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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Abjadia, International Journal of Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JMM (Jurnal Masyarakat Mandiri) Voices of English Language Education Society EDUTEC : Journal of Education And Technology Amalee: Indonesian Journal of Community Research & Engagement AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini J-REaLL Ethical Lingua: Journal of Language Teaching and Literature Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan Jurnal Penelitian, Pendidikan, dan Pembelajaran TELL - US JOURNAL Proceeding of International Conference on Humanity Education and Society Jurnal Penelitian Pendidikan Reflektika
Alfan Zuhairi
Universitas Islam Malang
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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STUDENTS’ PERCEPTION AUTHENTIC ASSESSMENT IN EXPLORING EFL READING CLASS Nurhasanah, Nurhasanah; Faizah, Maftuhatul; Mistar, Junaidi; Rafiqi, Iqbal
Reflektika Vol 16, No 1 (2021)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v16i1.569

Abstract

Self-assessment is one of the approaches to evaluate students’ reading skill in English. Through this test, students are permitted to find, know, and increase their reading skill. Reading is a challenging subject for many EFL students. They face various difficulties such as language barriers and lack of exposure to critically analyse the materials. This study aims to identify the students’ responses when they are asked to read in English. Further, a qualitative approach is applied, and data are collected from interview. The result of the study, students gradually respond favourably to the use of authentic assessment. They reveal that authentic assessment (1) motivates them to develop a reading routine so that they can learn more vocabulary and become more comfortable with English discourse, (2) aims to train them to exemplify their reading comprehension in more constructively such as writing reviews, presentations, and discussions, and (3) assists them in evaluating their own reading performance. In conclusion, most students admit that authentic assessment aids them in enjoying reading through a series of social practices, in this case, the use of authentic assessment components such as portfolios, performance assessment, and self-assessment.
THE STUDY OF TEACHERS’ FEEDBACK IN ONLINE WRITING ASSESSMENT Hasbullah, Saiyidi; Mistar, Junaidi; Riska Ekawati, Dian Tri
Reflektika Vol 15, No 2 (2020)
Publisher : Universitas Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/reflektika.v15i2.591

Abstract

Writing is regarded one of the most pivotal English language abilities. Different researchers agree that writing in English as a second or foreign language (ESL/EFL) environment is a challenging process involving social, environmental, motivational, and perceptive concerns. This is really appropriate for the teachers to give some feedbacks to the learners who learn writing using online as the teachers can control and treat the learners based on the ability they have. teacher feedback is an essential part of the process method since it helps students discover their strengths and weaknesses while also motivating them during the writing process. The focus of this research is on the teacher’s feedback during the writing evaluation, as demonstrated by the form, types, platform, and reactions of the students and the reason for the feedback provided. A survey with a quantitative methodology was used in this study. This survey included English teachers from Blitar's vocational high schools. In this study, the purposive sampling approach is applied. Because of their diverse goals and techniques, the researchers chose eight vocational high schools to study. As a result, such schools’ student demographics were diversified. They also required the services of more than one English teacher. Twenty English teachers participated in the poll. Teachers were asked to fill out a questionnaire in order to submit the data. The researchers created closed-ended and open-ended surveys with Google Forms.
From accuracy to fluency: Exploring EFL teachers’ perceptions of speaking assessment in pesantren-based school context Amalia, Andina Silvi; Mistar, Junaidi
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.v7i1.24461

Abstract

This study was motivated by the gap between the ideal framework of speaking assessment, which emphasizes grammatical accuracy as a primary indicator, and classroom practice in Islamic boarding schools (pesantren), where fluency and confidence are often prioritized over linguistic accuracy. Accordingly, this study explores EFL teachers’ perceptions of grammatical accuracy in speaking assessment and how these perceptions influence the design and implementation of assessment rubrics. Employing a descriptive qualitative approach, data were collected through semi-structured interviews with three EFL teachers teaching at the elementary, intermediate, and advanced levels. The findings reveal that although grammatical accuracy is acknowledged as important, teachers tend to prioritize effective communication, fluency, and speaking confidence. The assessment rubrics applied are flexible and adapted to students’ backgrounds, proficiency levels, and learning needs. The study also confirms that teachers’ prior learning experiences, professional training, and personal beliefs significantly shape their assessment practices. However, the limited number of participants and the specific institutional context restrict the generalizability of the findings. The study highlights the importance of teacher training that promotes a holistic and contextual approach to speaking assessment, as such an approach may enhance learners’ communicative confidence, reduce speaking anxiety, and foster more active participation in English use within the pesantren environment. Future research is recommended to examine the long-term effects of improved speaking assessment practices on graduates’ social engagement and future opportunities.
AI-Based Teacher Assistants in Indonesian Public Schools: A Case Study of Teachy Hasanah, Uswatun; Dzulfikri; Junaidi Mistar
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7753

