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The Impact of Different Types of Tests in EFL Writing on the Teachers’ Classroom Practices Shofiya, Arina
Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 2: December 2019, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v19i2.721

To promote the quality of national education, a test, especially high-stake test, has received special concern from the government. Such kind of test brings serious consequence (impact) to some related parties like teachers, students, school systems, and society. This article is intended to highlight how different type of testing affects the teachers’ teaching practices in the classrooms. In Indonesian secondary schools, two types of tests, National Examination (NE) and School Examination (SE) are administered to measure students’ achievement in a particular level as well as to decide students’ graduation. The two tests are different at some points. First, the test for NE was developed and administered by the government through the Board of National Education Standard. Meanwhile, the preparation and administration of the test for SE were done by the English teachers at every school. Second, the test of NE was in the form of objective test, whereas, the test of SE is subjective in which the students should create writing products. Using descriptive qualitative research design, the current research investigated how four Indonesian secondary school teachers carried out the teaching of EFL Writing in their classroom as the impact of the two types of test. The findings of this research revealed that the administration of the different types of tests brings different impacts on the preparation and classrooms practices in which the teachers were more enthusiastic and serious to prepare for the SE rather than the NE. It can be concluded that a particular type of test which requires full involvement of the teachers either in the preparation or the administration like SE brings positive impact on their classroom practices.

Research Trends of EFL Students in English Education Program: A 2005-2015 Survey Iftanti, Erna; Shofiya, Arina
Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

One of the purposes of English Education Program of State Islamic Institute of Tulungagung, Indonesia, is to lead the graduates to do research on linguistics and language teaching and to write a thesis accordingly. However, the preliminary study shows that there is some repeatedly done research of the same topics, because the students commonly spend their time copying and pasting or modifying their seniors’ previous studies during writing the research proposals. If the advisors are not punctual in advising their advisees, it is possible to do some unintentional plagiarism which furthers block the contribution toward the body of knowledge in English language and education. Therefore, this article is intended to describe research trends of EFL students in English education. This descriptive study done through a questionnaire survey to 450 out of 849 students’ theses reveals that during the last eleven year, TEFL is the most popular research topic, because it is their mainstream topic. Still, they include other topics than TEFL which are mostly researched by using Descriptive (Qualitative). However, the students’ theses also indicate the development of implementing various research methods i.e. Quantitative, Classroom Action Research, and Research & Development. Moreover, although it is revealed that the research has already indicated the appropriateness of research objective with its title and research background, the EFL students’ theses need some improvement on writing research gap, reviewing related literature and previous studies, and on drawing conclusion and stating suggestion and research contribution as well. This study is then useful as the basis to make a research road map and important to avoid plagiarism and set a thorough research contribution to the body of knowledge on TEFL in Indonesia.

Communication Strategies Performed in an English as Lingua Franca Context and Their Contributions Toward Students' Engagement Shofiya, Arina; Basuni, Muh
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1439

Learning language is learning to communicate in spoken and written form. However, learning to speak can be difficult due to a lack of linguistic resources. The students may encounter problems in communicating ideas and thus, it ends in a communication breakdown. To overcome this problem, some communication strategies like message abandonment and fillers can be used. Furthermore, communication strategies can foster studentsâ€™ engagement in classroom interaction, especially in an English as Lingua Franca (ELF) context. The present study was intended to explore how the communication strategies were performed in the context of ELF and the contribution of strategies to the studentsâ€™ engagement. Using a qualitative descriptive design, the present research investigated studentsâ€™ communication strategies in an international class. The findings revealed that communication strategies were creatively performed in a variety of ways. The strategies were proven to be contributive in fostering engagement by increasing studentsâ€™ self-confidence, boosting their self-respect, and pushing the students to be active during classroom interaction.

DIGITAL LITERACY IN ENGLISH LEARNING FOR GENERATION ALPHA: A CASE STUDY AT SMP ISLAM AL AZHAAR TULUNGAGUNG Nisa, Fauziatun; Ris'ah, Umniyati; Shofiya, Arina; Nurhayati, Dwi Astuti Wahyu
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4355

