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All Journal Jurnal Pendidikan Vokasi Jurnal Ekonomi dan Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Litera IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDUKASI REiD (Research and Evaluation in Education) Script Journal: Journal of Linguistic and English Teaching English Language Teaching Educational Journal Journal of English Language and Pedagogy ENGLISH FRANCA : Academic Journal of English Language and Education Journal of English Language and Education INJURITY: Journal of Interdisciplinary Studies Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Bilingual Jurnal Pendidikan Progresif
Sukarno Sukarno
Universitas Negeri Yogyakarta
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : litera

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Pre-service English teachers’ perception of authentic assessment practice in speaking classes Sukarno Sukarno; Ihtiara Fitrianingsih; Dwiyani Pratiwi; Nur Hidayanto Pancoro Setyo Putro
LITERA Vol 22, No 1: LITERA (MARCH 2023)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i1.58864

Abstract

There is a growing body of literature examining the significance of authentic assessment in enhancing teachers’ assessment literacy. This study set out to investigate pre-service English teachers’ perception of authentic assessment in their speaking class. This sequential explanatory study employed a set of questionnaires and semi-structured interviews in the data collection. A total of 46 pre-service English teachers in their final year participated in this study. They completed a web-based survey, and four of them who used authentic assessment in their speaking class were selected for an interview. The quantitative data were analyzed using descriptive analysis while the qualitative data were analyzed using thematic analysis. The findings showed that 71.74% of respondents were aware of what authentic evaluation entails as learned from various sources, primarily lecturers and tutors. More than 25% of respondents could not comprehend an authentic assessment, and fewer than a fifth (19.57%) of those surveyed had never taken a course on authentic assessment. The results from the survey and interview also showed that lack of time or the lengthy implementation time of authentic assessment, as well as the class size were reported to be the main challenges of the students in applying authentic assessment. Oral interviews, picture-cued descriptions or stories, information gaps, story/text retelling, role plays/simulations, oral reports, and debates were examples of the authentic assessment tools they normally used. This study implied the need for more authentic assessment trainings and or sessions for these pre-service English teachers in the future.Keywords: perception, authentic assessment, speaking 
Teachers’ self-efficacy and perceived practices on technology-enhanced differentiated instruction (TEDI) Agatha Christiyanti Manullang; Sukarno Sukarno; Intan Widora
LITERA Vol. 25 No. 2: LITERA (JULY 2026)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v25i2.83435

Abstract

Today’s ELT classrooms are becoming more diverse and technology-mediated, requiring teachers to blend digital tools with differentiated instruction to accommodate learners' varying readiness levels, interests, and learning profiles. This study investigates teachers' self-efficacy and perceptions of the tactics used in implementing Technology-Enhanced Differentiated Instruction (TEDI) in English Language Teaching (ELT). A sequential explanatory mixed-methods design was conducted in this study. The quantitative stage comprised 124 Indonesian English instructors, and the qualitative phase included six teachers. We used questionnaires and semi-structured interviews to find out how teachers felt about using TEDI. Quantitative data were analysed using descriptive statistics and a one-sample t-test. Interview data were analysed thematically to interpret survey results and identify teachers’ practical challenges with implementing TEDI. The findings indicate that many teachers face several problems, including not being very good at differentiated instruction, having too much work to do, and not receiving enough support from technology and institutions. These problems make it hard for teachers to use technology and differentiated education in different kinds of classrooms. Even with these limitations, teachers agree that TEDI is important for meeting children's diverse learning needs and for getting them more engaged in their learning. The study emphasizes the necessity to enhance teacher professional development, upgrade technological infrastructure, and offer institutional support to ensure the efficient deployment of TEDI in English language teaching environments.  
Co-Authors Adivta Yudha Tama Agatha Chrisityanti Manullang Agatha Christiyanti Manullang Anita Triastuti Anna Stasya Prima Sari Ari Purnawan Arnita Annisa Belly Dewi Nur Widiyati Diah Palupi Dwiyani Pratiwi Ella Wulandari Ersa Izmi Safitri Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Gharamah Fitriya Dessi Wulandari Handayani Handayani Harniken Farensya Herwin Dyastuti Ihtiara Fitrianingsih Ihtiara Fitrianingsih Ingrid A. Gavilan Tatin Intan Widora Karina Septiani Kauna Karima Margana Margana Megan Jinabe Nita Maghfiratul Jannah Nur Hidayanto Pancoro Setyo Putro Rahma Fitriana Rohmat Wibowo Saiful Latif Sari Hidayati Satrio Aji Pramono Shabrina Yumna Azhra Sudiyono Sudiyono Tari Agustin Yasir A. Alsamiri Yasir Ayed Alsamiri Yusuf Musyaffa