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All Journal Language Circle : Journal of Language and Literature Lingua Cultura Jurnal Varidika IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Lectura : Jurnal Pendidikan Edulangue JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Dinasti International Journal of Education Management and Social Science Jurnal Educatio FKIP UNMA Buletin KKN Pendidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Penamas: Journal of Community Service Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium Jurnal Keilmuan dan Keislaman INGGARA : Jurnal Pendidikan Bahasa Inggris dan Bahasa Arab TELL - US JOURNAL Applied Research in English Education Journal of International Multidisciplinary Research JLE: Journal of Literate of English Education Study Program Conference Proceedings International Conference on Education Innovation and Social Science Holistik Analisis Nexus Jurnal Pendidikan Generasi Nusantara (JPGENUS) Language Circle : Journal of Language and Literature Indonesian Journal on Learning and Advanced Education (IJOLAE)
Mauly Halwat Hikmat
Universitas Muhammadiyah Surakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Designing an Authentic Listening Assessment for Young Learners in Indonesian Primary Schools Muamaroh; Nur Mufid; Mauly Halwat Hikmat
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 1 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/43ekg478

Abstract

Listening is a fundamental language skill that plays a crucial role in children’s language development and serves as the foundation for the acquisition of other language skills. However, listening assessment practices in English language teaching at Indonesian elementary schools are still predominantly dominated by traditional written tests, which inadequately represent students’ communicative listening abilities. This study aims to examine the design and implementation of authentic assessment for assessing listening skills in elementary English classrooms. Employing a descriptive qualitative approach, the study involved 30 students from Grades 4, 5, and 6 across five elementary schools in Central Java. The study was conducted in December during the first semester of the 2025/2026 academic year. Data were collected through classroom observations, semi-structured interviews with teachers, and the analysis of assessment rubrics and observation checklists. The data were analyzed using thematic analysis to identify patterns related to task design, validity, reliability, and feedback practices. The findings reveal that authentic listening tasks, such as following oral instructions, picture dictation, and classroom-based projects, enable students to demonstrate meaningful listening comprehension through actions and interactions. These tasks enhance student engagement, confidence, and motivation while providing richer evidence of listening competence for teachers. Nevertheless, several challenges were identified, including time constraints, large class sizes, and issues related to assessment consistency. Further findings indicate that the use of simple rubrics and timely, supportive feedback plays a critical role in improving the reliability of performance-based listening assessment. Overall, authentic listening assessment emerges as an effective and relevant alternative to complement traditional assessment practices in elementary English education.
Innovating Authentic Reading Assessments: A Design Framework for Junior High School English Learners in Digital Contexts Muamaroh; Idris, Bayu Romli Idris; Mauly Halwat Hikmat
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 1 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/b78bsh20

Abstract

The shift towards digital literacy in contemporary education necessitates a reevaluation of traditional assessment methods, particularly in the context of junior high school English learners. Authentic reading assessments offer a promising solution by integrating real-world tasks and digital content. However, despite their benefits, there remains a notable gap in designing authentic assessments that are both engaging and effective for this demographic, especially in digital contexts. This study aims to address this gap by proposing a design framework for innovative, authentic reading assessments tailored for junior high school students in the digital age. The research objective is to develop a performance-based assessment that integrates digital texts, such as social media posts, to evaluate students' comprehension, critical thinking, and digital literacy skills. The design research approach involves creating a scenario where students read authentic digital texts and produce educational content, such as infographics, that reflect their understanding and analysis. Data collection will include students’ work samples, teacher feedback, and post-assessment reflections. Data analysis will focus on evaluating the alignment of students’ outputs with the criteria set forth in the rubric, particularly in terms of comprehension, analysis, and creativity. Preliminary results suggest that this framework encourages deeper engagement with texts and fosters skills necessary for digital literacy. The study contributes to the development of authentic assessments that bridge classroom learning with real-world applications, preparing students for the demands of the digital world.
Implementation of Speaking Assessment in Primary Grade 3 Purwaning, Alynia; Muamaroh, Muamaroh; Hikmat, Mauly Halwat; Wijayanto, Agus; Sutopo, Anam
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 1 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/4j5qs732

