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p-Index From 2021 - 2026
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All Journal ELT-Lectura English Language Teaching Educational Journal
Dewi Nur Widiyati
Universitas Negeri Yogyakarta
Arts Education Languange, Linguistic, Communication & Media

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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.
Digital Storytelling for Project-Based English Oral Communication Learning: From Conceptualization to Product Development Haryo Aji Pambudi; Dewi Nur Widiyati; Nina Sulistyowati; Binar Winantaka; Rozanah Katrina Herda
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/th8v6v05

Abstract

The integration of digital technology into English language education has created opportunities to enhance students’ oral communication skills through more engaging and authentic learning experiences. However, there remains a need for innovative learning resources that effectively integrate technology, storytelling, and Project-Based Learning to support meaningful oral communication. This study aimed to develop a digital storytelling product for Project-Based English oral communication learning through an international collaborative initiative involving Universitas Negeri Yogyakarta, Indonesia, and Walailak University, Thailand. The study adopted a research and development approach using the ADDIE model, encompassing the phases of analysis, design, development, implementation, and evaluation. The development process included needs analysis through focus group discussions, collaborative storyline design, illustration and audio production, digitalization, expert validation, product try-out, implementation at the Indonesian School of Bangkok, and iterative refinement based on stakeholder feedback. The findings indicate that the resulting digital storytelling product successfully integrates pedagogical, visual, and technological features into a coherent multimedia learning resource for English oral communication. The product provides authentic communication opportunities while promoting learner engagement, creativity, collaboration, intercultural awareness, and technology-enhanced learning. The international collaboration contributed to the development of culturally contextualized content and practical implementation strategies. In conclusion, the developed digital storytelling product demonstrates considerable potential as an innovative learning resource for Project-Based English oral communication learning and offers a practical framework for integrating digital storytelling into English language teaching.  
Co-Authors Adivta Yudha Tama Binar Winantaka Fadhl Mohammed Awadh Gharamah Fitriya Dessi Wulandari Haryo Aji Pambudi Herwin Dyastuti Ihtiara Fitrianingsih Kauna Karima Megan Jinabe Nina Sulistyowati Nita Maghfiratul Jannah Rozanah Katrina Herda Sari Hidayati Shabrina Yumna Azhra Sukarno Sukarno Yasir A. Alsamiri