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All Journal Journal on English as a Foreign Language (JEFL) Jurnal Ilmiah Pendidikan dan Pembelajaran
Humairah Fauziah
Universitas Trunojoyo Madura, Bangkalan, Indonesia
Education Languange, Linguistic, Communication & Media

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Teacher Experiences in the Universal Learning Design Framework Widya Trio Pangestu; Humairah Fauziah; Yohannes Kurniawan Barus
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.96823

Abstract

With the increasing importance of technology in education, understanding its potential for outdoor learning is crucial. Based on this, the purpose of this study was to analyze teachers' experiences in implementing the Universal Design for Learning (UDL) framework in the classroom. This study employed a qualitative descriptive research design. The study gathered insights from 13 elementary school teachers. The primary data collection method used was in-depth semi-structured interviews. The data analysis technique employed descriptive qualitative analysis. The study's main findings indicate that teachers' experiences in implementing Universal Design for Learning (UDL) significantly contribute to creating a more inclusive and responsive learning environment for learner diversity. Teachers can utilize various differentiation strategies, including the use of varied media, flexibility in delivery methods, and adaptive assessments tailored to individual student needs. However, the study also found that teachers still face challenges, particularly related to limited resources and time, as well as a lack of understanding of UDL principles. The implications of this study emphasize that the application of Universal Design for Learning (UDL) should serve as a basis for developing inclusive education policies and practices at various levels. Findings on teachers' experiences indicate that adequate support, whether in the form of training, provision of resources, or professional mentoring, is crucial for strengthening teachers' ability to adapt learning to the needs of diverse learners.  
Genre-based assessment: Developing instruments for assessing students’ ability to write a narrative text Dian Rahma Santoso; Humairah Fauziah; Nur Mukminatien
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9593

Abstract

Research highlights a mismatch between the general scoring rubrics teachers use and the specific features required to assess genre-based writing, potentially due to a lack of genre-based approach-specific models. The study aims to develop and validate genre-based assessment instruments, and it sought to evaluate the validity and reliability of these instruments to ensure their suitability for classroom-based assessment. This study involved four stages of the research and development (R&D) model: initial product development, refinement, field-testing, and revision. Data were collected through focus group discussions (FGD) with a fellow teacher on the test blueprint and rubric, a questionnaire on participants’ perceptions of test quality, and field-testing of 40 students’ writing scores. SPSS was used to analyze inter-rater reliability, and participants deemed the instruments suitable for classroom use. The results show that genre-based assessment through the tasks is effectively aligned with instructional objectives with assessment practices. It revealed a strong positive correlation, confirming the reliability of the scoring rubric. Thus, the instruments are both valid and reliable for assessing students’ narrative writing performance. The findings emphasize the potential of genre-based assessment tools to align instructional goals with assessment practices, offering implications for enhancing the teaching and assessment of genre-specific writing in educational contexts.
Co-Authors Dian Rahma Santoso Nur Mukminatien Widya Trio Pangestu Yohannes Kurniawan Barus