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Designing an Alternative Test through Quizegg for the First Grade Students at SMK Muhammadiyah 1 Moyudan in Academic Year 2015/2016 Rozanah Katrina Herda; Imam Ghozali
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

The objectives of the study are to describe (1) the quality of the existing test administration conducted to the first grade students of SMK Muhammadiyah 1 Moyudan in academic year 2015/2016, (2) the development of alternative test using QuizEgg for the first grade students of SMK Muhammadiyah 1 Moyudan in academic year 2015/2016, (3) the effectiveness of the developed alternative test through QuizEgg for the first grade students of SMK Muhammadiyah 1 Moyudan in academic year 2015/2016, and (4) the strengths and limitations of the developed alternative test through QuizEgg for the first grade students of SMK Muhammadiyah 1 Moyudan in academic year 2015/2016.This research belongs to educational research and development (R&D). The ten steps of R&D were modified based on Sukmadinataâ€™s three main phases (2010:184), namely:Â (1) Exploration phase, which was conducted to describe the quality of the existing test administration administered to the first grade students of SMK Muhammadiyah 1 Moyudan and reveal the need of constructing alternative test for the first grade students of SMK Muhammadiyah 1 Moyudan, (2) Development phase, where the prototype model was constructed and evaluated, (3) Field Testing phase, in which the try out was administered. Data analysis was descriptive qualitative. Classroom observation, interview, and document analysis were used as the instruments of data collecting.The alternative test through QuizEgg was designed based on studentsâ€™ needs. The use of QuizEgg as a test maker was very effective to design a test for students. The result of the developed alternative test administered to the students clearly indicated that the students were enthusiastic and motivated to do the test. Besides, it fulfilled the studentsâ€™ needs and changed the way they did the test. In addition, the studentsâ€™ achievement also improved, then, it could be seen by their mean score.

CONFIRMATORY FACTOR ANALYSIS TO KNOW THE INFLUENCING FACTORS OF ELEMENTARY SCHOOL STUDENTS’ SELF-CONCEPT IN JETIS SUB DISTRICT, BANTUL REGENCY Firmansyah Firmansyah; Rozanah Katrina Herda; Angga Damayanto; Fajar Sidik
JISAE: Journal of Indonesian Student Assessment and Evaluation Vol 6 No 2 (2020): JISAE (Journal of Indonesian Student Assessment and Evaluation)
Publisher : LPPM Universitas Negeri Jakarta

This research aimed to know the factors that influenced elementary students’ self-concept in Jetis Sub District, Bantul Regency, Yogyakarta. The subject of this research consisted of 200 fourth grade students from four different elementary schools in Jetis Sub District. The result showed the fit model with one dimension. The value of each fit parameter of GFI, RMSEA, NFI, IFI, CFI, TLI, and AGFI was 0.958, 0.066, 0.953, 0.976, 0.976, 0.967, and 0.958. All factors or dimensions in self-concept instrument had good reliability by looking at the value of CR ≥ 0,7 categorizing as good reliability, while the value between 0,6 and 0,7 considered to acceptable reliability by underlining that the indicator has load factor that matched the criteria. The internal consistency could be measured by using Average Variance Extracted (AVE). The AVE value that was recommended was ≥ 0,5. This clearly showed that self-concept has validity evidence of internal structure. Moreover, self-concept has convergent and discriminant validity. The self-concept reliability was considered good, so it will give a relatively consistent result when there is re-measurement.

Reframing The SIOP Model To Boost Teachers' Self Efficacy In Bilingual-Like Program: A Practical Concept Of An Alternative Model Rozanah Katrina Herda; Angga Damayanto
Borneo Educational Journal (Borju) Vol. 4 No. 1 (2022): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v4i1.905

The need to communicate through English and the desire to practice English in the teaching process has turned a public junior high school in Wonosobo, Indonesia, into one of the schools that hold an "English on Wednesdays" program to implement bilingual-like nuance. This conceptual paper highlights a natural phenomenon that occurs in that institution dealing with the desire to improve the competence of teachers and students in communication by programming "English on Wednesdays." The dilemmas related to teaching are felt by teachers, especially non-English teachers who do not have an English background, yet they are enthusiastic about this program. Thus, this paper will propose a framework called "The Alternative SIOP Model" that will help teachers overcome the dilemmas in teaching the "English on Wednesdays" program that emphasizes self-efficacy to develop teachers' competencies on lesson preparation and communication. This conceptual paper used the systemic review to gain information from theories and research findings related to the topic. Keywords: teachers' dilemmas; teachers' self-efficacy; the alternative SIOP Model

