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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

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.

Bridging policy and practice: A needs analysis of primary school class teachers in designing contextualized English materials Sukarno Sukarno; Megan Jinabe; Fitriya Dessi Wulandari; Doni Dwi Hartanto; Ihtiara Fitrianingsih; Dewi Nur Widiyati; Shabrina Yumna Azhra; Miftahurrizqi Insani; Shabrina Nahari Puteri; Arsyadania Faradisa; Fadhl Mohammed Awadh Gharamah; Yasir A. Alsamiri; Yue Xiong
Teaching English as a Foreign Language Journal Vol. 5 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v5i2.2413

The reinstatement of English as a primary school subject in Indonesia has exposed a policy-practice gap. In Yogyakarta, around 90% of primary English teachers are generalist classroom teachers who lack formal training in English Language Teaching (ELT). This situation contributes to language anxiety and dependence on largely unadapted commercial English textbooks. This study investigated a six-month blended workshop-and-mentoring professional-development initiative designed to support non-specialist teachers in evaluating, adapting, and developing contextualized English materials. Guided by Needs Analysis, the study employed a convergent parallel mixed-methods design using baseline diagnostics, a post-intervention exit questionnaire, open-ended reflections and mentorship records. The findings indicate stronger self-reported understanding and confidence in materials evaluation and adaptation, while qualitative reflections suggest a perceived shift from passive textbook use toward more active evaluation, adaptation, and contextualization of materials. Teachers also identified longer-term needs for shared digital resource repositories, localized Communities of Practice, equitable university support, and future-ready pedagogical development. The study concludes that primary EFL curriculum reform should be accompanied by sustained, ecologically responsive professional-learning systems rather than one-off training.

Heutagogy-Based Digital Extensive Reading: Enhancing Students’ Critical Reading Skills in EFL Islamic Higher Education Aries Fitriani; Faiqotur Rizkiyah; Fitriya Dessi Wulandari
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.33906

This study investigates the application of the heutagogical teaching model through Digital Extensive Reading (DER) in enhancing university students’ critical reading competencies in an English as a Foreign Language (EFL) context. It focuses on three key aspects: (1) the implementation of heutagogy-based DER, (2) heutagogy-based DER’s role in developing critical reading skills, and (3) the implications of this model. The participants consisted of 35 EFL Islamic university students. Using a qualitative structural analysis, data were gathered through document analysis, questionnaires, interviews, field notes, and literature review. The findings reveal that heutagogy-based DER empowers students to select texts, set goals, and engage in reflective learning, thereby fostering learner autonomy and personalization. Through exposure to diverse digital platforms, peer discussions, and presentations, students enhanced their critical thinking by developing analytical skills and intercultural awareness. Moreover, this approach redefined teachers’ roles as facilitators, emphasized formative over summative assessment, and encouraged deeper, more meaningful engagement with reading.

Heutagogy-Based Digital Extensive Reading: Enhancing Students’ Critical Reading Skills in EFL Islamic Higher Education Aries Fitriani; Faiqotur Rizkiyah; Fitriya Dessi Wulandari
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.33906

This study investigates the application of the heutagogical teaching model through Digital Extensive Reading (DER) in enhancing university students’ critical reading competencies in an English as a Foreign Language (EFL) context. It focuses on three key aspects: (1) the implementation of heutagogy-based DER, (2) heutagogy-based DER’s role in developing critical reading skills, and (3) the implications of this model. The participants consisted of 35 EFL Islamic university students. Using a qualitative structural analysis, data were gathered through document analysis, questionnaires, interviews, field notes, and literature review. The findings reveal that heutagogy-based DER empowers students to select texts, set goals, and engage in reflective learning, thereby fostering learner autonomy and personalization. Through exposure to diverse digital platforms, peer discussions, and presentations, students enhanced their critical thinking by developing analytical skills and intercultural awareness. Moreover, this approach redefined teachers’ roles as facilitators, emphasized formative over summative assessment, and encouraged deeper, more meaningful engagement with reading.

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