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All Journal Vision: Journal for Language and Foreign Language Learning Prominent : Journal of English Studies Indonesian Journal of Community Empowerment INTERACTION: Jurnal Pendidikan Bahasa Jurnal Pendidikan Pancasila dan Kewarganegaraan International Journal of English Learning and Applied Linguistics (IJELAL)
Isnaini Eddy Saputro
Universitas Muhammadiyah Sorong
Agriculture, Biological Sciences & Forestry Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Other

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Bridging Theory and Practice Through Real-World Language Assessment Design Desi Surlitasari Dewi; Sulastri Manurung; Natalia Manuhutu; Isnaini Eddy Saputro; Widhiyanto Widhiyanto; Sri Wahyuni; Mega Aulia Ardhi
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i125026

Abstract

Language assessment is a crucial component of effective language teaching. However, many pre-service teachers lack sufficient training in assessment practices, resulting in a gap between theoretical knowledge and practical application. This study explores how pre-service teachers perceive the effectiveness of a project-based approach to designing and administering real-world language assessments and examines the challenges they face. Combining a closed questionnaire and semi-structured interviews, the study gathers quantitative and qualitative data from twenty-five pre-service teachers. The findings revealed that hands-on involvement in assessment design enhances teachers' understanding of key assessment principles, increases confidence, and bridges the gap between theory and practice. However, participants also faced challenges, particularly in ensuring the validity and reliability of their assessments. These challenges were manageable with the support provided in the course, indicating the value of structured guidance and expert collaboration in developing assessment literacy. The findings underscore the value of integrating theory with practice in teacher training, providing important insights for language assessment education. Future research could examine larger samples, long-term impacts of such training, and the role of digital tools in developing assessment literacy.
ROLE PLAY DALAM PENGAJARAN GRAMMAR UNTUK ANAK PANTI ASUHAN BUKIT HERMON PAPUA BARAT DAYA Ahmad Wael; Dian Saputra; Yuliana A.; Bustamin Wahid; Faidah Musa’ad; Isnaini Eddy Saputro; Hayat Marwan Ohorella; Rezkiah Hartanti
MAJU : Indonesian Journal of Community Empowerment Vol. 3 No. 1 (2026): MAJU : Indonesian Journal of Community Empowerment, January 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/maju.v3i1.2344

Abstract

This community service aims to analyze the effectiveness of using role play in teaching grammar to children at the Bukit Hermon Orphanage. Grammar and English language learning are important because English is an international language. The effectiveness of grammar teaching can be enhanced through the use of role play as a teaching method. The results of the study show that the role play method is quite effective in improving grammar knowledge. This research was conducted at the Bukit Hermon Orphanage because the students at the orphanage met the criteria needed by the researchers. The data collection method involved conducting pre-tests and post-tests to determine the improvement in knowledge in the samples after receiving treatment. The effectiveness of using role play in teaching grammar was measured through two tests: the pre-test given at the beginning of the session and the post-test given after the treatment or reinforcement by the researchers. The results of the study indicate that the use of role play in teaching grammar is quite effective.
Technology-Enhanced ESP Instruction: Improving Law Students' Speaking Skills Through Digital Resources Dewi Surani; Isnaini Eddy Saputro; Amrina Rosyada; Fajar Hayyin
Prominent Vol. 9 No. 1 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v9i1.16224

