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All Journal Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan JELLT (Journal of English Language and Language Teaching) AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Journal of Education and Instruction (JOEAI) Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Studi Guru dan Pembelajaran Jurnal Sastra Indonesia Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Classroom Action Research Journal of English Language and Education ELTALL: English Language Teaching, Applied Linguistic and Literature Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Kurikula Jurnal Pendidikan Innovative: Journal Of Social Science Research Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Jurnal Intelek Insan Cendikia J-CEKI ETERNAL: English Teaching Journal Journal of English Language Proficiency Edumaspul: Jurnal Pendidikan Jurnal Pendidikan dan Sastra Inggris
M. Adib Nazri
Universitas Hamzanwadi
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : ETERNAL: English Teaching Journal

 1 
Assessment on Qualitative Research in Language Education: Perspectives from Thesis Supervisors Suherman, Andri; Nazri, M. Adib; Surayya, Siti Ayu
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1237

Abstract

This study aims to examine assessment strategies employed by thesis supervisors in assessing their students qualitative research, and to explore the thesis supervisors’ perceptions of their assessment strategies. Conducted in an Indonesian university, this study adopted an explanatory sequential design of mixed-research by using a purposive sampling technique to recruit ten thesis supervisors as the research participants.  The findings showed that the supervisors made a total of 1,002 feedback comments on the 20 thesis drafts. The feedback comments focused on five different aspects of students’ theses including research components (58.98%), coherent and cohesion (22.32%), grammatical accuracy (10.27%), vocabulary used (4.49%), and reference and citations (3.89%). Meanwhile, data gained from interview sessions revealed four dominant themes in supervisors’ perceptions of their assessment strategies including instructional scaffolding, time efficiency, students’ engagement, and researcher independence. Despite some limitation such as limited number of participants and inadequate research instruments, this study provides pedagogical implication including the necessity to facilitate students with relevant trainings to help improve their thesis writing skills. Suggestions for future research are also presented.
Pre-Service EFL Teachers’ Perceptions of Formative Assessment Literacy in Indonesian Suherman, Andri; Nazri, M. Adib; Prasetyaningrum, Ari; Agustina, Yulia
ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2806

Abstract

The current study investigates the formative assessment literacy of Indonesian pre-service English teachers by adopting a sequential mixed-method approach. The survey data revealed that participants had a moderate level of formative assessment literacy (M = 3.02), with varying scores across three components. The conceptual domain scored the highest (M = 3.12), followed by the socio-emotional domain (M = 2.98) and the practical domain (M = 2.96). The second finding gained from the second part of the survey and from interview sessions indicated five different challenges encountered by the participants in practicing formative assessment. The issues raised by the participants were related to limited support from their institution, their heavy teaching workload, lack of digital literacy, their students’ low learning motivation, and the participants’ inadequate assessment skills and knowledge. Although this study has several limitations, it provides several implications, such as the urgency of providing training for teachers to help them improve their assessment literacy.
Co-Authors Ahmad Yusri Aini, Serlina Al-Hafizi, Jannatu Kholdi Alfin Fitrotul Aini Alfin Fitrotul Aini Andri Suherman Arfah, Hajriana Ary Prasetyaningrum Ayu Surayya Baiq Rismarini Nursaly, Baiq Rismarini Budi Setiawan Budiman Budiman Danti, Siti Dwimaulani, Astrid Gani, Ramlah H.A. Hajriana Arfah Hamburabbi, Muhammad Hamzhani Wathoni Handini, Baiq Suprapti Hary Murcahyanto Hasani, M. Tanwirul Haziz, M. Zul Islam, Bangun Jaelani, Selamet Riadi Kandisa, Juliana Laila Nurizmi Laila Wati Laila Wati Lasmini Lasmini Lasmini, Lasmini Luri Dini Ayu M. Adib Rismarini Nursaly Maman Asrobi Marhamah Masyuroh, Siti Muawanah Muawanah Muh. Fahrurrozi Muhammad Husnu Muhammad Yazid Muslimaini Muti’ain Muti’ain, Muslimaini Nikmah, Wahida Nurhias Umarsi Nurul Hidayati Peri Adrian Prasetyaningrum, Ari Prasetyaningrum, Ary Pratama, M. Iskandar Rohmah, Yunita Aulia Sabili, Aling Siyan Selamet Riadi Jaelani Siti Maysuroh Siti Maysuroh Sukmawati, Lisa Supratmi, Nunung Surayya, Ayu Surayya, St. Ayu Titin Ernawati Ulviani Ulviani Umarsi, Nurhias Usuluddin Usuluddin Usuluddin, Usuluddin Wahyuni, Lilis Sri Wahyuni Wathani, Hamzani Wathoni, Hamzani Wathoni, Hamzhani Wijaya, Herman Yulia Agustina Yulia Agustina Zahratul Fikni Zordi Wirawan Asroful Hakim