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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) International Journal of Education BAHASA DAN SASTRA Journal of English and Education English Review: Journal of English Education Mimbar Sekolah Dasar Celt: A Journal of Culture, English Language Teaching & Literature Jurnal Penelitian Pendidikan JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture POLYGLOT Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal Indonesian Journal of English Language Teaching and Applied Linguistics Academic Journal Perspective : Education, Language, and Literature JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni JALL (Journal of Applied Linguistics and Literacy) JL3T (Journal of Linguistics, Literature and Language Teaching) International Journal of English and Applied Linguistics (IJEAL) Journal of Education Research Academic Journal Perspective : Education, Language, and Literature Edukasia: Jurnal Pendidikan dan Pembelajaran English Journal Literacy Utama Studies in English Language and Education TELL - US JOURNAL Metathesis: Journal of English Language, Literature, and Teaching REGISTER JOURNAL Journal of Educational Technology Innovation and Applications Indonesian Journal of English Language Teaching and Applied Linguistics People and Behavior Analysis (PBA) Pedagogy Review English Review: Journal of English Education Indonesian EFL Journal
Fazri Nur Yusuf
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Aligning Assessment Practices with Learning Objectives: A Case of EFL Classes in Indonesia Sri Lestari; Fazri Nur Yusuf
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): 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.v10i1.1973

Abstract

The alignment between learning objectives and assessment practices is critical to effective language teaching and learning. This study explores the alignment between learning objectives and assessment practices in English classes at a public senior high school in Jakarta, Indonesia. Grounded in a qualitative case study using Bigg’s constructive alignment framework, the study emphasizes the essential connection among learning objectives, teaching methods, and assessment practices. Involving three selected English teachers, documents comprising lesson plans and assessment instruments, classroom observation, and semi-structured interviews were employed to collect data. Findings indicate that the assessment tasks mostly align with the learning objectives. The assessments focus on the higher level of understanding: extended abstract and relational. However, misalignment between assessment and learning objective is found in this study, based on the missing assessment tasks and incomplete learning objectives stated in the lesson plans. Time constraints, lesson planning issues, and difficulties in designing assessment tasks and rubrics hinder the alignment. It implies that teachers require professional development programs on language assessment literacy and lesson planning, collaborative work with colleagues, and technology integration to maintain alignment, particularly in the context of education reforms. This study contributes to the existing research on constructive alignment in English classroom assessments. It provides insights into how alignment can improve student learning in English classrooms.
Aligning Assessment Practices with Learning Objectives: A Case of EFL Classes in Indonesia Sri Lestari; Fazri Nur Yusuf
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol. 10 No. 1 (2025): 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.v10i1.1973

Abstract

The alignment between learning objectives and assessment practices is critical to effective language teaching and learning. This study explores the alignment between learning objectives and assessment practices in English classes at a public senior high school in Jakarta, Indonesia. Grounded in a qualitative case study using Bigg’s constructive alignment framework, the study emphasizes the essential connection among learning objectives, teaching methods, and assessment practices. Involving three selected English teachers, documents comprising lesson plans and assessment instruments, classroom observation, and semi-structured interviews were employed to collect data. Findings indicate that the assessment tasks mostly align with the learning objectives. The assessments focus on the higher level of understanding: extended abstract and relational. However, misalignment between assessment and learning objective is found in this study, based on the missing assessment tasks and incomplete learning objectives stated in the lesson plans. Time constraints, lesson planning issues, and difficulties in designing assessment tasks and rubrics hinder the alignment. It implies that teachers require professional development programs on language assessment literacy and lesson planning, collaborative work with colleagues, and technology integration to maintain alignment, particularly in the context of education reforms. This study contributes to the existing research on constructive alignment in English classroom assessments. It provides insights into how alignment can improve student learning in English classrooms.
Enhancing Confidence and Reducing Anxiety: Zoom Meetings in EFL Speaking Practice Raden Hasby Isnaindy Fasa; Fazri Nur Yusuf; Pupung Purnawarman; Noraini Binti Said
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp59-73

