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All Journal Script Journal: Journal of Linguistic and English Teaching English Language Teaching Educational Journal
Ihtiara Fitrianingsih
Universitas Negeri Yogykarta
Arts Education Languange, Linguistic, Communication & Media

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Factors Influencing English Teachers’ Literacy in Assessment for Learning Sukarno; Nur Hidayanto Pancoro Setyo Putro; Ihtiara Fitrianingsih; Satrio Aji Pramono; Nita Maghfiratul Jannah; Yasir A. Alsamiri; Fadhl Mohammed Awadh Gharamah
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2249

Abstract

Background:This research explores the factors influencing Assessment for Learning (AfL) literacy among senior high school English teachers in Yogyakarta, Indonesia, drawing on Alonzo's (2016) comprehensive six-dimensional framework. Examining AfL from a sociocultural viewpoint reveals the multifaceted roles of instructors as assessors, pedagogists, student partners, motivators, learners, and stakeholders (Gipps, 1999; Lave & Wenger, 1991). The expertise of teachers in assessment for learning significantly influences the quality of feedback, reflection, and educational outcomes, making assessment literacy essential for effective teaching.Methodology:This quantitative study employed a validated AfL literacy survey, derived from Alonzo (2016), and was administered to 250 English instructors within the Senior High School English Teacher Working Group in Yogyakarta. We employed Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) to investigate the dimensions of AfL literacy and to examine the influence of gender, education, experience, and institutional support on it.Findings:The results showed that educational attainment, teaching experience, and institutional support had a considerable impact on teachers' AfL literacy, while gender did not have a significant effect. Educators with Master’s degrees and over ten years of teaching experience demonstrated enhanced literacy in assessment for learning, particularly in the roles of assessors, pedagogists, and partners with students. Support from the institution enhanced teachers' confidence and sustained their engagement in assessment for learning practices.Conclusion:Transforming conceptual understanding into effective classroom practice requires continuous professional development, support from the school, and regular reflection on practices.Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.
Assessing materials development: An expert evaluation of instructional materials developed by pre-service English teachers Sukarno Sukarno; Sari Hidayati; Ihtiara Fitrianingsih; Dewi Nur Widiyati; Shabrina Yumna Azhra; Megan Jinabe; Fitriya Dessi Wulandari; Herwin Dyastuti; Kauna Karima; Adivta Yudha Tama; Nita Maghfiratul Jannah; Fadhl Mohammed Awadh Gharamah; Yasir A. Alsamiri
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.14997

Abstract

The ability of pre-service English teachers to create high-quality, contextually appropriate instructional materials is a critical component of effective pedagogy. This study provides a quantitative and analytical assessment of their proficiency in instructional design. By evaluating 28 material packages developed by pre-service teachers, this study identifies their strengths and remaining challenges in implementing modern pedagogical principles. A panel of ten subject experts evaluated the materials using a validated rubric assessing curriculum alignment, relevance, higher-order thinking skills (HOTS), and 21st-century skills. The results revealed variation in design competencies, with pre-service teachers performing best in foundational areas such as curriculum alignment (mean score 7.875) and pedagogy (mean scores for Suitability and 21st-century skills were 7.679 and 7.357, respectively). However, the study also found challenges in applying advanced pedagogical concepts, such as HOTS, Industry 4.0, and Society 5.0, with mean scores of 7.000, 7.000, and 6.964, respectively. These findings suggest an area for further strengthening in teacher education programs, particularly in supporting the integration of complex, abstract concepts like HOTS and contemporary pedagogical frameworks. Without sufficient preparation in these areas, pre-service teachers may find it challenging to apply these concepts effectively in their instructional practice.
Co-Authors Adivta Yudha Tama Dewi Nur Widiyati Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Gharamah Fitriya Dessi Wulandari Herwin Dyastuti Kauna Karima Megan Jinabe Nita Maghfiratul Jannah Nur Hidayanto Pancoro Setyo Putro Sari Hidayati Satrio Aji Pramono Shabrina Yumna Azhra Sukarno Sukarno Yasir A. Alsamiri