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Movies as an authentic input in L2 speaking class: A Dynamic Usage-Based approach in EFL teaching in Indonesia Hoinbala, Festif Rudolf
International Journal of Language Education Vol. 6, No. 1, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i1.20196

One of the characteristics of a Dynamic Usage-Based (DUB) approach to the second language is schematic patterns emerge through use and interaction where the intense focus is in input. Video or movie as an example of authentic input often provides a natural context for conversations to emerge among the students and teacher in class since students want to know or share their opinions about the characters or events in the movie. This recent study's objective was to demonstrate that movies or videos provide an authentic input in L2 class. This study's population sample was 30 students of the second-year English Education program in 2021 at Artha Wacana Christian University Kupang in Indonesia. A simple random sampling technique was applied to select this sample. The study was conducted over 12 teaching periods using the DUB approach, where the procedure was processed by a pre-test, treatment, and ended by post-test. The instruments used in this study were speaking class lesson plans and English speaking tests (both pre-test and post-test). The Mean and Paired Sample T-Test was employed in the data analysis. The result shows a significant difference between students' English speaking competence taught using movies and those taught using a conventional method. Therefore, using movies in classroom teaching is in line with the DUB approach as one of its principles is authentic input.

Investigating Students’ Perception of Peer Assessment Practice in an EFL Academic Writing Class Hoinbala, Festif Rudolf
Aisyah Journal of English Language Teaching (AIJELT) Vol. 2 No. 2 (2023): Aisyah Journal of English Language Teaching (AIJELT)
Publisher : Universitas Aisyah Pringsewu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30604/aijelt.v2i2.1434

Contrary findings have been revealed in the research on students' perspectives regarding peer assessment practice in the writing classroom. While several studies showed that peer assessment assisted students in identifying their strengths and shortcomings in writing skills, others considered this application to have a limited effect on students’ writing performance and encouraged little corrections. Nevertheless, some other research mentioned the fairness of this method towards the development of students’ composition. This recent study examines the perspectives of a group of university students in the English Education Study Program at Artha Wacana Christian University, who are mainly foreign language learners, on peer assessment in an English Academic Writing class. This study found that students’ perspectives regarding peer assessment are overall positive, and this practice improves the quality of their written work. However, in terms of interaction, the duration of time, and the application of peer assessment, some aspects reveal negative responses from the research subjects, which put a position on the neutral effect of this strategy. This study's findings are expected to reflect the participants’ responses on using peer assessment. It is also hoped that the findings from this study will be helpful for future research in designing a better peer assessment process and improving its implementation. Key words: Peer assessment, EFL classroom, Academic writing

Exploring Students' Learning Commitment Strata and Their Impact on Learning Outcomes Tlonaen, Zuvyati Aryani; Hoinbala, Festif Rudolf; Ena, Zet; Fitriyah Dewi, Rohmatul
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 9 No. 2 (2024): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v9i2.5987

The problem addressed in this research is the variation in students' levels of learning commitment and how these differences impact their learning outcomes in a micro-teaching course. The samples were nine fifth-semester students (1 male and 8 females) from a Micro-teaching class, the English Language Education Study Program determined using purposive sampling with varying learning outcomes. Learning outcome data was taken from the final grades of the micro-teaching course. The learning commitment indicators consist of seven indicators arranged in 14 questions for each interview: interest in alternatives, acquiescence, cooperation, enhancement, identity, advocacy, and ownership. Data were analyzed using data reduction, data presentation, and conclusion. One student exhibited interest in alternatives commitment (score: 50.2), one student demonstrated acquiescence commitment (score: 61.1), three students showed advocacy commitment (scores: 75.5, 83.75, 89.75), and four students displayed ownership commitment (scores: 89.75, 90.6, 92.95, 95). No students were identified with cooperation, enhancement, or identity commitment strata. These results suggest a clear difference between students' learning commitment levels and learning outcomes in the microteaching course. The study concludes that students' learning commitment strata significantly impact learning outcomes, highlighting the importance of fostering strong learning commitment among students. The study recommends that educators implement strategies to strengthen students' learning commitment by encouraging higher levels of engagement and responsibility.

