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All Journal Litera Jurnal Ilmiah WUNY LingTera REiD (Research and Evaluation in Education) English Language Teaching Educational Journal Ideguru: Jurnal Karya Ilmiah Guru JOLLT Journal of Languages and Language Teaching Studies in English Language and Education Community Empowerment Journal Journal of Research on Community Engagement
Ihtiara Fitrianingsih
Universitas Negeri Yogyakarta
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Constructivism-based pathways: Revolutionizing EFL writing instruction for adult learners Fitrianingsih, Ihtiara
LingTera Vol. 11 No. 1 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i1.70575

Abstract

In the ongoing pursuit of continuous pedagogical improvement, eclectic teachers find themselves inundated with a multitude of engaging approaches, methods, and techniques. The selection of these should ideally be based on informed pedagogy, with due consideration given to the particular needs of the learners. Through reflective self-inquiry , this paper aims to reveal how a thoughtful teacher reflects on her  everyday teaching practices in order to transform them into a more constructivist model of instruction by the stages of initiation, focus on the self, data collection, taking accountability, iterative reflection, and information generation. A description is provided of how the EFL writing classes taught by the author at Universitas Negeri Yogyakarta were managed. This is then confronted with some literature about andragogy and constructivist learning, providing a proposed model for improving future constructivist-based EFL writing instruction for adult learners. The constructivist approach to EFL writing proposed involves several key steps, from conditioning, collaborative inquiry, engaging feedback, work display, to reflective exam, all of which become comprehensive stages within one semester learning in writing courses.
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.
Co-Authors Al Azhar, Hafizh Alsamiri, Yasir A. Alsamiri, Yasir Ayed Anwar Efendi Ari Purnawan Ashadi, Ashadi Azhra , Shabrina Yumna Dwiyani Pratiwi Dyastuti, Herwin Erna Andriyanti Fitriya Dessi Wulandari Gharamah, Fadhl Mohammed Awadh Hidayati, Sari Jamilah Jamilah Jannah , Nita Maghfiratul Jinabe , Megan Karima , Kauna M. Sukarno Maharani, Mellynda Maman Suryaman Margana Margana Nur Hidayanto Pancoro Setyo Putro Rasman Rasman Sukarno Sukarno Sukarno Tama , Adivta Yudha Tatin, Ingrid A. Gavilan Widiyati , Dewi Nur Widyastuti Purbani Yuana Liverita Goodianti