Abstract

This experimental study aimed to examine the effect of digital resources on improving ESP learners' speaking skills. Using purposive sampling, 52 students were selected as participants. Quantitative data were collected through pretests and posttests and analyzed using a paired-samples t-test, which revealed a significant improvement from the pretest mean score (M = 57.11) to the posttest mean score (M = 67.26), t(51) = 22.67, p < .00. The statistical results revealed a significant difference between pretest and posttest scores, indicating that the use of digital resources as pre-class material effectively enhanced students' speaking abilities. Qualitative findings from semi-structured interviews further indicated that students perceived the digital resources as supportive, motivating, and helpful in reducing speaking anxiety. These findings suggest that integrating technology through digital resources can foster a more supportive and interactive learning environment, ultimately promoting greater speaking proficiency among ESP learners.
STUDENTS’ SELF-ASSESSMENT OF VOCABULARY LEARNING OUTCOMES THROUGH KAGAN’S FAN-N-PICK COOPERATIVE LEARNING STRATEGY Isnaini Eddy Saputro
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 6 No. 1 (2025): English Language Teaching, Linguistics, Literature
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates students’ responses to the implementation of the Fan–N–Pick structure in English vocabulary instruction through a self-assessment questionnaire. It was used for the first time in the Primary Teacher Education Program to capture students’ evaluations and reflections on their learning experience throughout Fan–N–Pick–based activities. A descriptive quantitative design was employed. 26 students completed a 20-item closed-ended self-assessment questionnaire adapted from Cepni and Oner (2015) and Goto Butler and Lee (2010). The questionnaire measured six indicators of students’ learning experiences. The results show predominantly positive responses across the six indicators: learning goals, learning planning, expectations for success, self-control, process self-assessment, and product self-assessment. Students frequently indicated strong engagement, improved vocabulary performance, and positive perceptions toward cooperative vocabulary learning through Fan–N–Pick. The study provides insights into the use of Fan–N–Pick as an effective cooperative learning structure for vocabulary development in higher education. The structure supports 21st-century learning by promoting collaboration, communication, creativity, critical thinking, and social interaction. These findings suggest that Fan–N–Pick can serve as an engaging and meaningful instructional strategy for vocabulary learning in teacher education programs.
Digital Formative Assessment for Maritime Vocabulary Learning: Evidence from Google Forms Lilik Yulianingsih; Isnaini Eddy Saputro
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 3 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i3.5989

Abstract

English proficiency, particularly mastery of specialized vocabulary, is essential for nautical students preparing for professional communication in the maritime industry. However, students often experience difficulties acquiring technical maritime terminology due to limited exposure, insufficient opportunities for repeated practice, and predominantly summative assessment practices. This study investigated changes in nautical students' maritime vocabulary mastery following the implementation of Google Forms-based formative assessment. A quantitative pre-experimental design with a one-group pretest–posttest approach was employed, involving 25 students enrolled in a Maritime English course. Maritime vocabulary tests were administered before and after the intervention, which incorporated repeated vocabulary practice and immediate feedback. The data were analyzed using descriptive statistics, gain-score analysis, and a paired-samples t-test. The results showed that the mean vocabulary score increased from 63.36 in the pre-test to 86.48 in the post-test, representing a mean gain of 23.12 points and a normalized gain of 0.63. The paired-samples t-test revealed a statistically significant difference between the two assessments, t(24) = −27.45, p < .001. These findings indicate substantial improvement in students' performance on maritime vocabulary following the intervention. The study extends digital formative assessment into the underexplored context of specialized Maritime English vocabulary instruction by positioning Google Forms beyond a testing platform as a medium for repeated practice, immediate feedback, and continuous vocabulary reinforcement. The findings provide context-specific evidence for integrating formative assessment into technology-enhanced Maritime English instruction.
Social Media Literacy Based on Pancasila Values as a Strategy for Strengthening Digital Ethics and Preventing Online Hate Speech Among University Students Indra Rasyid Julianto; Adolfina M.S Moybeka; Isnaini Eddy Saputro
Jurnal Pendidikan Pancasila dan Kewarganegaraan Vol. 1 No. 4 (2025): November: Jurnal Pendidikan Pancasila dan Kewarganegaraan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupancasila.v1i4.339

Abstract

The rapid expansion of social media has created new opportunities for university students to communicate, learn, and participate in public discussions, but it has also increased their exposure to misinformation, discriminatory content, and online hate speech. This study examined the influence of Pancasila-based social media literacy on digital ethics and preventive behavior toward online hate speech, including the mediating role of digital ethics. A quantitative explanatory design was employed involving 250 Indonesian university students selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using partial least squares structural equation modeling. The findings demonstrate that Pancasila-based social media literacy positively strengthens students’ digital ethics and preventive behavior toward online hate speech. Digital ethics also positively contributes to preventive behavior and partially mediates the relationship between Pancasila-based social media literacy and hate-speech prevention. These findings indicate that critical social media competencies become more effective when integrated with humanity, tolerance, national unity, deliberation, and social justice. Universities should therefore incorporate Pancasila values, digital ethics, fact-checking activities, and hate-speech prevention into contemporary civic education and collaborative digital citizenship programs.
Co-Authors Adolfina M. S. Moybeka Bustamin Wahid Desi Surlitasari Dewi Dian Saputra Faidah Musa’ad Fajar Hayyin Hartanti, Rezkiah Indra Rasyid Julianto Lilik Yulianingsih Mega Aulia Ardhi Natalia Manuhutu Ohorella, Hayat Marwan Rosyada, Amrina Sulastri Manurung Surani, Dewi W, Widhiyanto Wael, Ahmad Wahyuni, Sri Yuliana A.