Exploring The Adaptability of CEFR Descriptors in The Construction of EFL Reading Test Specifications in Indonesian Hoinbala, Festif Rudolf; Marpaung, Tiarma
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6451

The implementation of the Common European Framework of Reference (CEFR) has become a global benchmark in language education, yet its contextual adaptability remains a critical issue, particularly in non-European settings such as Indonesia. This study investigates how CEFR descriptors can be systematically adapted to construct reading test specifications aligned with the learning objectives of EFL reading courses in an Indonesian university context. Focusing on the English Education Study Program at Universitas Kristen Artha Wacana, the researchers employed a qualitative descriptive approach through document analysis of three core reading course syllabi: Intensive Reading 1, Intensive Reading 2, and Extensive Reading. Instructional objectives from these syllabi were mapped against four CEFR reading descriptor scales to determine alignment with proficiency levels ranging from A2 to B2. The researchers then designed test specifications based on these alignments and validated them through expert judgment involving two language assessment specialists. A structured validation checklist was used to assess construct relevance, task appropriateness, text length, and micro-skill inclusion. The findings demonstrated a logical progression of reading proficiency across the courses and confirmed that CEFR descriptors can be meaningfully adapted to the Indonesian EFL context. While the study provides a foundational model for CEFR-aligned reading assessment, it acknowledges limitations related to scope, piloting, and generalizability. Future studies are recommended to conduct empirical trials and explore the integration of digital assessment tools. This research offers practical implications for EFL lecturers and curriculum developers seeking to improve language assessment practices in Indonesian higher education.

Exploring The Adaptability of CEFR Descriptors in The Construction of EFL Reading Test Specifications in Indonesian Hoinbala, Festif Rudolf; Marpaung, Tiarma
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6451

The implementation of the Common European Framework of Reference (CEFR) has become a global benchmark in language education, yet its contextual adaptability remains a critical issue, particularly in non-European settings such as Indonesia. This study investigates how CEFR descriptors can be systematically adapted to construct reading test specifications aligned with the learning objectives of EFL reading courses in an Indonesian university context. Focusing on the English Education Study Program at Universitas Kristen Artha Wacana, the researchers employed a qualitative descriptive approach through document analysis of three core reading course syllabi: Intensive Reading 1, Intensive Reading 2, and Extensive Reading. Instructional objectives from these syllabi were mapped against four CEFR reading descriptor scales to determine alignment with proficiency levels ranging from A2 to B2. The researchers then designed test specifications based on these alignments and validated them through expert judgment involving two language assessment specialists. A structured validation checklist was used to assess construct relevance, task appropriateness, text length, and micro-skill inclusion. The findings demonstrated a logical progression of reading proficiency across the courses and confirmed that CEFR descriptors can be meaningfully adapted to the Indonesian EFL context. While the study provides a foundational model for CEFR-aligned reading assessment, it acknowledges limitations related to scope, piloting, and generalizability. Future studies are recommended to conduct empirical trials and explore the integration of digital assessment tools. This research offers practical implications for EFL lecturers and curriculum developers seeking to improve language assessment practices in Indonesian higher education.

THE EFFECT OF INTRAPERSONAL INTELLIGENCE STRATEGY TO IMPROVE STUDENTS' WRITING DESCRIPTIVE PARAGRAPHS IN THE SECOND GRADE OF SMAN 2 KUPANG Nahak, Anggelina Martina; Hoinbala, Festif Rudolf; Marpaung, Tiarma
Journal of Language, Education, Literature, and Culture Vol. 1 No. 2 (2023): Journal of Language, Education, Literature, and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v1i2.21

The main objective of this study was to determine the effect of the Intrapersonal Intelligence strategy in improving students' writing descriptive paragraphs. This study was conducted at SMAN 2 Kupang. The population was 63 students of grade eleven. The method used in this study was a quantitative method using a quasi-experimental design. The instrument was a written test, and the t-test formula was used in the data analysis. The results of this study indicated a significant difference between the experimental group and the control group, with the mean score in the experimental group being 70.6 and the mean score in the control group being 50.6. Whereas in the paired test samples, there were significant results between the pre-test and post-test based on the result of the value, the value of the t-test (15.8) was higher than the value of t-table (2.058) with df = N-2. This showed that the effect of the intrapersonal intelligence strategy can improve students' skills in writing descriptive paragraphs. As the intrapersonal intelligence strategy can develop students' thinking to be broader and more dynamic, it can be used as an alternative teaching strategy in improving students' descriptive paragraph writing. Keywords: intrapersonal intelligence strategy, writing, descriptive paragraph