This article discusses the results of qualitative research on the application of digital literacy in English language learning for Generation Alpha students at SMP Islam Al-Azhaar Tulungagung. The research aims to explore the technology-based learning methods implemented at the school, as well as its impact on the teaching-learning process. As information technology advances, digital literacy has become an essential skill for students to access, evaluate and utilize information effectively. Some of the innovative approaches identified in this study include the use of digital libraries, learning apps and interactive platforms to enhance the learning experience. The results show that the integration of digital literacy in learning not only creates a more enjoyable and varied learning atmosphere but also increases students' engagement in the learning process. In addition, digital literacy is able to prepare students to face global challenges in the future. However, this study also found some significant challenges, such as limited access to technology, lack of teacher training, and different levels of understanding of technology between students and educators. Despite the obstacles, the implementation of digital literacy has great potential in improving the quality of learning at Al-Azhaar Tulungagung Islamic Junior High School, especially in creating a more competent generation in the digital era.Keywords: Digital literacy, Generation Alpha

Communication Strategies Performed in an English as Lingua Franca Context and Their Contributions Toward Students' Engagement Shofiya, Arina; Basuni, Muh
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1439

Learning language is learning to communicate in spoken and written form. However, learning to speak can be difficult due to a lack of linguistic resources. The students may encounter problems in communicating ideas and thus, it ends in a communication breakdown. To overcome this problem, some communication strategies like message abandonment and fillers can be used. Furthermore, communication strategies can foster studentsâ€™ engagement in classroom interaction, especially in an English as Lingua Franca (ELF) context. The present study was intended to explore how the communication strategies were performed in the context of ELF and the contribution of strategies to the studentsâ€™ engagement. Using a qualitative descriptive design, the present research investigated studentsâ€™ communication strategies in an international class. The findings revealed that communication strategies were creatively performed in a variety of ways. The strategies were proven to be contributive in fostering engagement by increasing studentsâ€™ self-confidence, boosting their self-respect, and pushing the students to be active during classroom interaction.

STUDENTS’ PERCEPTIONS OF MICROLEARNING FOR ENGLISH LEARNING IN AN ISLAMIC BOARDING SCHOOL Hidayah, Waqiatun Nurul; Shofiya, Arina
Journal of English Education Program Vol 7, No 1 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i1.102573

The current research offers fresh insight into the context of Islamic boarding schools (pesantren), which have received limited attention in microlearning literature. It focuses on the implementation of microlearning in English learning sessions for Grade 9 students at a junior high school that enforces restricted use of digital devices. Microlearning refers to a learning approach that presents material in short, focused pieces through digital media such as brief videos, vocabulary exercises, infographics, quick quizzes, or short audio, allowing learners to study flexibly and more easily according to their needs. This research employed a qualitative descriptive design involving nine students who responded to ten open-ended questions through written-based interviews. The data were analyzed through repeated reading to gain a thorough understanding of the context of the responses, followed by assigning initial codes, grouping the codes into themes, reviewing the themes for their relevance to the findings, naming the final themes, and developing a comprehensive narrative to represent the results. The result of the research indicates that students received very limited learning support from devices because of the ban on mobile devices in the institution, making it a setback for the students' use of devices, resulting in a lack of literacy of devices' functions, which in turn led to the inability of students to analyze learning content from devices. Despite this, findings from the research indicate that students' interest in learning is highly enthusiastic toward microlearning, especially with visual supports, which clarifies that microlearning meets the requirements of students' cognitive load as well as learning interests. The research also showed that microlearning is useful when assisted by learning facilitators, because students highly count on learning facilitators' explanation on the interpretation of learning content from devices.

PROSPECTIVE TEACHERS’ FAMILIARITY AND EXPECTATION TOWARD THE IMPLEMENTATION OF STUDENT-CENTERED ENGLISH LANGUAGE TEACHING METHODS Arina Shofiya; Nanik Sri Rahayu
Jurnal Bahasa Lingua Scientia Vol. 17 No. 2 (2025): Vol. 17 No. 2 2025
Publisher : UPT Bahasa Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2025.17.2.191-223

The development of science and technology brings some impacts to various aspects of life, mainly English Language Teaching (ELT). . However, there is a shift of paradigm as the effect of modernization in ELT, the students become the main subjects of learning and the teaching methods are more student-centered. The prospective teachers need to understand any changes of teaching theories and make adjustment in their future practices. The present research is intended to answer the following research questions: 1) To what extent are the prospective teachers familiar with student-centered English language teaching methods?, 2) What is the perceived contribution of the student-centered English language teaching methods toward their knowledge development?, 3) What do the prospective teachers expect from the student-centered English language teaching methods? The research employed survey design involving 218 students of the fifth semester. The findings reveal that 1) the students show high familiarity to students-centered ELT methods, 2) the methods contribute to the development of their knowledge by providing theory and practices of student-centered ELT method, and 3) they have high expectation in mastering the theories and practice of student-centered ELT methods.

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