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All Journal Jurnal Pendidikan Humaniora AL-TA´LIM Al-Lisan IJEE (Indonesian Journal of English Education) Jurnal Pendidikan Islam JEES (Journal of English Educators Society) RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Register Journal Indonesian Journal of Learning Education and Counseling Academic Journal Perspective : Education, Language, and Literature Paedagogia: Jurnal Pendidikan Musawa: Journal For Gender Studies Al-Ta'lim Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Onoma: Pendidikan, Bahasa, dan Sastra TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of English Education and Teaching (JEET) Ethical Lingua: Journal of Language Teaching and Literature ENGLISH FRANCA : Academic Journal of English Language and Education Al-Lisan: Jurnal Bahasa Datokarama English Education Journal (deejournal) Journal of Innovation Research and Knowledge Academic Journal Perspective : Education, Language, and Literature Journal of Education, Language Innovation, and Applied Linguistics Studies in English Language and Education IDARAH : Jurnal Pendidikan dan Kependidikan REGISTER JOURNAL
Abdul Gafur Marzuki
UIN Datokarama Palu
Religion Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Implementation of Classroom-Based Assessment Using Instructional Coaching Model of Teacher Feedback Among Primary School English Teachers in West Aceh Erizar, Erizar; Juliana, Rena; Marzuki, Abdul Gafur; Yulia, Astri; Rohman, Nur
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Penulis pada Edisi ini Terdiri dari Enam (6) Negara: Indonesia, Malaysia, Chin
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7877

Abstract

The research investigated challenges faced by English teachers in West Aceh, Indonesia, emphasizing the importance of effective professional development. The focus was on the impact of Classroom-Based Assessment (CBA) and instructional coaching on English teachers' performance in secondary schools. Employing a mixed-method approach with questionnaires and tests, the study targeted English teachers in secondary schools in West Aceh, with a sample of 50 teachers from 25 schools. Results revealed that instructional coaching significantly improved teachers' proficiency in providing feedback, covering aspects like classroom administration and student engagement. Notably, statistical analysis using the One Sample T-test showed a substantial enhancement in English instructors' feedback skills (P = 0.000 < 0.05) through instructional coaching. These findings had wide implications for the professional growth of English teachers in Aceh, with global relevance. The research contributes to the field of teacher professional development by providing empirical evidence on the effectiveness of integrating Classroom-Based Assessment with structured instructional coaching to strengthen feedback literacy among English teachers in secondary education. It also offers a contextualized model that can inform policy design, coaching frameworks, and sustainable professional learning programs in similar developing educational settings. The study suggested that instructional coaching was a powerful strategy to enhance teachers' feedback capabilities, positively impacting student outcomes. Teachers could draw valuable insights from this research to refine teaching methodologies and improve student learning experiences.
Investigating teachers’ pedagogical adaptations for effective technology integration in EFL classrooms Marzuki, Abdul Gafur; Nur Aisiyiah, Vemmy Maidita; erizar, Erizar; Amalia, Ila; Huriyah, Huriyah; Triassanti, Risa; Kencanawati, Dewi
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.6828

