Article Per Year (5 Year)
p-Index From 2021 - 2026
5.203
P-Index
This Author published in this journals
All Journal Language Circle : Journal of Language and Literature JP3 (Jurnal Pendidikan dan Profesi Pendidik) E-Dimas: Jurnal Pengabdian kepada Masyarakat ETERNAL: English Teaching Journal Wanastra : Jurnal Bahasa dan Sastra Journal of Educational Research and Evaluation Mimbar Ilmu International Journal of Educational Review Edunesia : jurnal Ilmiah Pendidikan Prominent : Journal of English Studies SALEE: Study of Applied Linguistics and English Education JOLLT Journal of Languages and Language Teaching Journal of English Education and Linguistics International Journal of Research in Education (IJRE) Indonesian Journal Of Educational Research and Review JOEL: Journal of Educational and Language Research Proceeding of International Conference on Science, Education, and Technology Journal of Nonformal Education International Journal of Research in Education (IJRE) ETERNAL: English Teaching Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Indonesian EFL Journal
Entika Fani Prastikawati
English Department, Universitas PGRI Semarang
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 37 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 37 Documents
Search

 1   2   3   4 
Bridging the Gap: Pre-Service Teachers’ Realities of Technology Integration in the Digital Classroom Silitonga, Lusia Maryani; Sri Suciati; Wiyaka; Entika Fani Prastikawati; Nur Cholifah
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/8e0app73

Abstract

In the digital era, integrating technology into education is essential for preparing future-ready educators. This qualitative case study explores how pre-service teachers experience and implement digital tools in instructional settings. It focuses on their successes, challenges, and the pedagogical strategies they employ. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and experiential learning theory, the study involved 15 pre-service teachers from a university in Semarang. Data were collected through semi-structured interviews and classroom observations, and analyzed using thematic analysis. The findings reveal that pre-service teachers primarily used technology to manage classrooms and engage students—for example, using interactive platforms like Kahoot! to maintain attention and assess understanding in real time. These tools influenced student reactions and led teachers to adapt their instructional strategies dynamically. While digital tools were seen as effective for promoting engagement and understanding, participants faced challenges related to digital literacy, infrastructure limitations, and a lack of mentorship. Technology-based assessment and proactive engagement strategies were less frequently applied, highlighting a gap between theoretical training and classroom practice. The results suggest that teacher education programs should provide more hands-on, guided experiences, reflective practices, and institutional support to develop digital teaching competence. This study contributes to ongoing efforts to align teacher training with the realities of technology-enhanced learning environments
The Importance of Auditory Learning in EFL Teaching: A Theoretical Perspective Moses Adeleke Adeoye; Entika Fani Prastikawati
Indonesian Journal of Educational Research and Review Vol. 8 No. 2 (2025): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i2.92063

Abstract

This research explores the critical role of auditory learning strategies in enhancing language acquisition within English as a Foreign Language (EFL) education. Understanding diverse learning preferences becomes essential as the demand for effective language teaching methods grows. The study investigates the cognitive and communicative benefits of auditory learning strategies in improving language proficiency and learner engagement. Utilising a Thought Experiment Approach, the research synthesises insights from existing literature, theoretical frameworks, and hypothetical scenarios to examine the implications of auditory learning in EFL contexts. The findings indicate that auditory learning strategies significantly enhance listening and speaking skills, particularly for students who identify as auditory learners. Integrating technology, such as podcasts and interactive listening platforms, amplifies these benefits, making language learning more engaging and relevant. The importance of authentic listening experiences and constructive feedback in fostering communicative competence is also emphasised. In conclusion, the study highlights the transformative potential of auditory learning strategies in EFL education, advocating for their systematic incorporation into teaching practices. This research contributes to the existing literature by providing a conceptual framework that underscores the advantages of auditory learning strategies, promoting inclusivity and addressing educational inequities. This study enhances language acquisition outcomes and prepares learners for successful communication in a diverse global landscape by equipping educators with a deeper understanding of effective teaching methods.
Fostering Effective Teaching Practices: Integrating Formative Assessment and Mentorship in Indonesian Preservice Teacher Education Entika Fani Prastikawati; Moses Adeleke Adeoye; John Charles Ryan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 2, May 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i2.23431

