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All Journal Jurnal Pendidikan dan Pengajaran PRASI: Jurnal Bahasa, Seni, dan Pengajarannya Lingua Scientia Journal Jurnal Pendidikan Bahasa Inggris ELT Worldwide: Journal of English Language Teaching Jurnal Pendidikan Bahasa Journal of ELT Research Jurnal Bahasa Lingua Scientia Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Educational Research and Evaluation International Journal of Language and Literature JISIP: Jurnal Ilmu Sosial dan Pendidikan Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) SAGA: Journal of English Language Teaching and Applied Linguistics Lexeme : Journal of Linguistics and Applied Linguistics Borneo Educational Journal (Borju) SALEE: Study of Applied Linguistics and English Education The Art of Teaching English as a Foreign Language (TATEFL) Journal of Educational Study Jurnal Penelitan Mahasiswa Indonesia Measurement In Educational Research Indonesian Journal Of Educational Research and Review Takuana: Jurnal Pendidikan, Sains, dan Humaniora Al-Zayn: Jurnal Ilmu Sosial & Hukum
Anak Agung Gede Yudha Paramartha
Universitas Pendidikan Ganesha
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Implementation of Quizziz as Assessment for Learning in English as A Foreign Language: The Teacher’s Perspective Sanjaya, I Agus Rudi; Suprianti, Gusti Ayu Putu; Paramartha, Anak Agung Gede Yudha
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 4 No. 2 (2023): November
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v4i2.628

Abstract

This research aims to (1) describe the implementation of Quizizz as an English Language Learning Assessment for Teachers at SMP 1 Nusa Penida. (2) identify the Teacher problem in implementing Quizizz as Assessment for Learning English at SMP 1 Nusa Penida. (3) investigate what EFL Teacher at SMP 1 Nusa Penida overcome the problems that they faced in implementing Quizizz as Assessment for Learning English at SMP 1 Nusa Penida. The method of this study was a descriptive qualitative. The subject of this study is one English teacher at SMPN 1 Nusa Penida. In this study concluded that the implementation of Quizizz as Assessment for Learning in English learning process in seventh grade especially about the characteristic of Assessment for Learning runs according to the theory used as a reference. The indicators used to test the problems faced are theory about the characteristic of Assessment for Learning by Tetahuhu o te Matauranga. This study also concluded that there were several strategies found that used to solve several problems faced by teachers when implementing Quizizz as Assessment for Learning in English learning process.
Analysis of English Teachers’ Assessment Strategies Within a Differentiated Learning Context in EFL at SMP Negeri 4 Singaraja Putri, Kadek Sania Dwiyanti; Wahyuni, Luh Gede Eka; Paramartha, Anak Agung Gede Yudha
Lexeme : Journal of Linguistics and Applied Linguistics Vol. 8 No. 1 (2026): JANUARY 2026
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/ljlal.v8i1.56173

Abstract

This study aimed to analyze English teachers’ assessment strategies within a differentiated learning context and to identify the challenges encountered in implementing differentiated assessment in EFL classrooms. A qualitative research design was employed at SMP Negeri 4 Singaraja, involving three English teachers from different grade levels. Data were collected through classroom observations and unstructured interviews and analyzed using an interactive qualitative data analysis model consisting of data reduction, data display, and conclusion drawing. The findings revealed that teachers applied five main assessment strategies: gamification, reading assignments, writing tasks, speaking performances, and storytelling activities. These strategies predominantly reflected assessment for learning and assessment of learning, while assessment as learning was not observed. Differentiated learning was evident in instructional processes and products; however, assessment criteria were frequently applied uniformly across students. Differentiated assessment was consistently implemented only in speaking performance and storytelling activities, where assessment criteria were adjusted to students’ ability levels. The study also identified several challenges that hindered the implementation of differentiated assessment, including large class sizes, limited instructional time, and teachers’ limited understanding of differentiated assessment concepts. Overall, the findings indicate a partial alignment between differentiated learning and assessment practices, highlighting the need for improved assessment literacy and structural support to enhance equitable assessment in EFL classrooms. In order to manage large classes and provide the best possible individual attention, teachers can first think about flexible grouping tactics or peer tutoring. Also, effective time management and preparation are essential.
INVESTIGATION OF THE EFFECT OF TBLT-BASED DIGITAL STORYBOOK ON STUDENTS’ ENGLISH LEARNING IN SMP N 2 SINGARAJA I Dewa Made Prema Nareswara; Ni Luh Putu Eka Sulistia Dewi; Anak Agung Gede Yudha Paramartha
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol. 14 No. 1 (2026)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v14i1.6031

