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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan Litera Jurnal Nalar Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Englisia Journal Jurnal Kajian Informasi & Perpustakaan Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama REiD (Research and Evaluation in Education) Script Journal: Journal of Linguistic and English Teaching IJoLE: International Journal of Language Education IRJE (Indonesian Research Journal in Education) English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society English Language Teaching Educational Journal PANYONARA: Journal of English Education Intensive Journal Jurnal Wahana Pendidikan JOLLT Journal of Languages and Language Teaching Journal of English Education Program (JEEP) Journal Of Academia In English Educations (JADEs) Journal of Educational Management and Instruction (JEMIn) Journal Of World Science Indonesian Journal of EFL and Linguistics International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Measurement In Educational Research Formosa Journal of Sustainable Research (FJSR) Research and Development in Education (RaDEn) Jurnal Pendidikan Islam Studies in English Language and Education International Journal of Contemporary Studies in Education Jurnal Bintang Pendidikan Indonesia Journal of Society Innovation and Development (JSID) REGISTER JOURNAL Jurnal Pendidikan Progresif ELLITE: Journal of English Language, Literature, and Teaching The Journal of English Literacy Education Curricula: Journal of Curriculum Development
Nur Hidayanto Pancoro Setyo Putro
(Scopus ID: 57194874971) Universitas Negeri Yogyakarta
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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EXPLORING ORAL LANGUAGE ASSESSMENT PRACTICE OF AN EFL TEACHER IN AN INDONESIAN SECONDARY SCHOOL: A QUALITATIVE CASE STUDY Nurismi; Nur Hidayanto Pancoro Setyo Putro
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.125

Abstract

Oral language assessment plays an important role in evaluating the speaking competence of learners in English as a Foreign Language (EFL) classrooms. Although previous studies have examined the effectiveness of oral assessment techniques in supporting language learning, limited research has explored how teachers implement oral language assessment and make assessment decisions in authentic classroom contexts, particularly in Indonesian secondary schools. This qualitative case study investigated the oral language assessment practices of a senior high school English teacher teaching Grade XI learners in Yogyakarta, Indonesia. Semi-structured interviews, classroom observations, and document analysis were used to collect data and were analysed using thematic analysis. The findings revealed that the teacher primarily employed role-play dialogues and group discussions as oral assessment strategies because these activities facilitated authentic communication while enabling the assessment of pronunciation, fluency, vocabulary, and grammatical accuracy. The findings also indicated that assessment practices were shaped by contextual factors, including time constraints, varying proficiency levels, and the need for flexible assessment criteria. Furthermore, oral assessment was perceived as supporting the participation and engagement of learning during speaking activities. This study contributes to participation and engagement during speaking activities. This study contributes to the literature on classroom-based oral assessment by highlighting the influence of contextual factors on teachers’ assessment decisions and emphasizing the importance of teacher assessment literacy in implementing effective oral language assessment practices.
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.
Automated writing evaluation tools in Business English Writing: An experimental study among Indonesian undergraduates Binar Winantaka; Anwar Efendi; Nur Hidayanto Pancoro Setyo Putro
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.v9i1.15011

Abstract

Business English writing competence is increasingly critical for Indonesian university graduates navigating global professional environments, yet many students continue to experience persistent difficulties with grammar, coherence, and professional register. Automated Writing Evaluation (AWE) tools such as Grammarly and Grammark provide immediate, data-driven feedback that may support writing development beyond surface-level error correction (Barrot, 2021; Calma et al., 2022). This quasi-experimental study examined whether AWE integration in a Business English writing course improved Indonesian undergraduates' perceived usefulness, ease of use, motivation, self-regulated learning (SRL), and writing self-efficacy (WSE), relative to conventional instructor feedback. Sixty undergraduate students were randomly assigned to an AWE group (n = 30) or a control group (n = 30). A validated 38-item Likert questionnaire and open-ended reflective prompts were administered post-intervention. Three key findings emerged: (1) AWE significantly enhanced perceived usefulness (d = 2.92) and ease of use (d = 2.74); (2) motivation, self-regulated learning, and writing self-efficacy increased substantially in the AWE group; and (3) students unanimously recommended a hybrid AWE–teacher feedback model to address AWE's limitations in higher-order writing development (Thi & Nikolov, 2022). These findings suggest that AWE integration holds considerable promise for Indonesian EFL Business English instruction, particularly when systematically complemented by expert human feedback.
Menumbuhkan kewirausahaan budaya: Peluang dan tantangan dalam pendidikan berbasis seni dan budaya Adriani Yulia Purwaningrum; Nur Hidayanto Pancoro Setyo Putro; Bunga Putri Maulia
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.428

Abstract

Entrepreneurship education has become a key agenda in higher education to foster student creativity and innovation. This study aims to analyze the implementation of arts and culture-based entrepreneurship at Fakultas Bahasa, Seni, dan Budaya (FBSB) Universitas Negeri Yogyakarta. The research used a mixed-methods approach, including student surveys, Forum Group Discussions (FGDs) with lecturers, and analysis of curriculum documents. The results indicate that the majority of students have a high interest and awareness of cultural entrepreneurship, with approximately two-thirds having gained practical experience through class projects and training programs. However, integration within the curriculum remains uneven. The Fine Arts and Crafts Study Program emphasizes cultural innovation, while the Language and Music programs tend to be more general. FGDs with lecturers revealed that FBSB students excel in creativity but are weaker in formal business literacy than students from the Fakultas Ekonomi dan Bisnis. Furthermore, another challenge arises from reliance on artificial intelligence in proposal development, raising issues of originality. This study concludes that contextual curriculum redesign, the implementation of project-based learning, strengthening institutional support, and ethical digital literacy are necessary to foster competitive cultural entrepreneurs in the era of the creative economy.
Investigating Teacher Practices in Oral Language Assessment in an Indonesian EFL Classroom Nurismi -; Nur Hidayanto Pancoro Setyo Putro
Intensive Journal Vol 9 No 1 (2026): Student Research in English Language Teaching: Empirical Studies from Indonesia
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v9i1.23059