Abstract

The paper explores the implementation and effectiveness of formative assessment strategies to decorate the mastery of teaching competencies among preservice teachers in Indonesia. It specializes in the role of mentoring in guiding and helping preservice teachers efficiently make use of formative assessment practices to improve their instructional techniques and learner studying results. The study investigates the demanding situations and opportunities encountered in integrating formative assessment into the teacher education curriculum and offers guidelines for enhancing the mentorship system. The research method uses a systematic literature review incorporating the evaluation synthesis and guidance for mentors in enhancing the skills and knowledge of future educators in the context of formative assessment. The findings of the current study are exemplified through an analysis of the several facets of formative assessment and its advantages in enhancing teaching and students' acquisition of knowledge. The findings also offer precious insights for teachers, mentors, and policymakers seeking to elevate the best of teacher education packages and continuous professional improvement amongst preservice teachers by guiding them on the rigorous theories and procedures of formative assessment. This study provides a summary of the theoretical contributions and a step-by-step process for implementing formative assessment. It also discusses the implications of formative assessment for assessment education policies and practices in Indonesia.
Empowering Learning: Pedagogical Strategies for Advancing 21st Century Skills and Quality Education Moses Adeleke Adeoye; Entika Fani Prastikawati; Yusuff Olatunji Abimbowo
Journal of Nonformal Education Vol. 10 No. 1 (2024): Community education and community empowerment
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v10i1.1451

Abstract

The United Nations Sustainable Development Goal 4 (SDG 4) underscores the significance of quality education for all, emphasizing the want for inclusive and equitable learning opportunities that vend lifelong learning and the acquisition of essential capabilities. In the continually evolving academic sphere, the cultivation of 21st-century abilities has emerged as a pivotal element in ensuring the provision of incredible knowledge of experiences.  This paper scrutinises pioneering pedagogical tactics designed to foster the improvement of 21st-century abilities within the context of quality education. Through examination of present instructional literature and a meticulous evaluation of practical coaching methodologies, this observation endeavours to illuminate powerful teaching strategies that foster critical thinking, ingenuity, collaboration, and virtual literacy among students. Moreover, this examination delves in addition into the position of teachers in fostering those abilities and investigates the ability to demand situations and opportunities linked with the implementation of those processes in diverse academic settings. By exploring the juxtaposition of pedagogy and 21st-century skills, this study aims to offer actionable insights for educators, policymakers, and invested stakeholders eager to cultivate resilient and adaptable learning environments.
Beyond Traditional Testing: Exploring the Efficacy of Adaptive Assessments in Shaping Future Learners Moses Adeleke Adeoye; Entika Fani Prastikawati; Rika Riwayatiningsih
Journal of Nonformal Education Vol. 11 No. 1 (2025): Community education and lifelong education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v11i1.19934

Abstract

This study investigates the impact of adaptive assessment tools on student learning outcomes, engagement and knowledge retention compared to traditional assessment methods. The research employs a descriptive survey design, utilising a quantitative research approach to gather data from 200 students across various educational settings in Kwara State, Nigeria. The primary research questions explore how adaptive assessments influence knowledge retention, engagement levels and the identification of areas needing additional support. By focusing exclusively on students as respondents, the study reliable data that elucidates the effectiveness of adaptive assessments in enhancing knowledge retention and engagement within educational settings. The findings reveal that adaptive assessments significantly enhance knowledge retention, as indicated by mean scores above the established cut-off point of 3.0 across all survey items. Students reported high levels of engagement, motivation and clarity regarding their learning needs when using adaptive tools. In contrast, traditional assessments received notably lower scores, suggesting limited effectiveness in fostering positive learning experiences. The study concludes that adaptive assessment tools provide a more personalised and effective approach to student learning, leading to improved outcomes in both knowledge retention and engagement. It is recommended that educators integrate adaptive assessments into their curricula to maximise student learning potential. Policymakers should consider supporting the implementation of adaptive technologies in educational institutions to enhance the overall learning experience. The research contributes to the theoretical understanding of personalised learning approaches and offers empirical evidence supporting the effectiveness of adaptive assessments in contemporary education.
Enhanching Assessment as Learning: The Influence of Language Assessment Literacy on Indonesian EFL Students’ Writing Entika Fani Prastikawati; Samantha Curle; Pryla Rochmahwati; Maria Yosephin Widharti Lestari; Lusia Maryani Silitonga; Raveenthiran Vivekanantharasa
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18181