ITEM ANALYSIS OF MULTIPLE-CHOICE QUESTIONS: AN ASSESSMENT ON ENGLISH SUMMATIVE TEST Rame , Gracela; Hoinbala, Festif Rudolf
Journal of Language, Education, Literature, and Culture Vol. 2 No. 1 (2024): Journal of Language, Education, Literature, and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i1.45

This study aimed to analyze the test items of multiple choice questions on an English summative test. It examines the quality of the teacher-made test in terms of difficulty level, discrimination power, and the effectiveness of distractors. A descriptive method is applied to describe and analyze the data. The instrument for the data collection is a documentary with a document analysis technique in examining the data. The research finding shows that the test has low reliability. Regarding difficulty level, the majority of items (82,5%) are easy, 5 % desirable and 12,5% difficult. Only 7,5 % of the items were categorized as good discrimination power, while 72% were at a poor level and 20% were at a satisfactory level. Furthermore, only 3 % of the questions showed that the distractors worked effectively. It is concluded that the test needed to be revised, and test makers’ comprehension of the quality of the test is needed to determine the quality of a reasonable and appropriate language assessment.

The Epistemological Teacher-beliefs Towards the Implementation of Written Corrective Feedback (WCF) in ELT: A Systematic Literature Review Manafe, Thedy Hardi; Hoinbala, Festif Rudolf
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.50

Epistemological beliefs are "individual interpretations (beliefs) about knowledge and understanding," Epistemological teachers' beliefs refer to instructors' views on how knowledge is acquired. Teachers' EB is essential in how a teacher evaluates knowledge, justifies the organization and source of information, and, more broadly, how the learning process develops. Therefore, this Systematic Literature Review (SLR) study aims to explore the epistemological beliefs of teachers or educators in the implementation of Written Corrective Feedback in English Language Teaching (ELT) context from multiple existing literatures. There are various results found in this study, such as that the epistemological beliefs cover four categories: necessity and effectiveness, focus, strategy, and scope, teachers' and students' responsibility in WCF, and the teachers' epistemological beliefs in the term of giving WCF in order to improve students writing skills in ELT context.

Trends in Writing Assessment Research in Indonesia: A Bibliometric Study Hoinbala, Festif Rudolf; Mola, Polce Yulian; Johannis, Dorkas Anomi
Journal of Language, Education, Literature, and Culture Vol. 3 No. 1 (2025): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v3i1.65

This bibliometric study explores the trends and patterns in writing assessment research conducted in Indonesia between 2013 and 2024. Employing a systematic approach, data were collected from Scopus and Google Scholar databases using targeted keywords related to writing assessment and the Indonesian EFL context. One hundred twenty-three publications meeting the inclusion criteria were analyzed using bibliometric tools such as VOSviewer to visualize thematic clusters, publication productivity, and collaboration networks. The findings reveal a steady increase in research output, especially after introducing major educational reforms like Kurikulum 2013 and Merdeka Belajar. Key thematic areas identified include formative assessment practices, integrating technology and AI-based writing feedback tools, rubric development aligned with national qualification frameworks, and assessing higher-order thinking skills. Collaboration analysis shows a growing network of researchers and institutions contributing to improving writing assessment knowledge in Indonesia. Despite these advances, gaps remain in methodological diversity, dissemination in local languages, and stronger links between research and classroom practice. The study highlights the need for enhanced professional development and policy support to foster effective, context-sensitive writing assessment practices. Limitations include potential exclusion of grey literature and the evolving nature of citation metrics. Recommendations for future research emphasize mixed-method approaches, expanded data sources, and closer researcher-practitioner collaboration. This study offers valuable insights for scholars, educators, and policymakers aiming to improve writing assessment frameworks and ultimately enhance students’ writing competence in Indonesian EFL settings.

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