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All Journal POLYGLOT Jurnal Kreativitas PKM Jurnal Dedikasi Pendidikan Jurnal Pendidikan dan Konseling Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Paedagogy Journal of English Language and Education ACCENTIA: Journal of English Language and Education
Priscilla Maria Assis Hornay
Universitas Katolik Widya Mandira
Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Public Health Other

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A Study of Formative Assessment Implementation through Classroom Interactional Competence: Discourse Analysis in English Classes at Lalian Atambua Seminary Senior High School Simforianus Mario Bajo; Priscilla Maria Assis Hornay; Yohanes P. F. Erfiani
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2160

Abstract

This qualitative case study investigates the role of teachers’ Classroom Interactional Competence (CIC) in the implementation of formative assessment in English lessons at a senior high school located in Indonesia’s 3T (frontier, outermost, and disadvantaged) region. While previous Indonesian studies have primarily relied on survey and self-report data, little attention has been paid to how formative assessment is enacted through naturally occurring classroom interaction, particularly in marginalised contexts. Using Classroom Discourse Analysis informed by Conversation Analysis principles, two complete lessons taught by one experienced teacher, purposively selected as an information-rich case, to Grade XI students (N = 52) at SMA Seminari Lalian Atambua, Belu Regency, East Nusa Tenggara, were audio-recorded and transcribed to capture recurring interactional patterns through detailed, turn-by-turn analysis. Findings reveal that classroom interaction was heavily dominated by the traditional IRF/E pattern, with display questions comprising 23.8% of teacher turns and advanced CIC practices (referential questions, extended wait time, clarification requests, confirmation checks, and scaffolding) accounting for only 8.7%. In 24 identified formative assessment episodes, 83.3% of feedback moves were evaluative or effusive praise that closed sequences without guiding improvement, while scaffolded, suggestive feedback occurred only once (4.2%) yet produced immediate and extended student uptake. The results confirm that, in this severely under-resourced context, limited CIC transforms potentially formative moments into ceremonial, teacher-centred checks, thereby constraining the effectiveness of formative assessment. The study highlights CIC as a critical equity issue in marginalised regions and calls for discourse-focused professional development to enable teachers to create genuine “space for learning” even under significant contextual constraints.
IMPROVING SENIOR HIGH SCHOOL STUDENTS’ VOCABULARY MASTERY THROUGH A PICTURE MATCHING GAME: A CLASSROOM ACTION RESEARCH Maria Yasinta Da'a; Priscilla Maria Assis Hornay
Jurnal Dedikasi Pendidikan Vol. 10 No. 2 (2026): JULI 2026
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v10i2.7493

Abstract

Vocabulary mastery is a fundamental pillar in English language learning, yet Indonesian students consistently struggle to develop adequate lexical knowledge due to traditional practice-based teaching and low classroom engagement. This classroom action research investigated the effectiveness of a Picture Matching Game (PMG) in improving students’ vocabulary mastery and learning motivation among Grade XI students of SMA Sint Carolus Penfui Kupang. Adopting Kemmis and McTaggart’s (1988) spiral model, the study was conducted in two cycles involving 18 students. Quantitative data were collected through pre-test and post-test vocabulary assessments, while qualitative data were drawn from classroom observations and field notes. Results demonstrated significant improvement: mean vocabulary scores increased from 55.00 pre-action to 81.11 in Cycle II, with mastery rates improving from 16.67% to 88.89%. Student engagement similarly rose from 31.67% to 85.00%. The findings confirm that PMG is a pedagogically feasible approach to increase vocabulary retention, boost learning motivation, and reduce language anxiety in Indonesian EFL classrooms. Therefore, teachers are recommended to integrate visual game-based strategies as part of regular instruction.
Co-Authors Bernardus Donggo Raga Elvis Albertus Bin Toni Elvis Albertus Bin Toni Kletus Erom Lake, Floribertha Maria Agustina Maia Pinto Maria Goreti Djehatu Maria Goreti Djehatu Maria Yasinta Da'a Maya Agnesia Paulus Adrianus K. L. Ratumakin Robertus Ardi Filan Dali Simforianus Mario Bajo Talok, Damianus Tupen, Florentina Yohanes Kornelius Ethelbert Yohanes P. F. Erfiani