Abstract

The aim of this research was to investigate the considerable effects of utilizing a TBLT-based digital storybook on students’ English proficiency and four essential language skills. This study utilized a quasi-experimental design with a post-test control group. The population comprised 264 seventh-grade students from SMP N 2 Singaraja, with a sample of 63 students chosen through cluster random sampling from two classes deemed to be comparable. Data collection was conducted using three validated instruments: a lesson plan, a post-test, and an assessment rubric, all of which were confirmed for reliability by two experts. The study took place over five sessions, four of which were allocated to the treatment phase and one to post-testing. Following the post-test, data were analyzed using SPSS version 27. Both descriptive and inferential statistical analyses indicated significant differences in English proficiency and language skills between the Experimental and Control groups (Sig 0. 14), with the exception of reading, which exhibited a moderate effect.
Teachers’ Challenges and Strategies in Assessing English Learning in Inclusive Montessori Classrooms: A Case Study I Gusti Agung Gede Djagat Laksana; Ni Luh Putu Eka Sulistia Dewi; A.A. Gede Yudha Paramartha
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i3.6896

Abstract

Penelitian ini bertujuan untuk mengkaji tantangan dan strategi yang dihadapi guru saat melakukan penilaian pembelajaran bahasa Inggris di kelas inklusif berbasis Montessori. Penelitian ini menggunakan pendekatan kualitatif interpretatif dengan desain studi kasus yang dilaksanakan di Sekolah Dasar Montessori di Bali. Peserta penelitian terdiri dari dua guru yang memiliki pengalaman langsung mengajar di kelas inklusif. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik. Hasil penelitian mengungkap tiga tema utama. Pertama, guru menghadapi tantangan profesional dan operasional, termasuk keterbatasan pelatihan formal dalam pendidikan inklusif, kesulitan dalam mengelola kebutuhan siswa yang beragam, serta kendala manajemen waktu. Kedua, penerapan sistem penilaian naratif menekankan evaluasi berbasis pengamatan tanpa menggunakan nilai numerik, dengan fokus pada proses belajar setiap siswa. Ketiga, guru menerapkan strategi adaptif, seperti pengajaran bilingual, menyesuaikan tingkat pembelajaran, dan memberikan stimulasi melalui pengulangan serta kegiatan praktis untuk mendukung perkembangan bahasa siswa. Penelitian ini menekankan pentingnya praktik penilaian yang fleksibel dan berpusat pada siswa di kelas inklusif. Temuan ini juga memberikan implikasi praktik bagi guru dalam merancang pendekatan penilaian yang lebih adaptif dan inklusif untuk mengakomodasi kebutuhan siswa yang beragam.
English Teachers’ Assessment Practices in Inclusive Elementary School Classrooms I Gede Angga Pebriawan; Ni Luh Putu Eka Sulistia Dewi; A.A Gede Yudha Paramartha
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 5 No. 2 (2026): Takuana (July-September)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v5i2.633

Abstract

English language learning in inclusive elementary school classrooms involves students with diverse abilities and learning needs, requiring assessment practices that accommodate their characteristics. However, teachers still face various challenges in implementing assessments that address the needs of all students, while studies specifically examining assessment practices in inclusive elementary school English classrooms remain limited. This study aimed to analyze the implementation of assessment and the challenges faced by teachers in inclusive English language learning. This study employed a qualitative approach with a single case study design. The participants consisted of one English teacher and 28 second-grade elementary school students. Data were collected through document analysis, classroom observation, and interviews, and were analyzed using data reduction, data display, and conclusion drawing. The findings revealed that assessment was implemented through diagnostic, formative, and summative assessments, with adaptations provided for students with special needs. Teachers faced challenges related to the diversity of students’ abilities, limited instructional time, and the absence of structured differentiated assessment guidelines. This study concludes that assessment in inclusive classrooms is implemented adaptively to accommodate diverse learning needs. These findings imply the need to develop systematic differentiated assessment guidelines and to enhance support and professional training for teachers.
English Teachers’ Assessment Practices in Differentiated Instruction Ketut Merina Wati; Ni Luh Putu Eka Sulistia Dewi; Anak Agung Gede Yudha Paramartha
Journal of Educational Study Vol. 5 No. 2 (2025): December
Publisher : English Education Department STKIP Agama Hindu Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/joes.v5i2.1065

