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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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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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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
Exploring the perceptions of literacy in assessment for learning among high school English teachers Sukarno Sukarno; Nur Hidayanto Pancoro Setyo Putro; Ihtiara Fitrianingsih; Yasir Ayed Alsamiri; Fadhl Mohammed Awadh Gharamah; Ingrid A. Gavilan Tatin
REID (Research and Evaluation in Education) Vol. 10 No. 2 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i2.71324

Abstract

In the field of English language education, the crucial role of assessment for learning (AfL) requires teachers to possess robust assessment literacy. This study explores AfL literacy among high school English teachers in Yogyakarta, Indonesia by utilizing Alonzo's validated AfL survey that establishes a comprehensive six-factor model, delineating teachers as assessors, pedagogists, student partners, motivators, learners, and stakeholder partners. Exploiting confirmatory factor analysis and examining demographic variations, this quantitative research invited 202 English teachers in the Special Region of Yogyakarta, Indonesia selected purposively based on the geographical service area. Data were collected through an online questionnaire adopting Alonzo's 42-questions AfL and were analyzed quantitatively via Confirmatory Factor Analysis (CFA) with four indices, namely comparative fit index (CFI), Tucker-Lewis index (TLI), root mean square error of approximation (RMSEA), and standard root mean square residual (SRMR).The findings substantiate the efficacy of the six-factor AfL model, underscoring educators' roles extending beyond traditional frameworks. The investigation also introduces a tool featuring detailed performance descriptors, addressing deficiencies, and harmonizing with AfL principles. It deduces that heightened foundational comprehension among English educators cultivates enhancements in AfL literacy and propels the refinement of professional evaluative competencies, thereby enriching the nuanced discourse surrounding AfL within language pedagogy. While the study's scope is confined to a specific geographical area and a limited cohort of participating instructors, it significantly enriches our comprehension of AfL literacy among English pedagogies. This research, therefore, provides a foundation for professional growth initiatives and facilitates enhancements in pedagogical approaches and academic achievement.
Factors contributing to and strategies for reducing Foreign Language Anxiety (FLA): A systematic literature review Diah Palupi; Anita Triastuti; Sukarno; Ella Wulandari
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.19992

Abstract

Foreign Language Anxiety (FLA) is a significant obstacle influencing students’ academic performance and participation during the learning process. This paper aims to describe factors contributing to Foreign Language Anxiety (FLA) systematically and its strategies to reduce Foreign Language Anxiety (FLA) through a Systematic Literature Review approach of selected national and international literature (2015–2025). The findings showed that (1) psychological factors such as low self-confidence, fear of making mistakes, and fear of negative evaluation are major causes of FLA. Furthermore, linguistic limitations and sociocultural backgrounds also contributed to worsening students’ anxiety. (2) Coping strategies to overcome FLA are divided into two: individual strategies and instructional strategies. In addition, this paper also found that the relationship between the factors of FLA and coping strategies has rarely been investigated. Therefore, these findings are expected to be a reference for designing more adaptive and contextual English language learning in facing FLA.
Assessing materials development: An expert evaluation of instructional materials developed by pre-service English teachers Sukarno Sukarno; Sari Hidayati; Ihtiara Fitrianingsih; Dewi Nur Widiyati; Shabrina Yumna Azhra; Megan Jinabe; Fitriya Dessi Wulandari; Herwin Dyastuti; Kauna Karima; Adivta Yudha Tama; Nita Maghfiratul Jannah; Fadhl Mohammed Awadh Gharamah; Yasir A. Alsamiri
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.14997

Abstract

The ability of pre-service English teachers to create high-quality, contextually appropriate instructional materials is a critical component of effective pedagogy. This study provides a quantitative and analytical assessment of their proficiency in instructional design. By evaluating 28 material packages developed by pre-service teachers, this study identifies their strengths and remaining challenges in implementing modern pedagogical principles. A panel of ten subject experts evaluated the materials using a validated rubric assessing curriculum alignment, relevance, higher-order thinking skills (HOTS), and 21st-century skills. The results revealed variation in design competencies, with pre-service teachers performing best in foundational areas such as curriculum alignment (mean score 7.875) and pedagogy (mean scores for Suitability and 21st-century skills were 7.679 and 7.357, respectively). However, the study also found challenges in applying advanced pedagogical concepts, such as HOTS, Industry 4.0, and Society 5.0, with mean scores of 7.000, 7.000, and 6.964, respectively. These findings suggest an area for further strengthening in teacher education programs, particularly in supporting the integration of complex, abstract concepts like HOTS and contemporary pedagogical frameworks. Without sufficient preparation in these areas, pre-service teachers may find it challenging to apply these concepts effectively in their instructional practice.
Improving Vocational Students’ Speaking Skills Through Task-Based Language Teaching (TBLT): A Classroom Action Research in a Retail Business Context Agatha Chrisityanti Manullang; Sukarno
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (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.v14i2.12020

Abstract

This classroom action research examined the implementation of Task-Based Language Teaching (TBLT) to develop workplace-oriented English speaking skills among 36 Grade XI Retail Business students, aged approximately 16–17 years, at SMK Negeri 1 Bantul. The study followed the Kemmis and McTaggart cycle of planning, action, observation, and reflection. A pre-cycle assessment was followed by two action cycles, each comprising three 90-minute meetings. Data were collected through classroom observation, CEFR-informed speaking assessments, a student questionnaire, semi-structured interviews with five students, and reflective journals. The mean total speaking score increased from 33.75 in the pre-cycle to 40.89 in Cycle I and 41.50 in Cycle II. The largest gain occurred in task achievement (7.11 → 10.94 → 11.22), followed by pronunciation (6.78 → 8.64 → 8.69), while fluency and vocabulary improved gradually. Accuracy increased in Cycle I but declined slightly in Cycle II (6.19 → 6.64 → 6.36), indicating that communicative performance developed faster than grammatical control. The proportion of students at CEFR B1 increased from 22.22% to 58.33% and then 61.11%. Questionnaire results showed that 75% of students agreed or strongly agreed that TBLT improved their fluency, and 66.67% agreed or strongly agreed that it provided opportunities to improve pronunciation and grammar. The findings indicate that occupationally authentic tasks supported students’ participation, confidence, and ability to complete retail-related speaking tasks, although accuracy, note dependence, unequal participation, and time management remained concerns. Because the study involved one class, no comparison group, and single-rater speaking assessment, the findings should be interpreted as context-specific classroom evidence rather than definitive causal proof.
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