Abstract

Background: The rapid integration of digital technologies in secondary education has transformed English as a Foreign Language instruction, yet effective implementation remains uneven and highly contextual. While prior studies often focus on access or technological competence, less attention has been given to how teachers adapt pedagogically within real classroom conditions, particularly in regional Indonesian contexts. Aims: This study investigates how EFL teachers adapt their instructional practices in technology integrated classrooms, examining forms of implementation, contextual factors influencing adaptation, and teachers’ perceptions of instructional effectiveness. Methods: A qualitative multiple site case study was conducted at SMA Negeri 1 Palu and SMA Alkhairaat Palu in Central Sulawesi, Indonesia. Ten EFL teachers were selected through purposeful sampling. Data were collected through semi structured interviews and classroom observations between March and May 2025. The data were analyzed using thematic analysis following Braun and Clarke’s six phase framework, integrating inductive coding with theoretically informed interpretation. Results: The findings indicate that technology integration operates as a dynamic process of pedagogical negotiation rather than linear adoption. Teachers reorganized lesson structures, modified digital tasks in response to classroom contingencies, and recalibrated instructional decisions when facing infrastructural limitations. Professional experience influenced adaptive flexibility, with more experienced teachers demonstrating greater capacity for instructional redesign. Although digital tools enhanced student engagement, their effectiveness depended on deliberate scaffolding and pedagogical orchestration. Implications: This study advances a process-oriented understanding of pedagogical adaptation in technology-mediated EFL classrooms. The findings underscore the centrality of teacher agency and reflective judgment in sustaining meaningful digital learning environments. Professional development initiatives should therefore prioritize adaptive expertise and pedagogical reasoning rather than technical skill acquisition alone.
Investigating teachers’ pedagogical adaptations for effective technology integration in EFL classrooms Marzuki, Abdul Gafur; Nur Aisiyiah, Vemmy Maidita; erizar, Erizar; Amalia, Ila; Huriyah, Huriyah; Triassanti, Risa; Kencanawati, Dewi
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.6828

Abstract

Background: The rapid integration of digital technologies in secondary education has transformed English as a Foreign Language instruction, yet effective implementation remains uneven and highly contextual. While prior studies often focus on access or technological competence, less attention has been given to how teachers adapt pedagogically within real classroom conditions, particularly in regional Indonesian contexts. Aims: This study investigates how EFL teachers adapt their instructional practices in technology integrated classrooms, examining forms of implementation, contextual factors influencing adaptation, and teachers’ perceptions of instructional effectiveness. Methods: A qualitative multiple site case study was conducted at SMA Negeri 1 Palu and SMA Alkhairaat Palu in Central Sulawesi, Indonesia. Ten EFL teachers were selected through purposeful sampling. Data were collected through semi structured interviews and classroom observations between March and May 2025. The data were analyzed using thematic analysis following Braun and Clarke’s six phase framework, integrating inductive coding with theoretically informed interpretation. Results: The findings indicate that technology integration operates as a dynamic process of pedagogical negotiation rather than linear adoption. Teachers reorganized lesson structures, modified digital tasks in response to classroom contingencies, and recalibrated instructional decisions when facing infrastructural limitations. Professional experience influenced adaptive flexibility, with more experienced teachers demonstrating greater capacity for instructional redesign. Although digital tools enhanced student engagement, their effectiveness depended on deliberate scaffolding and pedagogical orchestration. Implications: This study advances a process-oriented understanding of pedagogical adaptation in technology-mediated EFL classrooms. The findings underscore the centrality of teacher agency and reflective judgment in sustaining meaningful digital learning environments. Professional development initiatives should therefore prioritize adaptive expertise and pedagogical reasoning rather than technical skill acquisition alone.
The Implementation of Bilingual Class Program in Islamic Elementary School Amalia, Ila; Marzuki, Abdul Gafur
AT-TA'LIM Vol 30, No 1 (2023)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v30i1.738

Abstract

For several decades, the expanding usage of English as an international language has resulted in a growth in its users all over the world, including in Indonesia. As a result, the bilingual education program becomes a medium for promoting English in society. This case study investigated the implementation of a bilingual class program at an Islamic elementary school in Indonesia, namely in Banten province. The participants of the study included a bilingual teacher, the school principal, the vice-principal for student affairs, and the vice-principal for curriculum division. Interviews, classroom observations, and documentation were utilized to collect the data. Meanwhile, the Miles and Huberman data analysis technique was employed to analyze the data, which consisted of data reduction, data display, and conclusion. The results elaborated on some aspects related to the practice of bilingual class programs in this school namely: the aspect of school administration, the aspect of human resources, the aspect of teaching and learning activities, and the aspect of program evaluation. The findings also revealed that the school adopted partial immersion as the bilingual program model.
Using Language Games to Enhance EFL Students’ Speaking Skill in Indonesia Marzuki, Abdul Gafur; Kuliahana, Ana
AT-TA'LIM Vol 28, No 3 (2021)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v28i3.700