Abstract

This study aims to describe how English teachers at SMA Negeri 3 Singaraja implement assessment in differentiated instruction. Using descriptive qualitative methods through observations and interviews, this study found that teachers utilize diagnostic, formative, and summative assessments to identify students' prior knowledge, monitor learning progress, and measure final achievement. Diagnostic assessments help teachers map students' readiness, interests and learning styles, while formative assessments allow teachers to provide feedback and adjust learning according to students' needs. Summative assessments are used at the end of learning to evaluate overall mastery of the material. This practice shows that assessment is not only a tool for assessing learning outcomes, but also supports student-centred learning and is aligned with Merdeka Curriculum. The findings emphasize the importance of integrating different types of assessments to create flexible learning, accommodate students' diverse abilities, and motivate students to improve their learning outcomes.
Co-Authors ., Dedy Kusdianto Klau ., Dedy Kusdianto Klau ., Desak Ayu Made Pradnya Iswari ., I Gede Wahyudi ., I Gede Wahyudi ., Ib Kd Mega Brahwija ., Kadek Angga Andriani ., Ni Kadek Swandewi ., Ni Kadek Swandewi ., Ni Luh Gede Tangkas Rahmayanti ., Ni Luh Gede Tangkas Rahmayanti ., Ni Luh Sukareni ., NI WAYAN YULI ERAYANTI ., Prof. Dr. Anak Agung Istri Ngr. Marha ., Putu Anastasia Mayrika ., PUTU AYU LINDA KRISTIANA DEWI ., PUTU NITA YULIANI ., PUTU NITA YULIANI Absari, Ratih Mas Adiguna, I Wayan Bayu Anak Agung Istri Ngr. Marhaeni Anggita Prasistha Utami Artini, Luh Putu Putu Ayuni, Ni Luh Chandra Barus, Lanina Mayrani br Dambayana, Putu Eka Dewa Komang Tantra Dewa Putu Ramendra Dewi, Ida Ayu Gede Puspita Ratna Dewi, Kadek Andi Suari Dewi, N. L. P. E. Sulistia Eka Sulistia Dewi Fridayani, Kadek Budi G.A.P. Suprianti Gautami, Gusti Ayu Agung Tania Gede Wisnu Mahayasa Gusti Ayu Bintang Purwani Hendryani, Kadek Dessy Dwi Hua, Liang I Dewa Made Prema Nareswara I Gede Angga Pebriawan I Gede Nyoman Arya Risaldi Dwi Nugraha I Gusti Agung Gede Djagat Laksana I Nyoman Adi Jaya Putra Indra Agus Eka Hariawan Intari, Ni Komang Putri Kadek Fradita Febyone Ketut Merina Wati Luh Gede Eka Wahyuni Made Hery Santosa Mahadewi, Pande Made Ayu Mahayasa, Gede Wisnu Ni Komang Arie Suwastini Ni Luh Chandra Ayuni Ni Luh Putu Eka Sulistia Dewi Ni Made Dwi Dharmayanti Ni Putu Liana Santy Ni Wayan Surya Mahayanti Ni Wayan Vina Krisna Yanti Nice Maylani Asril Noviyanti, Ni Komang Diah Padmadewi . Pratiwi, N. P. Wismayani Prof. Dr. Anak Agung Istri Ngr. Marha . Putra, I Kadek Krisna Dharma Putri, Kadek Sania Dwiyanti Putri, Ni Wayan Astri Monika Putri, Putu Jesika Suwendra Putu Adi Krisna Juniarta Putu Eka Dambayana Suputra Ratih Mas Absari S.Pd. Putu Eka Dambayana S. . Sanjaya, I Agus Rudi Sanjaya, I Gede Heri Santy, Ni Putu Liana Septi, Ni Kadek Dwi Candra Setiawati, I Gusti Ayu Indah Sulistia Dewi, Dr. Ni Luh Putu Eka Susrini, Putu Yohana Nova Enzelina