Abstract

Abstract This paper explores the strategic implementation of speaking assessments for the students of grade 3 in primary school. However, the primary challenges in speaking assessment include psychological barriers such as performance anxiety and a lack of authentic assessment instruments. This study aims to formulate an implementation strategy for speaking assessments that are effective, supportive, and appropriate for students in the concrete operational stage of development. This study employs a qualitative approach using literature review and classroom observation methods. Data were collected through curriculum analysis, a review of child developmental psychology literature, and an evaluation of various formative assessment techniques. Data analysis was conducted descriptively to determine the suitability of assessment techniques with the characteristics of eight to nine-year-old students. The findings indicate that the implementation of speaking assessment in Grade 3 is most effective when utilizing performance-based assessment integrated into daily activities, such as "Show and Tell," role-playing, and picture-based descriptions. The use of useful tools, such as sentence and visual prompts, significantly reduces "affective filters" and encourages more complex oral production. The effective speaking assessment in Grade 3 should prioritize comprehensibility over perfection, ensuring that the assessment can be a tool for building students' confidence rather than a problem of communication.  
Co-Authors Agus Wijayanto Agus Wijayanto, Agus Ahsanu, Rizkika Ainia Mega Rusdiana Ainurvely Gehandiatie Maudy Aisyifa, Wildanita Risna Anggi Alfin Amaliah Zahroh Ana Retnowati Anam Sutopo Apriliano Jarot Prayogo, Edo Armita Ayu Sekarsari Arum, Rahayu Lailatul Aryati Prasetyarini Aryati Prasetyorini Astrini, Atik Atiqa Sabardila Bambang Harmanto, Bambang Condro Nur Alim Dewi Candraningrum Dhina Shinto Wresni Dian patriana, Wendy Dwi Haryanti Dwi Haryanti, Dwi Endang Fauziati Eryantini, Intan Fajar, Umul Farrah Zakiyah Anwar Farrah Zakiyah Anwar, Farrah Zakiyah Febrianti, Nisa Ferdian Rizki Pratama Friendly Lucianna Gardini, Nosa Violeta Guniar Larasati Hardiyanto, Ocavaro De Adio Harsono, H Idris, Bayu Romli Idris Indaryati, Oktavia Nur Jakia, Nikmatu Junita Dwi Wardhani Khamlan Phommavongsa Koesoemo Ratih Kusumawardani, Wiratri Nurul Ayu M Thoyibi Maharsiwi, Dwi Moqsa Malikatul Laila Maratusolekhah, Annisa Maryadi Maryadi Masir, Rizkya A. Maulida, Nimas Ayu Nawal Meggy Novitasari Muaamaroh Muamaroh Muamaroh Muamaroh Muamaroh, M Murfiah Dewi Wulandari Nur Fatinah, Farida Nur Hidayat Nur Hidayat Nur Mufid Nuro Sabuela Pamungkas, Damar Jati Prasetyorini, Aryati Purwaning, Alynia Puspitasari, Ratna Kusuma Regina F. Santos Ricky Arjuna Rizki Azizah, Rizki Roisma, Rossa Sabar Narimo Sanjani, Muhammad Iqwan Sigit Haryanto Siti Nurjanah Sofyan Anif Sri Katoningsih Suharyanto Suharyanto Sunaryo, Ilham Suryani, Latifah Sutama Thoyibi, M Thoyibi, Mohammad Thoyibi, Muhammad Tunzia Fadillah Dinda Maghfiroh Vongsawath, Khanngeun Widyaningtyas, Keyla Puspita Wulandari, Diana Rizki Avita Yanita Candra Dewi Yanita Candra Dewi, Yanita Candra Yasir Sidiq Yulia Maftuhah Hidayati Zahidannisa, Z Zahra, Shabrina Zulfati Az