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All Journal English Review: Journal of English Education ETERNAL: English Teaching Journal Indonesian EFL Journal Pendas : Jurnah Ilmiah Pendidikan Dasar SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Wiralodra English Journal (WEJ) ELLITE: Journal of English Language, Literature, and Teaching BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN CONCEPT Community Empowerment Jurnal Abdimas Serawai Proceedings Series on Social Sciences & Humanities JEPAL (Journal of English Pedagogy and Applied Linguistics) Journal of Pedagogy and Education Science NaCoLET Lead Journal Baktimu : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Education and Pedagogy Baktimu : Jurnal Pengabdian Kepada Masyarakat Indonesian EFL Journal
Winarto, Eline Rozaliya
Universitas Muhammadiyah Cirebon
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Madrasah Tsanawiyah Teacher’s Formative Assessment Practices in EFL Classroom Rizqiyatul Mubarokah; Susilawati Susilawati; Eline Rozaliya Winarto
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 12 No. 1 (2026): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/v12i1.2330

Abstract

This study aims to analyze the formative assessment practices implemented by English as a Foreign Language (EFL) teachers at the Madrasah Tsanawiyah level. This focus identifies the obstacles that prevent the teacher from conducting formative assessment optimally. This could relate to time constraints, large class sizes, and student diversity. The research employs a qualitative approach with a descriptive design, where data were collected through classroom observations and document analysis. The participants consisted of one EFL teacher. The findings reveal that the teacher applied four main formative assessment techniques: (1) questioning, (2) group discussions, (3) student presentations, and (4) assignments or homework. These techniques can help monitor students' learning progress and increase their participation, although their effectiveness varies depending on classroom dynamics and student characteristics. The study contributes to the broader understanding of formative assessment implementation in Islamic junior high school settings, an area that has received limited research attention compared to other educational levels. The findings of this study contribute concretely to the field in three specific ways. First, for EFL teachers at the MTs level, it provides a validated inventory of practical, low-preparation formative assessment strategies that can be immediately applied in large classrooms to enhance student speaking and writing skills. Second, for educational practitioners and curriculum developers, it identifies the specific types of feedback that most effectively boost student engagement, offering a blueprint for revising the English curriculum to include structured formative checkpoints. Third, for the Madrasah institution itself, the results highlight critical areas for professional development, enabling the school administration to organize targeted training workshops that address the real-world challenges teachers face in implementing classroom-based assessments.
The analysis of lexical cohesion in students’ narrative writing Dinda Tri Azhari; Susilawati Susilawati; Eline Rozaliya Winarto
Indonesian Journal of Education and Pedagogy Vol. 3 No. 1 (2026): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i1.212

Abstract

Cohesion is a fundamental aspect that contributes to the coherence and clarity of a text. Among its types, lexical cohesion plays a key role in creating semantic connections through words that are related in meaning. Despite its importance, many EFL learners still lack awareness of how lexical cohesion operates in writing, particularly in narrative texts. This study aims to conduct a deeper analysis of the types and functions of lexical cohesion used by eighth-grade students in their narrative writing, highlighting how their use reflects their language proficiency. Employing a descriptive qualitative approach, this research analyzed eight narrative texts written by students at a private Islamic junior high school in Cirebon. The data were examined using Halliday and Hasan’s (1976) framework, covering six categories of lexical cohesion: repetition, synonymy, antonymy, hyponymy, meronymy, and collocation. The findings revealed 131 occurrences of lexical cohesion, with repetition being the most dominant (105 instances), followed by collocation (8), synonymy (6), hyponymy (6), antonymy (4), and meronymy (2). The results further indicate that students with high achievement students showed a tendency toward a more balanced use of cohesive devices, while low achievement students relied heavily on repetition. These results suggest that the variation and appropriate distribution of lexical cohesion contribute significantly to the overall quality of students’ writing. The study implies that teachers should emphasize the teaching of lexical cohesion to help students develop more coherent, cohesive, and contextually appropriate writing. Future studies are encouraged to include a larger sample and explore other text genres to gain a deeper understanding of students’ lexical cohesion use.
STUDENTS' PSYCHOLOGICAL PERCEPTION OF EXAM BROWSER CLIENT AS A DIGITAL ASSESSMENT TOOL Alvita Octavia; Susilawati Susilawati; Eline Rozaliya Winarto
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.515

Abstract

This study investigates junior high school students' psychological perceptions of using the Exam Browser Client (EBC) as a digital tool for English summative assessment. Although digital assessment tools are increasingly adopted for efficiency and exam integrity, their psychological impact on younger EFL learners remains underexplored. This study examines five internal factors: student interest, anxiety, perceived usefulness, perceived ease of use, and attitude toward technology. Using a descriptive qualitative case study design, data were collected from 33 students through questionnaires and from 12 students and one English teacher through semi-structured interviews at a junior high school in Cirebon, Indonesia. Questionnaire responses were analyzed descriptively, while interview data were analyzed qualitatively by category. The findings show that most students held positive perceptions of EBC, viewing it as enjoyable, efficient, and supportive of exam fairness. Some students initially felt anxious due to technical issues, but this anxiety decreased with familiarity and teacher support. Students also expressed positive attitudes toward technology, believing EBC improved their digital literacy. The study concludes that psychological factors should be considered alongside technical factors when implementing digital assessment tools for junior high school students.
Co-Authors Adha, Irka Fitri Alvita Octavia ATIKA DYAH ANDRIASIWI ANDRIASIWI Atla, Vany Septiyanti Putri Charisma, Dila Daniel Happy Putra Dila Charisma Dila Charisma Dila Charisma Dila Charisma Dinda Tri Azhari Fitri Aprianti Fitri Aprianti, Fitri Frhiesty Dewi L.H Hanif Nurcholish Adiantika Hanif Nurcholish Adiantika Hildayanti, Rima Ika Maonik Ikariya Sugesti Ima Isnaini Taufiqur Rohmah indri fitriani Indri Indra Sari Intan Jahni Irka Fitri Adha Ita Nur'aeni Jahni, Intan Khairana, Rika Kiki Nur Ais Maftukhin Tukhin Meilin, Rizka Karima muhammad fathur rohman Muslika, Ika NAILY HUBBATUL KAROMAH Nia Apriani Novi Berliana Sukoco Nunik Nur Anikah Nuraeni, Rani Siti Nuryati N Octha Ika Rahmawati Putri Alma Putry, Rizki Aprillia Nabila Rachmatul Hikmah Raman, Arumugam REFASURYA RIDHO NURYANDHI Ria Mayasari Rizka Karima Meilin, Rima Hildayanti, Risna Septiana Rizqiyatul Mubarokah Sabila Auliatun Nisa Septiana, Risna Sirniawati Siti Nur Jannah Siti Nuraeni, Rani Siti Sarah Sudrajat, Muhamad Donny Sumliyah, Sumliyah Susilawati Susilawati Susilawati Susilawati Yogi Pratama Yuni Miratun Barokah