Abstract

This study investigates teacher practices in conducting oral language assessment in an English as a Foreign Language (EFL) classroom at a senior high school in Yogyakarta, Indonesia, during 2024/2025 academic year. Speaking skills play a crucial role in EFL learning as they require the integration of grammar, vocabulary, pronunciation, fluency, and communicative competence. However, assessing students’ oral performance remains a challenge for teacher due to time constraints and varying student proficiency levels. This study employed a qualitative case study design to gain an in-depth understanding of how oral assessment is conducted in a real classroom context. Date was collected through teacher interviews, classroom observations, and document analysis, and were analysed using thematic analysis. Findings indicate that the teacher primarily used role-lying dialogues and group discussions as oral assessment strategies. These strategies allowed students to practice meaningful communication while enabling the teacher to assess multiple aspects of speaking skills. The study also highlights the importance of clear and adaptable assessment criteria in ensuring fairness and effectiveness in oral language assessment. Despite limitations related to the study’s scope, the findings contribute to a better understanding of oral assessment practices in EFL classrooms and highlight the need to strengthen teachers’ assessment literacy. 
Co-Authors 'Aziz, Hafidh Abdul Rahim Adriani Yulia Purwaningrum Agus Widyantoro Ahmad Syafii Ainayya Nabilla Albert Efendi Pohan Albert Efendi Pohan Alrahhal, Maher Alsamiri, Yasir Alsamiri, Yasir Ayed Amalia Vidya Maharani Aman Aman Aminuddin Hassan Aminuddin Hassan Ana Mae M. Monteza Andi Abdurrahman Manggaberani Andreanus Pattikawa Lbn Toruan Anwar Efendi Anwar Efendi Apino, Ezi Ari Purnawan Arif Nugroho Arif Nugroho Asnawi, Asnawi Auly, Aisyah Noor Aura Bunga Tauhid Azhra, Shabrina Yumna Bayun Ulan Dari Binar Winantaka Bunga Putri Maulia Dari, Bayun Ulan Denna Ananda Yushinta Dennis Alonzo Dinar Tyas Hutami Dwiyani Pratiwi Dyah Setyowati Ciptaningrum Edi Istiyono Eko Wardoyo Erwin Syahril Mubarok Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Gharamah Fadhl Mohammed Awadh Mohammed Awadh Fajri, Abrar Syahrul Fatimah, Asri Siti Fitri Yeni, Fitri Fitria Akhmerti Primasita Fitriyah, Ihda Mutimmatul Halliza, Mutiya Halliza Hassan, Aminuddin Heri Retnawati Ihtiara Fitrianingsih Ihtiara Fitrianingsih Imam Machali Imam Machali Ingrid A. Gavilan Tatin Iqbal Faza Ahmad Irena Puspitaningratri Islamiaty, Dian Jamilah Jamilah Jeffri Dian Andika Jihyun Lee Joko Nurkamto Joko Priyana Kali, Marius Randan Kartianom, Kartianom Kastam Syamsi Kiki Juli Anggoro Lapele, Fitria Lusi Nurhayati M Rizky Setiawan Maida Cinta Islami Manggaberani, Andi Abdurrahman Margana Margana Mega Selvi Maharani Melisa Sri Mohammed Awadh, Fadhl Mohammed Awadh Muhammad Fathur Rahman Khalik Muhammad Istiqlal, Muhammad Murtafi'ah, Banatul Muyassaroh Muyassaroh Nafiah, Silvia Umrotun Nafisa, Naela Ainun Naufina, Nurin Ni Wayan Surya Mahayanti Nila Kurnia Sari Nila Umi Salamah Nita Maghfiratul Jannah Nunik Sugesti Nur Sehang Thamrin Nurismi Nurismi - Nurqadriyanti Hasanuddin Oikurema Purwati Pratomo Widodo Pratomo Widodo Prihandoko, Lastika Ary Putri Asilestari, Putri Putri, Reliska Yulita Rahma Yunita, Rahma Rasman Rasman Rezkilaturahmi Rozanah Katrina Herda Ruth Fenandha Pramasita Samsul Hadi Santiana Santiana Satrio Aji Pramono Shafira Alyssa Difiputri Siti Salina Mustakim Siti Salina Mustakim Sitti Syakira Siwi Karmadi Kurniasih Sri Wahyuni Sri Winarti Subakti, M. Aldi Sudarmaji Sudarmaji Sudiyatno Sudiyatno Sudiyatno Sudiyatno Sudiyono Sudiyono Sugirin Sukarno Sukarno Sulis Triyono Sumaryanto Sumaryanto Surianti, Andi Suwarsih Madya Suwarsih Madya Syafina Azalia Syafiqurrahman, Syafiqurrahman Tchello Kasse Thontowi, Zulkifli Syauqi Tri Retna Astari Umi Farisiyah Widihastuti Widowati Pusporini Yasir A. Alsamiri Yasir Alsamiri Yasir Ayed Alsamiri Yeni Artanti Yuliana Olga Siba Sabon Yuyun Yulia