Abstract

This research aims at enhancing EFL students’ speaking skill through the use of language games. The research was designed in the form of Classroom Action Research. It was conducted in two cycles and six meetings. Each cycle consisted of plan, implementation, observation, and Reflection. The researchers employed an observation checklist, field notes, questionnaire, and test to collect the data. The main criterion of success of this research was that the students’ scores on the speaking test should achieve a score of 70, and it must be achieved by 75% of the total number of students. The second criterion was that the lecturer’s classroom performance should meet the “Success” category. The results of the first speaking test showed that from 24 students in the classroom, 15 students got scores of 70 or higher. It was equal to 62.5 %. In cycle 2, the total number of students who got scores of 70 or higher was 21. It was equal to 87.5 %. The result of this research indicated that the use of language games can develop the students’ speaking skills
Co-Authors Abdul Ghofur Abdul Haliq, Abdul Agung Surya Laksana Aldri Frinaldi Alek Alek Alek, A Amelia, Yuni Ana Kuliahana Ana Kuliahana Ana Kuliahana Andi Nurfaizah Angela, Angela Aning Rustanti Raharjo Anita Anita Anita Anita Annisa Astrid Ardiansyah, A. Arika Nurul Iftitah Asri B, M. Azis, Sulihin B, M. Asri Baguilat, Ivan D. Darwis Jauhari Bandu Dede Surahman Dedi Daryanto Deni Karsana Deni Karsana Deni, Rahma Dian Eka Chandra Wardhana, Dian Eka Chandra Didin Nuruddin Hidayat Didin Nuruddin Hidayat Eka Apriani, Eka Enriquez, Alexis Erizar Erizar Erizar Erizar Erizar Erizar, Erizar Eulis Rahmawati Evi Nurisra Aprilia Sari Fadila Fadila Fadila Fadila, Fadila Farhana Amalya Islamiati Farida Esmianti Farkhan, Muhammad Farkhan, Muhammad Fatimah Fatimah fatimah Fatimah Fatinah, Siti Fauzji, Fahmi Fitriningsih, Fitriningsih Ghasella Makhpirokh Haucsa Haqim Hasan Albana Harmisa Harmisa Harmisa, Harmisa hasriani Hasriani Hendriana Sri Rejeki Hidayat, Didin Nuruddin Hijrah Syam Hikmatullah, Nanak Huriyah Huriyah, Huriyah Idris Patekkai Idris Patekkai Iftitah, Arika Nurul Ila Amalia Ila Amalia, Ila Ispina, Jacqueline Inting juliana, rena Juniati Juniati Kencanawati, Dewi Khan, Tariq Kuliahana, Ana M, Elisabet M. Asri B M. Asri B M. Asri B M. Nur, Mohammad Djamil Mahmud, Rashed Muthmainnah Muthmainnah Muthmainnah Muthmainnah Noermnzah, Noermnzah Nur Aisiyiah, Vemmy Maidita Nur Rohman Nursyam Nursyam Nursyamsi Nursyamsi Purwaningsi, Utari Rabaniyah Istiqamah Rahmawati, Eulis Ratu Sarah Pujasari Ratu Sarah Pujasari, Ratu Sarah Risa Triassanti Rustam Rustam Safnil, Safnil Saja&#039;un Lampuasa Sanidaya Febrianto Santiana , Santiana Santiana Santiana Santiana Santiana Shynta Amalia Silfani, Ani Nuraeni Siti Zahratul Jannah Suci Nurzannah Efendi Sulihin Azis Supardan, Dadan Syafryadin, Syafryadin Syam, Hijrah Tamrin Tamrin Tamrin Tamrin Ulfah Ulfah Ulfah Ulfah Ulinsa, Ulinsa Utari Purwaningsi Viyani, Villy Al Wiwik Handayani Yulia, Astri yuni amelia