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All Journal Faktor Jurnal Ilmiah Kependidikan Journal of English Language Teaching, Linguistics and Literature (JETLEE) Saksama: Jurnal Sastra Indonesian Journal of Education and Learning
Reza Anis Maulidya
UIN Syarif Hidayatullah Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Implementation of Communicative Media for Teaching English as a Foreign Language (EFL) during Pandemic of Covid-19 in Indonesian Senior High Schools Reza Anis Maulidya; Nurmilah Fitria Atasyah; Nida Husna; Didin Nuruddin Hidayat; Farida Hamid
Faktor Jurnal Ilmiah Kependidikan Vol 8, No 1 (2021): Faktor : Jurnal Ilmiah Kependidikan
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/fjik.v8i1.8595

Abstract

The impact of Covid-19 outbreak in Indonesia compels the government to set urgent policies during the Covid-19 period. Therefore, the Ministry of Education and Culture had announced that schools have to continue carrying out teaching and learning activities virtually, which causes new problems to emerge; one of them is regarding inappropriate teaching media used by teachers. This study investigates the implementation of communicative teaching media in teaching English as a Foreign Language (EFL) during the pandemic in Indonesian senior high schools. As qualitative research, this study uses a literature study approach and questionnaire instrument to obtain data. Forth, the results show that social media dominate the implementation of communicative teaching media in Indonesia. English teachers' communicative media, which are frequently used, are WhatsApp then followed by Google Classroom and Zoom due to the simplicity in the technology used and features that adequately create collaborative, practical, active teaching and learning activities during the pandemic.
Systematic Literature Review on Speaking Assessment Practices in EFL Contexts Farah Nurkumaila; Zian Salma; Azifah Hafizha Husnullah; Ratna Sari Dewi; Reza Anis Maulidya
Journal of English Language Teaching, Linguistics, and Literature (JETLEE) Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : Universitas Islam Negeri (UIN) Sultanah Nahrasiyah Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.7247

Abstract

Speaking assessment is essential for evaluating EFL learners’ communicative competence, yet it remains challenging due to issues of validity, reliability, and authenticity. This study conducts a Systematic Literature Review (SLR) of empirical research on speaking assessment practices in EFL contexts from 2015 to 2025, using the SALSA framework for methodological rigor. Fourteen studies were analysed thematically. The findings show that performance-based and technology-integrated assessments are the most dominant approaches, while rater bias, limited assessment literacy, and learner anxiety remain key challenges. The review highlights the importance of balancing fairness, practicality, and authenticity in evaluating speaking performance. It also emphasizes the potential of formative and technology-supported assessments to enhance feedback and learner engagement. The results also provide valuable insights for EFL teachers and policymakers in developing more effective and equitable speaking assessment practices. Pedagogically, the review underscores the need to strengthen teachers’ assessment literacy so that they can design and apply rubrics, provide formative feedback, and interpret speaking scores accurately. Theoretically, this study contributes to the understanding of how various assessment practices interact within the broader EFL teaching-learning process. Future studies are encouraged to explore longitudinal evidence of how integrated assessment frameworks influence EFL learners sustained speaking improvement, motivation, and classroom participation.
DECONSTRUCTING MOTHERHOOD IN TANGLED (2010): A DERRIDEAN ANALYSIS OF MOTHER GOTHEL Hilalliah Isna Putri; Reza Anis Maulidya
Saksama: Jurnal Sastra Vol. 5 No. 1 (2026): Saksama
Publisher : Fakultas Adab dan Humaniora UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/sksm.v5i1.48887

Abstract

Film is a visual art form that communicates stories, information, and messages through moving images and sound. It combines various elements such as screenplay, acting, cinematography, directing, music, and editing. Many films also address current social or philosophical themes. A notable example is Tangled (2010), directed by Nathan Greno and Byron Howard and produced by Disney as part of its series of princess films. This journal analyzes the character of Mother Gothel using Jacques Derrida’s post-structuralist approach. It looks at how binary oppositions like mother/monster and freedom/control are called into question. The analysis suggests that Tangled exposes the inherent instability of language, identity, and moral judgment within its narrative framework when deconstructed.
Embedding Assessment into Daily Teaching: A Systematic Review of Classroom-Based Language Assessment Nayla Rahma Sena; Qayla Mahmoodah Ahmad; Syamsa Farhatul Muhayya; Ratna Sari Dewi; Reza Anis Maulidya
Indonesian Journal of Education and Learning Vol. 9 No. 2 (2026): April 2026
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v9i2.3534

Abstract

Classroom-based assessment (CBA) has increasingly become a central concern in language education because it links teaching, learning, and assessment in a continuous process. However, many teachers still face difficulties embedding assessment naturally into classroom practices, often relying on summative tests instead of formative approaches that support learning. This study aims to systematically review research on how assessment can be integrated into daily language teaching and what principles and challenges are commonly found in its implementation. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 guidelines. Searches were carried out in Google Scholar, ERIC, and Scopus databases for peer-reviewed English-language articles published between 2015 and 2025. After identification, screening, and eligibility assessment, 16 empirical studies were included in the thematic synthesis, with six core studies selected for in-depth discussion due to their methodological rigor and relevance. The thematic analysis revealed four main themes: principles of effective classroom-based assessment, strategies for embedding assessment into daily instruction, teachers’ roles and assessment literacy, and institutional challenges influencing implementation. The findings indicate that embedding assessment into teaching enhances student engagement, supports reflective teaching, and improves learning outcomes. However, sustained professional development and institutional support remain essential for effective implementation. This review contributes to the field by providing an integrated synthesis of assessment principles, instructional practices, and contextual factors, offering a comprehensive framework for understanding how classroom-based assessment can be effectively embedded in language education.
Co-Authors Azifah Hafizha Husnullah Farah Nurkumaila Farida Hamid Hidayat, Didin Nuruddin Hilalliah Isna Putri Nayla Rahma Sena Nida Husna HR Nurmilah Fitria Atasyah Qayla Mahmoodah Ahmad Ratna Sari Dewi Syamsa Farhatul Muhayya Zian Salma