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All Journal Litera Jurnal Ilmiah WUNY LingTera EDULITE: Journal of English Education, Literature and Culture REiD (Research and Evaluation in Education) 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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Bridging theory and practice: Mentorship from practicing teachers in microteaching for preservice English teachers Nunik Sugesti; Amrih Bekti Utami; Ihtiara Fitrianingsih; Nuriska Noviantoro; Dwiyani Pratiwi
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.421-434

Abstract

This study examines the role of practicing teachers in a microteaching course and its impact on developing student-teachers’ skills at an Indonesian public university. This study specifically aimed to 1) identify student experiences in microteaching sessions involving practicing teachers, 2) analyze the influence of this involvement on their teaching skills, and 3) explore the meaning of this collaboration from the students’ perspectives. Using a qualitative phenomenological approach, the research involved third-year student-teachers, four lecturers, and ten practicing teachers from secondary schools in Yogyakarta. Data were collected through interviews, classroom observations, and reflection notes, then analyzed using Interpretative Phenomenological Analysis with source triangulation and member checking for validation. First, regarding student experiences, practicing teachers’ presence created an authentic and reflective learning environment where student-teachers engaged in microteaching that closely simulated real classroom situations. Second, concerning the influence on teaching skills, this collaboration significantly enhanced student-teachers’ abilities to design realistic lesson plans, conduct interactive teaching, manage classrooms effectively, and provide reflective assessment through direct guidance, modeling, and professional feedback. Finally, from the students’ perspective, practitioners were viewed not merely as technical mentors but as mediators between theory and practice and as professional role models who helped shape their teaching identity and self-reflection. The study concludes that collaborative microteaching effectively bridges academic learning and practical pedagogy. Sustained implementation within teacher education curricula is recommended to strengthen university-school partnerships and prepare future-ready educators. 
Exploring the perceptions of literacy in assessment for learning among high school English teachers Sukarno Sukarno; Nur Hidayanto Pancoro Setyo Putro; Ihtiara Fitrianingsih; Yasir Ayed Alsamiri; Fadhl Mohammed Awadh Gharamah; Ingrid A. Gavilan Tatin
REID (Research and Evaluation in Education) Vol. 10 No. 2 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i2.71324

Abstract

In the field of English language education, the crucial role of assessment for learning (AfL) requires teachers to possess robust assessment literacy. This study explores AfL literacy among high school English teachers in Yogyakarta, Indonesia by utilizing Alonzo's validated AfL survey that establishes a comprehensive six-factor model, delineating teachers as assessors, pedagogists, student partners, motivators, learners, and stakeholder partners. Exploiting confirmatory factor analysis and examining demographic variations, this quantitative research invited 202 English teachers in the Special Region of Yogyakarta, Indonesia selected purposively based on the geographical service area. Data were collected through an online questionnaire adopting Alonzo's 42-questions AfL and were analyzed quantitatively via Confirmatory Factor Analysis (CFA) with four indices, namely comparative fit index (CFI), Tucker-Lewis index (TLI), root mean square error of approximation (RMSEA), and standard root mean square residual (SRMR).The findings substantiate the efficacy of the six-factor AfL model, underscoring educators' roles extending beyond traditional frameworks. The investigation also introduces a tool featuring detailed performance descriptors, addressing deficiencies, and harmonizing with AfL principles. It deduces that heightened foundational comprehension among English educators cultivates enhancements in AfL literacy and propels the refinement of professional evaluative competencies, thereby enriching the nuanced discourse surrounding AfL within language pedagogy. While the study's scope is confined to a specific geographical area and a limited cohort of participating instructors, it significantly enriches our comprehension of AfL literacy among English pedagogies. This research, therefore, provides a foundation for professional growth initiatives and facilitates enhancements in pedagogical approaches and academic achievement.
Co-Authors Al Azhar, Hafizh Amrih Bekti Utami, Amrih Bekti Anwar Efendi Ari Purnawan Ashadi, Ashadi Dwiyani Pratiwi Erna Andriyanti Fadhl Mohammed Awadh Gharamah Ingrid A. Gavilan Tatin Jamilah Jamilah Maharani, Mellynda Maman Suryaman Margana Margana Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Nuriska Noviantoro Rasman Rasman Sukarno Sukarno Widyastuti Purbani Yasir Ayed Alsamiri Yuana Liverita Goodianti