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All Journal DIKSI Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Indonesia Indonesian Journal of Integrated English Language Teaching Acuity : Journal of English Language Pedagogy, Literature and Culture English Language Teaching Educational Journal Journal of English Language Teaching Innovations and Materials (Jeltim) J-REaLL ENGLISH FRANCA : Academic Journal of English Language and Education Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan Academic Journal Perspective : Education, Language, and Literature
Hidayati, Sari
Yogyakarta State University
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Assessing materials development: An expert evaluation of instructional materials developed by pre-service English teachers Sukarno; Hidayati, Sari; Fitrianingsih, Ihtiara; Widiyati , Dewi Nur; Azhra , Shabrina Yumna; Jinabe , Megan; Wulandari , Fitriya Dessi; Dyastuti, Herwin; Karima , Kauna; Tama , Adivta Yudha; Jannah , Nita Maghfiratul; Gharamah, Fadhl Mohammed Awadh; Alsamiri, Yasir A.
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

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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.
The Correlation between Teacher Role and Student Perception of Kahoot! Usage in Reading Instruction Purwani, Niken; Hidayati, Sari; Sanjaya, Hengki Kris
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 10 No. 1 May (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v10i1 May.16496

Abstract

The traditional approach to teaching reading texts in senior high schools has often been met with a lack of enthusiasm from students. Moreover, learning and comprehending numerous English texts in the classroom might be very boring. Thus, students must complete tedious assignments, such as understanding the text, extracting the key ideas from each paragraph, and answering questions based on the given texts. As a result, educators are increasingly exploring alternative strategies to make reading instruction more interactive and engaging. Technological innovations have led to the development of diverse learning models, along with tools that can enhance the efficacy of the language teaching and learning process. Gamification is becoming increasingly widespread, particularly in technology-enhanced training, to motivate and engage students in the learning process. This study examines the integration of technology into classroom activities. Some teachers have initiated this technique to engage and stimulate student engagement in classroom activities, particularly during reading class. Kahoot! is a technology platform that has demonstrated significant value in the language classroom. It can serve as both a teaching instrument and an evaluative measurement. This study aims to evaluate the implementation of Kahoot! This quiz aims to enhance student engagement in reading assignments and examine how the teacher's role can effectively encourage student interaction by implementing Kahoot!  This study presents a small-scale survey conducted with 63 students at SMAN 1 Cilacap, documenting their language learning experiences while utilizing the Kahoot! Quiz for reading assignments. The research employed a questionnaire with twenty items on a five-point Likert scale. The results indicate that nearly all participants had positive experiences while learning to understand the texts using Kahoot! quiz. The majority of participants reported being actively involved in language learning while using Kahoot! This platform facilitates student engagement and active participation in the language acquisition processes. As a result, it offers a more profound and enriching language acquisition experience.
Co-Authors Alsamiri, Yasir A. Anita Triastuti Azhra , Shabrina Yumna Boymau, Lusia Teodora Dyah Setyowati Ciptaningrum Dyastuti, Herwin Fitriya Dessi Wulandari Gharamah, Fadhl Mohammed Awadh Gobel, Megi Sepriyanti Ihtiara Fitrianingsih Ikramunnisa, Erica Jannah , Nita Maghfiratul Jinabe , Megan Joko Priyana Karima , Kauna Manafe, Thedy Hardi Purwani, Niken Rukadah, Rukadah Safitri, Ersa Izmi Sanjaya, Hengki Kris Sukarno Suwandani, Febi Syafruddin Syafruddin Talan, Scolastica Eva Tama , Adivta Yudha Widiyati , Dewi Nur Yuyun Yulia