer Assessment in EFL Oral Presentation: Implementation and Students’ Perceptions in Indonesian Senior High School Surya Dita; Muhammad Nur Akbar Rasyid; Wiwiek Wahyuni
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.52409

Abstract

Oral presentations are one of the most challenging speaking activities for EFL learners, but assessment in most Indonesian high school classes is still teacher-centered, which limits students’ active participation in the evaluation process. This study investigates the implementation of peer assessment in EFL oral presentation activities at senior high school in South Sulawesi, Indonesia, and explores students’ perceptions of its use. Using a qualitative case study design, this research involved one EFL teacher and 18 grade XI students as participants. Data were collected through classroom observations, semi-structured interviews with six purposively selected students, and document analysis of completed peer assessment rubric form.  The findings show that peer assessment was successfully carried out through three structured phases: preparation before the assessment, active participation during the presentation, and filling out the rubric along with collecting written feedback. A simple rubric focusing on three aspects Delivery, Content, and Language Use proved to be practical and manageable for senior high school students. However, its implementation also presented some challenges, including friendship bias, limited evaluator knowledge, divided attention, and difficulties in writing feedback in English. Despite these challenges, student generally perceived peer assessment positively, reporting reduced speaking anxiety, enhanced self-reflection, and increased motivation to improve their English-speaking skills. These findings show that peer assessment, when supported with clear guidance and students-friendly rubrics, can be an effective and sustainable formative assessment strategy in EFL oral presentation classes, especially in large classes where personalized teacher feedback is limited.
Blueprinting Teacher-Made Tests in EFL Classrooms: Challenges Faced by Junior High School Teachers Wiwiek Wahyuni; Muhammad Nur Akbar Rasyid; Surya Dita
ELS Journal on Interdisciplinary Studies in Humanities Vol. 9 No. 2 (2026): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v9i2.52426

Abstract

Blueprinting, or a table of specifications, is essential in question preparation because it aligns test items with learning objectives, content coverage, cognitive levels, item formats, and scoring weight. In practice, however, it is still often treated as an administrative document rather than an assessment-design tool. This study analyzed English teachers’ difficulties in applying blueprinting to question preparation at SMP Negeri 1 Limboro, the factors contributing to these difficulties, and the strategies teachers used to overcome them. Using a descriptive qualitative design, data were collected from five English teachers through semi-structured interviews, observation, and document analysis of blueprint forms and teacher-made tests, and were analyzed thematically. The findings show that teachers’ difficulties centered on limited conceptual understanding of blueprinting, difficulty formulating measurable indicators, uncertainty in distributing cognitive levels, weak alignment between items and learning objectives, time constraints, and limited training or institutional support. To cope with these difficulties, teachers relied on peer discussion, adaptation of existing templates, online examples, and workshops. Overall, these difficulties point to a broader issue of teacher assessment literacy shaped by workload and school-level assessment culture. Practical training, collaborative item review, and simple blueprint templates are recommended to improve the quality of teacher-made questions.
Co-Authors Muhammad Nur Akbar Rasyid Wiwiek Wahyuni