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All Journal Jurnal Pendidikan Vokasi Jurnal Ekonomi dan Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Litera EDUKASI Script Journal: Journal of Linguistic and English Teaching 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 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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Factors Influencing English Teachers’ Literacy in Assessment for Learning Sukarno; Nur Hidayanto Pancoro Setyo Putro; Ihtiara Fitrianingsih; Satrio Aji Pramono; Nita Maghfiratul Jannah; Yasir A. Alsamiri; Fadhl Mohammed Awadh Gharamah
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2249

Abstract

Background:This research explores the factors influencing Assessment for Learning (AfL) literacy among senior high school English teachers in Yogyakarta, Indonesia, drawing on Alonzo's (2016) comprehensive six-dimensional framework. Examining AfL from a sociocultural viewpoint reveals the multifaceted roles of instructors as assessors, pedagogists, student partners, motivators, learners, and stakeholders (Gipps, 1999; Lave & Wenger, 1991). The expertise of teachers in assessment for learning significantly influences the quality of feedback, reflection, and educational outcomes, making assessment literacy essential for effective teaching.Methodology:This quantitative study employed a validated AfL literacy survey, derived from Alonzo (2016), and was administered to 250 English instructors within the Senior High School English Teacher Working Group in Yogyakarta. We employed Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) to investigate the dimensions of AfL literacy and to examine the influence of gender, education, experience, and institutional support on it.Findings:The results showed that educational attainment, teaching experience, and institutional support had a considerable impact on teachers' AfL literacy, while gender did not have a significant effect. Educators with Master’s degrees and over ten years of teaching experience demonstrated enhanced literacy in assessment for learning, particularly in the roles of assessors, pedagogists, and partners with students. Support from the institution enhanced teachers' confidence and sustained their engagement in assessment for learning practices.Conclusion:Transforming conceptual understanding into effective classroom practice requires continuous professional development, support from the school, and regular reflection on practices.Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.
Enhancing Students’ Speaking Abilities through Paired Storytelling Strategies Arnita Annisa Belly; Sukarno Sukarno; Dwiyani Pratiwi
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Enhancing Students' Speaking Abilities through Paired Storytelling Strategies. This study examined how using storytelling as a teaching strategy affected students' ability to communicate more clearly. The participants included thirty students from SMP Muhammadiyah 3 Yogyakarta, chosen through purposive sampling and split into experimental and control groups. The experimental group received storytelling instruction over four consecutive sessions, while the control group did not. Both groups were assessed on their speaking skills before and after the intervention. Results showed that the experimental group's post-test mean score was 96.0, compared to a pre-test mean score of 72.0. Specifically, the control group's mean post-test score was 64.0, an increase from the pre-test score of 60.0. The oral proficiency scores from each indicator demonstrated that students in the experimental group improved after being taught using paired storytelling, while the control group's scores did not improve. A one-group t-test demonstrated that post-test scores were significantly higher than pre-test scores for both groups, with t-values of -34.708 for the control group and -6.433 for the experimental group, both significant at the 0.000 level, well below the 0.05 threshold. These findings suggest that implementing storytelling in EFL classes can effectively improve students' speaking skills.Keywords: speaking skill, storytelling, improvement.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202473
Co-Authors Anna Stasya Prima Sari Ari Purnawan Arnita Annisa Belly Dwiyani Pratiwi Ersa Izmi Safitri Fadhl Mohammed Awadh Gharamah Handayani Handayani Harniken Farensya Ihtiara Fitrianingsih Ihtiara Fitrianingsih Karina Septiani Margana Margana Megan Jinabe Nita Maghfiratul Jannah Nur Hidayanto Pancoro Setyo Putro Rahma Fitriana Rohmat Wibowo Saiful Latif Sari Hidayati Satrio Aji Pramono Sudiyono Sudiyono Tari Agustin Yasir A. Alsamiri Yusuf Musyaffa