Abstract

This study examines the impact of enhancing Language Assessment Literacy (LAL) on Indonesian EFL students’ writing development through Assessment as Learning (AaL) practices. Unlike most research that emphasizes teacher-focused LAL, this study shifts attention to learners, exploring how assessment knowledge, particularly through rubrics, can promote metacognitive awareness, autonomy, and improved writing outcomes. A mixed-methods design was employed with 84 senior high school students randomly assigned to experimental and control groups. Results showed no significant differences between groups prior to the intervention. However, post-test scores indicated a significant advantage for the experimental group (M = 16.69) compared to the control group (M = 8.91), with a large effect size (η² = .82), confirming the effectiveness of LAL-based pedagogy. Qualitative interview data revealed that students’ attitudes toward LAL strongly shaped its classroom integration. Although learners initially reported limited experience, low confidence, and concerns about the reliability of peer assessment, they ultimately expressed positive perceptions of LAL, highlighting its role in clarifying writing expectations, supporting reflection, and fostering learner autonomy. These findings suggest that embedding LAL in EFL writing instruction can transform assessment into a learner-centered process that enhances both writing performance and self-regulated learning. Pedagogically, the study underscores the importance of scaffolding and supportive implementation of student-centered assessment practices. However, the study is limited by its short intervention period and context-specific sample.
A COMPARATIVE STUDY OF LANGUAGE ASSESSMENT LITERACY AMONG EFL TEACHERS IN INDONESIA AND NIGERIA Entika Fani Prastikawati; Yuvita Yuvita; Amrizal Amrizal; Moses Adeleke Adeoye; Samantha Curle
Indonesian EFL Journal Vol. 12 No. 3 (2026): In Progress
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.136

Abstract

In this comparative study, we examined the Language Assessment Literacy (LAL) of English as a Foreign Language (EFL) teachers in Indonesia and Nigeria, focusing on their contextual factors such as policy frameworks in education systems, LAL-related professional development, and digital infrastructure. The study employed a mixed-method research design by utilizing a comparative cross-sectional survey design and semi-structured interviews. A total of 210 teachers participated in the survey, complemented by 36 semi-structured interview participants across both countries. Quantitative data were analyzed using descriptive statistics and independent samples t-tests to examine cross-country differences in teachers’ assessment knowledge, beliefs, practices, and digital assessment literacy, while qualitative data were analyzed thematically. The quantitative data suggested that Indonesian teachers excelled in understanding and implementing alternative and formative assessments, which was attributed to the positive and reforming the newest curriculum and a consecutive professional development cycle. In contrast, Nigerian teachers appear more dependent on standardized assessments due to both a lack of pertinent pedagogical training and the influence of examination-oriented educational systems on their teaching practices. In addition, due to the availability of technology and unencumbered institutional backing, Indonesian teachers’ understanding of digital assessment was more pronounced. Qualitative data corroborated this systemic phenomenon in Nigeria, where inadequate infrastructure and a lack of professional development are systemic barriers that limit teachers to primitive assessment strategies and practices. Ultimately, the study found that assessment literacy is primarily a sociopolitical construct that contextualizes individual assessments. However, this study is limited by its cross-sectional design and reliance on self-reported data, which may introduce response bias and limit causal interpretations. Despite these limitations, the study offers important implications for policymakers and educators seeking to enhance LAL through context-sensitive reforms and targeted capacity-building initiatives.
Co-Authors AB Prabowo Kusumo Adi Abdullah Al Azhar Adeoye, Moses Adeleke Adeseko Sunday OLAIFA Ajeng Setyorini Amrizal Amrizal Anisa Juni Fidriani Apriati, Rahayu Asropah Asropah Aulia, Rahma Bagus Ardi Saputro Dias Andris Susanto Dyah Nugrahani Fadhila Yonata Faiza Hawa Fani Indriya Nuraini Hawa, Faiza - I Wayan Widiana Ihsani, Muwafiqul Indah Nofitasari Jafar Sodiq Januarius Mujiyanto John Charles Ryan Lala Septyaningrum Lestari, Maria Yosephin Widarti Lusia Maryani Silitonga Maria Yosephin Widarti Lestari Maria Yosephin Widharti Lestari Moses Adeleke Adeoye Moses Adeleke Adeoye Moses Adeleke Adeoye Moses Adeleke ADEOYE Moses Adeleke Adeoye Moses Adeleke Adeoye Muhammad Shofri Firdaus Munadhiroh, Siti Mursid Saleh Ngasbun Egar Nur Cholifah Pryla Rochmahwati Putri, Dzinnuraini Maulina Putri, Rossa Dwi Nova Rahayu, Widiyanti Rasheedat Modupe Oladimeji Ratih Laily Nurjanah Ratna Kusumawardhani Raveenthiran Vivekanantharasa Rika Riwayatiningsih Rini Maulidhawati Ririn Ambarini Rizal Rinaldi Samantha Curle Samantha Curle Silitonga, Lusia Maryani Siti Musarokah Siti Sakdidah Sri Suciati Sri Wuli Fitriati Theresia Cicik Sophia Budiman Wiyaka Wiyaka Wiyaka Wiyaka Wiyaka Wiyaka Wiyaka Yusuff Olatunji Abimbowo Yuvita Yuvita