Abstract

This study examines how Teachy, an AI-based educational platform, supports teachers’ work in Indonesian public schools. Conducted in Lumajang Regency, East Java, a rural region with limited technological resources, the qualitative case study involved four teachers from junior and senior high schools using Teachy for at least one academic semester. Data collected during the even semester of the 2024/2025 academic year, through interviews, observations, and document analysis, were analysed thematically. Eight themes emerged, including workload assisting, cognitive and pedagogical shifts, emotional responses, leadership support, collaboration, and sustainability challenges. Teachers reported saving 2–4 hours weekly on planning and assessment tasks through automation features. However, barriers such as unstable internet access and insufficient digital literacy limited optimal use. One teacher noted that poor connectivity caused frequent interruptions during digital lesson delivery. The findings demonstrate that AI tools can enhance efficiency and instructional quality when embedded within supportive institutional environments. This study offers one of the few empirical examinations of AI adoption in rural Indonesian schools, contributing new insights to global discussions on AI integration in low-resource settings.
Constructivist Model of Inclusive Education for Forming Students’ Tolerance in Pondok Modern Darussalam Gontor Syarifah, Syarifah; Maskuri, Maskuri; Mistar, Junaidi
AS-SABIQUN Vol 8 No 2 (2026): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i2.6091

Abstract

The persistence of intolerance in society underscores the critical role of education in shaping tolerant attitudes, particularly within faith-based educational settings. This study aimed to analyze the constructivist approach in inclusive education and its implications for the formation of tolerant attitudes among students at Pondok Modern Darussalam Gontor. A qualitative approach with an ethnographic design was employed, with data collected over the course of one year through participatory observation, in-depth interviews, and document study. Data were analyzed interactively through the stages of data reduction, data display, and conclusion drawing. The findings show that inclusive education at Pondok Modern Darussalam Gontor is implemented through the shared life of students from diverse cultural, regional, and character backgrounds within a unified schooling and boarding system. The constructivist approach is manifested in learning and student development processes that position students as active subjects in constructing their understanding and tolerant attitudes through direct experience, social interaction, collaborative work, and reflection. Tolerance education is carried out through two models, namely direct tolerance and indirect tolerance, which operate integratively within the framework of inclusive education, thereby making tolerance not merely a norm but a consciously internalized character within the students. The study concludes that a constructivist approach within inclusive education is effective in fostering students’ tolerant attitudes in an active, reflective, and sustainable manner, and affirms that Islamic boarding schools hold strategic potential as character education spaces capable of preparing students to live harmoniously in a plural society. Keywords: Constructivist Learning; Inclusive Education; Development of Tolerance; Islamic Boarding Schools; Character Education
Co-Authors Abu Na’im Rohman Akhmad Sirojuddin Amalia, Andina Silvi Aprilia, Putri Kurniawan Ari Ambarwati Azizah, Nurul Busthomi, Yazidul Dwi Fita Heriyawati Dzul Fikri Dzulfikri Dzulfikri, Dzulfikri Eko Suhartoyo Elfianto, Sonny Elfiyanto, Sonny Eriyanto, Eriyanto Faizah, Maftuhatul Fatimatuz Zahro Hasbullah, Saiyidi Heriyawati, Fita Dwi Huda, M Alamul Ika Hidayanti Imam Wahyudi Karimullah Insani, Afra Nadya Putri Iva Yuanita Andriani Jamil, Awaludin Karmuji, Karmuji Kurniasih Kurniasih Madani Ahmadan Maskuri Maskuri Maskuri Moh.Rozak, Rozak Muhammad Riza Muhammad Waspul Hasyim Muhammad Yunus Mustofa, Mutmainah Mustofa, Mutmainnah Nurhasanah Nurhasanah Paisun Paisun Putra, Rizal Wahid Permana Rafiqi, Iqbal Rahmah, Dita Aulia Riska Ekawati, Dian Tri Rofiatul Hosna Rofiq, Irsyaddur Romadhon, M Galuh Elga Rona Laili Ulil Ishlah Roziqin, Zainul Saiful Anwar Siti Aisyah Siti Sumadiyah Sonny Elfiyanto Sri Wahyuni subarjo, Subarjo Sundari Sundari Sunismi . Syabilla, Zalsa Febrina Syarifah . Umam, Muhammad Khairul Uswatun Hasanah Wanda Siti Nurchaliza Yazid, S Rizal zafira Ramdayani SA. Kadir Zuhairi, Alfan Zuhairini, Alfan