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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching Jurnal SOLMA Journal of Advanced English Studies Wiralodra English Journal (WEJ) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Journal of English Language and Pedagogy IALLTEACH (Issues In Applied Linguistics & Language Teaching) J-REaLL Journal of English Language Teaching and Learning (JETLE) JOLLT Journal of Languages and Language Teaching TRANS-KATA: Journal of Language, Literature, Culture, and Education Journal of Language and Literature Studies Social Engagement: Jurnal Pengabdian Kepada Masyarakat Indonesian Review of English Education, Linguistics, and Literature
Pratiwi, Theodesia Lady
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Reenvisioning ELT through an English as an International Language’s Lens: Indonesian-Thai Pre-Service English Teachers’ Voices Purba, Hilarius Raditya Priambada; Kaur, Bal Janatte Raj; Pratiwi, Theodesia Lady; Murillo, Filmor J.; Prasodjo, Pandu Prasodjo
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4582

Abstract

This study revisits the perceptions of pre-service English teachers (PSETs) in Indonesia and Thailand on English as an International Language (EIL) concept. This topic under-study scrutinizes their beliefs about the EIL development and implementation, their exposure to diverse English varieties, and the cultural factors that influence their teaching approaches. Review of related literature and studies shows that there has been lack of comparative analysis between non-English-speaking countries regarding Indonesian dan Thai PSETs perception of EIL. This study, therefore, comprises the factors support and hinder the practice of English as an International Language (EIL) in Indonesia and Thailand and the PSETs in Indonesia and Thailand perceive the practice of English as an International Language (EIL) as the focuses understudy.This paper employs a qualitative research method comprised of interviews and observations to study the perspectives of the PSETs under-study. However, generalization of the phenomena will not be attempted as the limitation of the respondents for this study attempts the in-depth analysis of the perceived value on EIL teaching in Indonesia and Thailand. The study pursues a view PSETs as to convey the initial overview and comparison between two countries respecting the EIL practices.  This study focuses on 4 (four) PSETs from state high schools in Indonesia and Thailand. The study presents that while teachers acknowledge the global ownership of English, native-speaker norms still dominate assessment standards and curriculum design. Exposure to different English accents is recognized as beneficial, but challenges such as cultural resistance, resource limitations, and lack of real-life practice hinder effective EIL implementation. The findings suggest that systemic changes are needed in curriculum design, teacher training, and assessment methods to align with EIL principles. Future research should explore the long-term impact of EIL-based pedagogy and policy adaptations in non-English-speaking countries so that the practices can be positively beneficial for the implementation of EFL teaching in the context of non-native English-speaking countries.
Implementing Pearson’s assessment framework in English language instruction: Insights from an Indonesian private high school Zaki, Leil Badrah; Kezhiandra, Gabby; Akbar, Malik; Pratiwi, Theodesia Lady
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24603

Abstract

Structured assessment regimes are instrumental in influencing classroom teaching and learning. For example, an international curriculum, such as Pearson, provides structured assessment cornerstones for teaching and learning. Yet, despite Indonesian secondary schools widely adopting it, existing literature predominantly focuses on curriculum design and alignment, while the substantial issue of classroom-level impact resulting from standardized assessment demands still remains underexplored. The present paper seeks to uncover the extent to which Pearson's structured assessment requirements are realized in the classroom and how they impact teaching and learning. The qualitative case study research method was utilized through classroom observations and interviews concerning two foreign English teachers in a private secondary school in Batam, Indonesia. Results show that the Pearson assessment system, comprising mechanisms like the prohibition of homework, assessment by means of rubrics, and instant feedback, has brought in student engagement and reduced stress through steadiness and transparency in assessment. Nevertheless, strict timetables for exams and standard formats that are imposed on the teachers out of the core systems have led to a reduction of teachers' pedagogical freedom and an increase in their administrative workload. The systemic pressures, such as real-time assessment demands and rigid accountability structures, pose significant challenges, particularly in resource-constrained environments with diverse learner readiness. The study contributes to theoretical debates on standardized assessment by showing how tightly aligned frameworks compress pedagogical flexibility while demanding high instructional precision. The findings emphasize the need for more adaptable assessment frameworks that balance accountability and teacher autonomy as well as continuous student engagement.
Co-Authors Akbar, Malik Alima, Naida Aisyah Angelo, Michael Anisa, Qkhoirin Badrah Zaki, Leil Balqish, Nurhayati Charlie Charlie, Charlie Criestina, Lilis Deyani, Christine Ferstephanie, Jenni Fibiyani, Fibiyani Gukguk, Vriskila Piolawanti Raja Hendro Hendro, Hendro Ilmayana, Annisa Gina Kaur, Bal Janatte Raj Kezhiandra, Gabby Mamusung, Zico Kevin Marsevani, Maya Melyarisman, Tasya Murillo, Filmor J. Nugraha, Hendra Nugroho, Shabrina Shalma Patricia, Adinda Wulan Pondalos, Ezra Christina Prasodjo, Pandu Prasodjo, Pandu Prasodjo Purba, Hilarius Raditya Priambada Purba, Sharon Maria Magdalena Purnama, Jenny Putri, Andien Aisyah Raswita Ricky Wibowo Rusman Rusman Samuel Samuel Saputri, Novi Ernia Sayow, Eirene Lady Marchela Simorangkir, Angel Rosinta Uli Suhartono, Gracia Vania Tambunan, Irwan Palar Hasudungan Tan Surya, Feby Sintia Togatorop, Sarah Ayuandri Wiwit, Jennifer Yulia Nur Azizah, Yulia Nur Zaki , Leil Badrah Zaki, Leil Badrah