Going beyond the EFL teachers’ beliefs on authentic assessment: Reframing the five-dimensional approach Rozanah Katrina Herda; Ima Widyastuti; Maria Corazon Saturnina A Castro; Angga Damayanto
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 4 No 1 (2022): October 2022
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v4i1.13346

The 21st-century EFL teachers should focus more on students’ real performance, and authentic assessments become the most suitable assessment type that demonstrates students’ knowledge to perform real-world tasks in their real and meaningful context. The objectives of this qualitative study were to reveal the teachers’ beliefs in authentic assessment and propose an authentic assessment model adapted to Gulikers et al.'s five-dimensional framework. This study involved 37 EFL teachers in Indonesia from three education levels. The data were collected through a close-ended questionnaire made online and then analyzed using descriptive statistics. The findings of this study showed that teachers believed in the urgency of authentic assessment and the need to have a guideline that could be used to design appropriate authentic assessments. Additionally, by linking up to the need to design an ideal authentic assessment, the writers proposed a framework that not only focuses on the result but also considers the important elements in designing an authentic assessment that not many teachers know. Hopefully, the proposed framework will benefit educators, practitioners, and researchers who need new insight into the procedure to conduct an authentic assessment for their students.

Going beyond the EFL teachers’ beliefs on authentic assessment: Reframing the five-dimensional approach Rozanah Katrina Herda; Ima Widyastuti; Maria Corazon Saturnina A Castro; Angga Damayanto
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 4 No 1 (2022): October 2022
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v4i1.13346

The 21st-century EFL teachers should focus more on students’ real performance, and authentic assessments become the most suitable assessment type that demonstrates students’ knowledge to perform real-world tasks in their real and meaningful context. The objectives of this qualitative study were to reveal the teachers’ beliefs in authentic assessment and propose an authentic assessment model adapted to Gulikers et al.'s five-dimensional framework. This study involved 37 EFL teachers in Indonesia from three education levels. The data were collected through a close-ended questionnaire made online and then analyzed using descriptive statistics. The findings of this study showed that teachers believed in the urgency of authentic assessment and the need to have a guideline that could be used to design appropriate authentic assessments. Additionally, by linking up to the need to design an ideal authentic assessment, the writers proposed a framework that not only focuses on the result but also considers the important elements in designing an authentic assessment that not many teachers know. Hopefully, the proposed framework will benefit educators, practitioners, and researchers who need new insight into the procedure to conduct an authentic assessment for their students.

The Effectiveness of Implementing Personal Storytelling on Students' Academic Achievement and Learning Motivation Krisna Wijaya; Rozanah Katrina Herda; Sheikha Majid
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 1 (2024): October 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i1.18202

In language learning contexts, conventional methods frequently fail to engage students meaningfully, making it difficult to improve their academic achievement and learning motivation. Addressing this issue, teachers' personal storytelling in learning various languages has the potential to make the learning environment more approachable and motivational. This study looks into the impact of using the teacher's personal storytelling in learning other languages on students' academic achievement and motivation. A quasi-experimental approach was adopted, with a single experimental group comprising 36 senior high school students from Indonesia. The findings show that personal storytelling greatly enhanced both academic achievement and learning motivation. Students found the strategy engaging, unique, and contextually relevant, which improved their grasp of the topics covered. Furthermore, students noted that the strategy helped them reflect on their personal language learning journeys, inspiring them to better understand English and thereby improving their academic achievement. Overall, this approach made language learning more enjoyable and vivacious. The findings indicate that personal storytelling is an excellent teaching strategy that provides a contextual, engaging, interactive, and unique approach to language acquisition. It is recommended for teachers who want to create an engaging and relevant classroom learning experience.

Understanding ESP Learners’ Views on the Importance of the Four Language Skills in Professional and Business Settings Abdullah Kafabih; Rozanah Katrina Herda; Zohaib Hassan Sain
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.857

This study investigates how English for Specific Purposes ESP learners’ view on the importance of the four macro-skills: speaking, reading, writing and listening in professional and business settings among Indonesian university learners. Despite widespread recognition of English as a key medium in global workplaces, empirical evidence regarding students’ prioritisation of these skills remains limited, particularly in Indonesia. A quantitative survey was conducted among 47 university learners enrolled in ESP programs employing a structured questionnaire with a four-point Likert scale to capture perceptions across the four skill areas. The sample was selected using purposive sampling, and the questionnaire had been reviewed through expert validation to ensure content appropriateness. Descriptive statistical analyses showed that reading had the highest mean score (3.553), followed by speaking (3.547), writing (3.542), and listening (3.516), indicating consistently high perceived importance across all four macro skills. The findings underscore the need for ESP curricula to integrate all four skills and cohesively align instructional practices with workplace expectations. This study contributes to the literature by providing a holistic view of learners' views on English macro-skill importance and offers practical implications for curriculum designers and educators seeking to enhance learners’ readiness for global professional communication.

