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All Journal English Community Journal PROJECT (Professional Journal of English Education) Language and Education Journal ENGLISH FRANCA : Academic Journal of English Language and Education
Sanjaya, Hengki Kris
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Religion Education Languange, Linguistic, Communication & Media Social Sciences

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TEACHERS’ EFFORTS IN APPLYING FORMATIVE ASSESSMENT IN ENGLISH INSTRUCTION FOR EFL ELEMENTARY STUDENTS Apriani, Eka; Sanjaya, Hengki Kris; Dubey, Shibani Basu; Muthmainnah, Muthmainnah
English Community Journal Vol 10, No 1 (2026): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v10i1.10929

Abstract

This study investigates teachers' strategies for implementing formative assessment in English as a foreign language (EFL) instruction at the primary school level and identifies the challenges encountered. An exploratory qualitative approach was employed, with data collected through classroom observations and structured interviews involving teachers from three primary schools. A classroom observation checklist documented teacher strategies, while structured interviews identified challenges. The findings indicate that teachers employ strategies such as communicating learning objectives, gathering evidence of learning through interactive and digital activities, and providing targeted feedback. Teachers also adapt their instruction based on formative assessment outcomes to meet students’ needs. The primary challenges identified are time constraints, variations in students’ abilities, and students’ limited confidence in self-reflection. The study recommends technological support, increased time allocation, and professional development to enhance formative assessment implementation. These findings offer practical insights for improving EFL instruction at the primary school level.
Students’ Perceptions of AI Use in Supporting Critical Thinking: A Small-Scale Survey of English Education Students Apriani, Eka; Muthmainnah; Gempar, Stefhanie Putri Cusa; Sanjaya, Hengki Kris; Taman, Mona Refaat; Supardan, Dadan
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.432

Abstract

When Artificial Intelligence (AI) was incorporated into higher education, there was a major change. However, AI's influence on critical thinking remains an important issue for teachers. This study uses a quantitative survey design to explore the role of AI in developing critical thinking skills. The sample for this study comprised 10 fifth-semester students from the English Language Studies Study Program at IAIN Curup who followed the STEM education path. Data were collected using a structured questionnaire instrument with a 5-point Likert scale, validated to measure the frequency of AI use and critical thinking indicators. The findings show diversity in students' perceptions of AI's effectiveness in supporting their cognitive processes. From the descriptive findings, it has been revealed that 30 percent of the respondents strongly agreed and another 20 percent agreed with the proposition stating that the use of artificial intelligence increases efficiency in learning and processing information. However, there are also plenty of doubts: 30 percent of respondents were unsure about this issue, while 20 percent disagreed. This suggests a risk of dependence that may interfere with critical thinking and rational judgment when technology is used improperly. It is important to note that the results of the current study cannot be generalized due to the limited sample size.
Students' Perspectives on the Use of Tiktok as a Medium to Increase Motivation and English Speaking Skills Syafryadin (Scopus ID 57212212579, WoS ID: ABI-8120-2020), Syafryadin; Ramadhan, Dio Putra; Sanjaya, Hengki Kris; Sari, Dwi Indah; Melfia, Leza
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

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Abstract

This study explores students' perspectives on using TikTok as a medium to improve motivation and English-speaking skills in the context of informal learning. Drawing on Krashen's Second Language Acquisition Theory, Media Wealth Theory, and Keller's ARCS Motivation Model, this study examines how educational content from influencers contributes to the learning process in the digital age. This study uses a descriptive qualitative approach through in-depth interviews with students who actively use TikTok to learn English. Data was analyzed using an interactive model that included data reduction, data presentation, and a conclusion drawn. The findings show that students independently choose educational content that increases their learning autonomy and intrinsic motivation. TikTok's multimodal and short-form characteristics have proven effective in improving vocabulary mastery, pronunciation accuracy, and speaking confidence through daily conversation simulations. Additionally, a relaxed digital environment helps lower psychological barriers, such as anxiety when speaking. However, there are challenges, including a lack of real, practical opportunities in a formal classroom environment. Overall, students rate TikTok as a very promising add-on tool for supporting English-speaking proficiency outside the traditional classroom.
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 Dubey, Shibani Basu Eka Apriani, Eka Gempar, Stefhanie Putri Cusa Hidayati, Sari Melfia, Leza MUTHMAINNAH Muthmainnah Muthmainnah Purwani, Niken Ramadhan, Dio Putra Sari, Dwi Indah Supardan, Dadan Syafryadin (Scopus ID 57212212579, WoS ID: ABI-8120-2020), Syafryadin Taman, Mona Refaat