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All Journal Jurnal Pendidikan dan Pengajaran IJEE (Indonesian Journal of English Education) English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JELLT (Journal of English Language and Language Teaching) Jurnal Basicedu Journal of Early Childhood Education (JECE) Jurnal Basicedu Journal of English Language Teaching, Linguistics and Literature (JETLEE) Indonesian Journal of Education and Learning
Ratna Sari Dewi
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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TEACHING READING FOR YOUNG STUDENTS: A CASE STUDY AT ELEMENTARY STUDENTS IN CIPUTAT, SOUTH TANGERANG Ummi Kultsum; Ratna Sari Dewi; Nadrah Nadrah
Journal of Early Childhood Education (JECE) Vol 3, No 2 (2021)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v3i2.23644

Abstract

The objective of this study is to find that reading a story is more effective to develop student’s reading comprehension. This research was held in an English course at IC Multi Ciputat with 20 children’s participants. The sample was divided into experiment groups consist of 10 participants and a control class with 10 participants. The experimental study conducted as a research design. The data collected from the pre-test and post-test of the two groups showed the mean of student’s achievement in experiment class was 72.8 on pre-test and 92.9 on post-test. Meanwhile, the mean score of students score in the control class was 73.6 on the pre-test and 87.6 on the post-test. These data indicated a small impact for children to develop their reading comprehension through a storybook.
The Effectiveness of Serial Pictures in Enhancing Students’ Reading Comprehension of Descriptive Texts Virda Rizki Ananda; Ratna Sari Dewi; Siti Nurul Azkiah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): 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.v14i1.9558

Abstract

This study investigates the effectiveness of the Serial Pictures Technique in enhancing reading comprehension of descriptive texts among eighth-grade students at Junior High School Jakarta. Employing a quasi-experimental design, the research involved an experimental group taught using the Serial Pictures Technique and a control group receiving traditional instruction. Pre-tests and post-tests were administered to measure students' reading comprehension. The results indicated that the experimental group significantly outperformed the control group, with a mean score increase from 45 to 70, compared to the control group's increase from 48 to 62. Statistical analysis confirmed a significant difference (p = 0.035) and a modest effect size (Cohen's d = 0.36), suggesting that the Serial Pictures Technique effectively improves students' reading comprehension. These findings highlight the importance of innovative teaching methods in enhancing language skills.
Systematic Literature Review on Speaking Assessment Practices in EFL Contexts Farah Nurkumaila; Zian Salma; Azifah Hafizha Husnullah; Ratna Sari Dewi; Reza Anis Maulidya
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.7247

Abstract

Speaking assessment is essential for evaluating EFL learners’ communicative competence, yet it remains challenging due to issues of validity, reliability, and authenticity. This study conducts a Systematic Literature Review (SLR) of empirical research on speaking assessment practices in EFL contexts from 2015 to 2025, using the SALSA framework for methodological rigor. Fourteen studies were analysed thematically. The findings show that performance-based and technology-integrated assessments are the most dominant approaches, while rater bias, limited assessment literacy, and learner anxiety remain key challenges. The review highlights the importance of balancing fairness, practicality, and authenticity in evaluating speaking performance. It also emphasizes the potential of formative and technology-supported assessments to enhance feedback and learner engagement. The results also provide valuable insights for EFL teachers and policymakers in developing more effective and equitable speaking assessment practices. Pedagogically, the review underscores the need to strengthen teachers’ assessment literacy so that they can design and apply rubrics, provide formative feedback, and interpret speaking scores accurately. Theoretically, this study contributes to the understanding of how various assessment practices interact within the broader EFL teaching-learning process. Future studies are encouraged to explore longitudinal evidence of how integrated assessment frameworks influence EFL learners sustained speaking improvement, motivation, and classroom participation.
Embedding Assessment into Daily Teaching: A Systematic Review of Classroom-Based Language Assessment Nayla Rahma Sena; Qayla Mahmoodah Ahmad; Syamsa Farhatul Muhayya; Ratna Sari Dewi; Reza Anis Maulidya
Indonesian Journal of Education and Learning Vol. 9 No. 2 (2026): April 2026
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v9i2.3534

Abstract

Classroom-based assessment (CBA) has increasingly become a central concern in language education because it links teaching, learning, and assessment in a continuous process. However, many teachers still face difficulties embedding assessment naturally into classroom practices, often relying on summative tests instead of formative approaches that support learning. This study aims to systematically review research on how assessment can be integrated into daily language teaching and what principles and challenges are commonly found in its implementation. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 guidelines. Searches were carried out in Google Scholar, ERIC, and Scopus databases for peer-reviewed English-language articles published between 2015 and 2025. After identification, screening, and eligibility assessment, 16 empirical studies were included in the thematic synthesis, with six core studies selected for in-depth discussion due to their methodological rigor and relevance. The thematic analysis revealed four main themes: principles of effective classroom-based assessment, strategies for embedding assessment into daily instruction, teachers’ roles and assessment literacy, and institutional challenges influencing implementation. The findings indicate that embedding assessment into teaching enhances student engagement, supports reflective teaching, and improves learning outcomes. However, sustained professional development and institutional support remain essential for effective implementation. This review contributes to the field by providing an integrated synthesis of assessment principles, instructional practices, and contextual factors, offering a comprehensive framework for understanding how classroom-based assessment can be effectively embedded in language education.
Co-Authors Alek, A Azifah Hafizha Husnullah Dhila Nurul Azmi Farah Nurkumaila Firdausa Fadhilah Hidayat, Didin Nuruddin Intan Azkiyah Ismalianing Eviyuliwati Kustiwan Syarief Murodi Murodi Nadrah Nadrah Nahartini, Desi Nayla Rahma Sena Qayla Mahmoodah Ahmad Reza Anis Maulidya Rifdatul Habibah Septia Tri Gunawan Siti Fitriah Siti Nurul Azkiah Siti Zulfa Sri Rejeki Syamsa Farhatul Muhayya Syauki Syauki Tresna Nur Andini Ummi Kultsum Virda Rizki Ananda Wiwi Rhamadina Yatni Fatwa Mulyati Zaharil An'asy Zaharil Anasy Zian Salma