A Study on the Key Factors Affecting Speaking Fluency in Indonesian Higher Education Settings Abdullah Kafabih; Rozanah Katrina Herda; Leong Jin Jee
JELLT (Journal of English Language and Language Teaching) Vol 10 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v10i1.18977

English speaking fluency plays a crucial role in supporting students’ academic achievement and global employability. However, many learners continue to struggle with spoken English despite years of formal instruction. This study investigates key factors influencing speaking fluency among university students in the Indonesian higher education context, focusing on personal attributes, cultural and social influences, and pedagogical practices. A mixed-methods approach was used, with data collected through questionnaires from 105 students and semi-structured interviews with 10 participants. The findings indicate that psychological barriers, such as anxiety and lack of confidence, are significant obstacles to speaking fluency. Additionally, limited exposure to authentic English practice and teacher-centered pedagogical approaches contribute to the challenges faced by students. However, the study also highlights positive factors that enhance fluency, such as interactive teaching strategies, vocabulary development, and the provision of constructive feedback. These elements were found to significantly improve students’ fluency and boost their confidence in speaking. Furthermore, the study emphasizes the importance of peer interaction, supportive learning environments, and the integration of technological tools in promoting speaking proficiency. The results suggest that these factors play a critical role in developing students’ communicative competence. Based on these findings, the study offers practical recommendations for educators and policymakers, emphasizing the need for tailored interventions to address students’ specific challenges and improve their English speaking skills in the context of Indonesian higher education. Keywords: speaking fluency, psychological barriers, interactive teaching, higher education, language learning strategies.

Pre-service EFL teachers’ perceptions of oral corrective feedback for reflective thinking and metacognitive awareness in microteaching Abdullah Kafabih; Rozanah Katrina Herda; Bazilah Raihan Binti Mat Shawal; Natalya Andreevna Karelina
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i2.2304

This study aimed to examine pre-service EFL teachers’ perceptions of oral corrective feedback (OCF) in relation to their reflective thinking and metacognitive awareness during microteaching activities. Using a quantitative descriptive survey design, data were collected from 64 participants at an Indonesian public university via a validated questionnaire and analyzed through descriptive statistics and Likert-scale interpretation frameworks. The results indicate that participants perceived OCF as supporting reflective thinking and metacognitive awareness, particularly when feedback included clear explanations, contextual relevance, and peer interaction. Participants reported using feedback to evaluate instructional choices, set learning goals, and regulate their teaching strategies. Conversely, lower confidence in self-correction highlighted a continued reliance on external guidance during this developmental stage. This study extends existing literature by positioning OCF not merely as a performance correction tool but as a cognitive prompt that initiates a sequential pathway toward self-regulated learning. The findings offer practical guidance for teacher educators to design feedback practices that deliberately scaffold reflective inquiry and gradually build autonomous evaluative judgment in novice teachers.

Classroom Evaluation of Deep Learning: Effects on Reading Comprehension among Seventh Graders in Indonesia Rozanah Katrina Herda; Margana Margana; Binar Winantaka; Jeffri Dian Andika; Syafruddin Syafruddin; Fauziyyah Mufida Suni; Mutiara Angelina Octavia Subekti; Bazilah Raihan Mat Shawal
Wahana Pendidikan Vol 13, No 1 (2026): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.22149

In Indonesian instructional design, the principles of mindful, meaningful, and joyful learning have guided efforts to create engaging learning experiences in a deep learning nuance. Building on this foundation, deep learning has been increasingly recognized for its potential to strengthen students’ comprehension skills. This study assesses the effectiveness of a deep learning approach in enhancing reading comprehension among seventh-grade students in Indonesia and examines students’ perspectives on learning. Employing a quasi-experimental one-group pretest–posttest design, the study was conducted at a state junior high school with 32 students and included quantitative data from pretests and posttests, followed by qualitative data from semi-structured interviews with students and teachers. The quantitative results showed a significant improvement in reading comprehension, indicating that the deep learning approach effectively enhanced students’ reading performance. Qualitative findings supported this outcome, revealing increased student confidence and participation. These findings suggest that structured deep learning activities, combined with a supportive environment, foster greater student engagement and reading comprehension.

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