Abstract

Speaking anxiety represents one of the most persistent barriers to oral language development among EFL learners in higher education, yet the specific mechanisms through which technology-mediated presentation environments address this challenge remain insufficiently understood. This study explores EFL students' experiences and perceptions of Zoom Meeting-based presentations, with particular attention to how specific platform features help reduce speaking anxiety and enhance speaking confidence in an Indonesian university context. A qualitative case study design was employed, involving six purposively selected undergraduate EFL students enrolled in an advanced English-speaking program at a university language center in Indonesia. Data were collected over six weeks through three complementary sources: classroom observations, semi-structured individual interviews lasting 15 to 20 minutes, and document analysis of presentation slides, instructor feedback, and participant self-reflection essays. Data analysis followed Braun and Clarke's (2006) six-stage thematic analysis framework. Four principal themes emerged from the analysis. First, Zoom's camera control and hidden notes features were perceived as meaningful anxiety-reducing affordances, enabling students to redirect cognitive attention from self-presentation concerns toward linguistic performance. Second, private rehearsal capabilities significantly enhanced students' sense of preparedness before formal presentations. Third, interface customization options supported improved focus and a sense of environmental control during delivery. Fourth, participants identified notable constraints, including technical difficulties, audio latency, and reduced authentic communicative interaction due to limited nonverbal feedback. The findings suggest that Zoom's platform-specific affordances may support confidence development and anxiety management in EFL presentation contexts, particularly for learners with heightened speaking anxiety. However, these benefits appear to be contingent on deliberate pedagogical design that treats the platform's supportive features as temporary scaffolds rather than permanent accommodations and progressively reintroduces authentic communicative demands as learners' confidence grows. Keywords: Online presentation, Technology-mediated language learning, Speaking anxiety, Zoom meeting
Global Englishes in Indonesian and International ELT Textbooks: A Comparative GELT Framework Analysis Meita Lesmiaty Khasyar; Ahmad Bukhori Muslim; Fazri Nur Yusuf; Rojab Siti Rodliyah
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.2216

Abstract

This study investigates the extent to which Global Englishes principles are represented in Indonesian and international English Language Teaching (ELT) textbooks. Specifically, it compares the Indonesian Curriculum 2013 (K13) English textbook and the Interchange Third Edition using the Global English Language Teaching (GELT) framework to examine representations of people, cultural perspectives, cultural practices, and cultural artefacts. The analysis findings reveal that international ELT textbooks are beginning to reflect the global use of English by incorporating a wider range of English varieties and cultural contexts. In contrast, features of Global Englishes are only partially incorporated into Indonesian ELT textbooks, which largely adhere to traditional native-speaker norms. The study underscores crucial research gaps and emphasizes the urgent need for comprehensive comparative analyses of textbook content, pedagogical approaches, and teacher training in Indonesian and international contexts. It also advocates for empirical research into how exposure to global Englishes influences students' perceptions and outcomes. The study highlights the necessity for more inclusive and effective ELT materials that prepare students for international communication. The findings contribute to the growing literature on Global Englishes by demonstrating how centralized national curricula may constrain textbook representation of linguistic diversity. In practical terms, the study provides recommendations for textbook developers, curriculum designers, and teacher educators seeking to incorporate Global Englishes into ELT materials.
Co-Authors Adriani Yulia Purwaningrum Ahmad Bukhori Muslim Ainun, Nabila Hasri Alamsyah Alamsyah Anggi Angraeni Angraeni, Anggi Aziz Lubis, Azhar Azizi, Faniah Nur Bachrudin Musthafa Cicih Nuraeni Denarti, Rizki Dhini Aulia Didi Sukyadi Eri Kurniawan Fadilla, Suci Fuad Abdul Hamied Hanifa, Eisha Sabila Dieni Hanna Sundari Harlina, Hariya Hitimala, Hardianto Husain, Balqis Iasya, Lydia Kusdyanti Ignasia Yuyun Ika Lestari Damayanti Ilham Ilham Irza Yuzulia Juhana, Juhana Julinar Julinar Lala Nurlatifah Listiana, Ineng Meita Lesmiaty Khasyar Muhamad Acep Ode Muhammad Handi Gunawan Naila Karima Nenden Sri Lengkanawati Noraini Binti Said Norhasanah Norhasanah, Norhasanah Novita, Ophelia Elisa Nurlatifah, Lala Nurul Evita Istiqomah Purnawarman, Pupung Purwaningrum, Adriani Yulia Raden Hasby Isnaindy Fasa Rahayu, Nurti Rahman, Eny Yuniati Renol Aprico Siregar Riani Noor Yoshania Ridha Aska Amanda Rizky Nugraha Rofiawati, Oti Rojab Siti Rodliyah Sandi Maulana Abdillah Sari, Ratih Apri Silvina Yuza Simatupang, Nurul Namira Skolastika Noe Sri Lestari Suci Madiarti Isman Suci Nur Asyifa Yuniawati Sudana, Dadang Sudarsono Muhammad Ihrom SUGIANTO, AHMAD Suharti, Dwi Sloria Suherdi, Didi Teguh Sulistyo Tina Priyantin Utami Widiati Yanti Wirza Yanty Wirza Yuzulia, Irza Z Zainurrahman Zuhrufi Latifah