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All Journal OKARA: Jurnal Bahasa dan Sastra Journal of Foreign Language Teaching and Learning JEES: Journal of English Educational Study JURNAL Al-AZHAR INDONESIA SERI HUMANIORA
Wibowo, Enggar Pangesti
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Humanities Education Languange, Linguistic, Communication & Media

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Exploring the Ethical Dimensions of Testing and Assessment: An Investigation Into Grade Inflation Among EFL Teachers Wibowo, Enggar Pangesti; Lestari, Ayu; Adrian, Merry; Firdausiyah, Kanaya Salsabila; Islamiy, Jiaul Haque; Putri, Raudhah Diara; Kemal, Taufiq; Kurniawan, Eri
OKARA: Jurnal Bahasa dan Sastra Vol. 18 No. 1 (2024): OKARA: Jurnal Bahasa dan Sastra
Publisher : Center of Language Development, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v18i1.12676

Abstract

Concerns over grade inflation have been raised since teachers tend to give students higher grades than they should. If the level of achievement does not correspond to an appropriate improvement in quality, it can raise concerns about the value of grades as a meaningful measure of academic achievement as well as the integrity and effectiveness of the education system. This research aims to find out how EFL teachers perceive grade inflation and what procedures and ethical considerations they follow in the grade inflation process. A descriptive qualitative study was employed using structured questionnaires and semi-structured interviews with two high school EFL teachers in Bandung. The result showed that although academic performance remains a central consideration, unconscious biases may influence grading when student behavior is factored into assessments. Moreover, teachers acknowledge the dilemma of doing grade inflation where they actually get pressure implicitly from the assessment system, which often takes the form of minimum competency standard (KKM/KKTP). However, they approach it positively, viewing it as an opportunity to enhance student abilities. Despite employing different procedures and assessment criteria in their grade inflation practices, both teachers incorporate ethics. This highlights the need for all teachers to understand and implement ethical grading practices.
A Comparative Analysis of Theme and Thematic Progression in Descriptive Texts Lestari, Ayu; Wibowo, Enggar Pangesti; Adrian, Merry
JURNAL Al-AZHAR INDONESIA SERI HUMANIORA Vol 9, No 2 (2024): Juli 2024
Publisher : Universitas Al Azhar Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36722/sh.v9i2.2830

Abstract

This study aims to analyze the theme and thematic progression and compare both student’s and standardized descriptive texts. Additionally, the research would delve into the pedagogical implication in teaching a descriptive text. A text from a student of a senior high school in Semarang, Indonesia and a TOEFL Practice text were collected in the document analysis. Thematic analysis was done by applying SFL principles. The result showed that both texts employed textual and topical theme system mostly with model’s text using an interpersonal theme once. the student’s descriptive text had few missing themes which also indicated that it had grammatical mistakes that need to be given attention when teaching language to learners. Both texts served the thematic progression of zig-zag and reiteration as descriptive text aims to describe and identify an object. Although, the student had chosen few multiple patterns and seldom had no pattern in the text. Furthermore, the integration of thematic system studies and thematic development towards a descriptive text through modeling and construction activities can contribute greatly to providing substantial learning benefits to promote language proficiency and efficient communication skills.Keywords - Theme progression; SFL; Descriptive text; ELT.
A Comparative Analysis of Transitivity System in Model and Student Descriptive Texts Wibowo, Enggar Pangesti; Lestari, Ayu; Adrian, Merry
JURNAL Al-AZHAR INDONESIA SERI HUMANIORA Vol 9, No 2 (2024): Juli 2024
Publisher : Universitas Al Azhar Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36722/sh.v9i2.2831

Abstract

Researches on ideational meaning have been widely reported, but rarely do they compare transitivity analysis systems on two similar texts. The aim of the study deals with the transitivity system of the descriptive texts of the model text taken from a TOEFL exercises book and the student’s text written by a tenth grade student of SMA Islam Al Azhar 15 Semarang. It also explores how the understanding of experiential grammar informs pedagogical practices. The research approach of the study was descriptive qualitative completed by textual analysis using Halliday’s SFL theory. The result of the transitivity system shows that the model text and the student’s text employed different types of processes. However, both texts present a similar transitivity pattern in the dominance of material processes and circumstances of location. One incomplete clause in the student’s text caused the attributive process not to appear. All in all, the main linguistic features of descriptive text, relational processes, are not accurately employed in the texts. Knowledge of experiential grammar brings potential benefits for both learning and teaching. It enhances student learning by providing an understanding of authorial intent and grammatical structure, and empowers educators to create useful instructional approaches to improve students' writing and critical thinking skills.Keywords - Descriptive Text, Ideational Meaning, SFL, Transitivity System.
Analyzing Exercises in An English Textbook Entitled 'Think' (CEFR A1) Based on Communicative Language Teaching Wibowo, Enggar Pangesti; Wirza, Yanty
Journal of Foreign Language Teaching and Learning Vol. 10 No. 2 (2025): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i2.26333

Abstract

Background: Recent studies found that some English textbooks do not support Communicative Language Teaching (CLT) principles that are suitable to be emphasised in teaching with the current emancipated curriculum in Indonesia. Objective: This study attempts an analysis on exercises in an English textbook entitled “Think” (CEFR A1) by Cambridge University Press for seventh graders. The research was to analyze the extent to which the exercises in the textbook follow the principles of CLT, to explore the teachers’ perspective in the use of textbooks to support CLT, and to describe the students' performances of the communicative classroom activities. Methods: The research used a qualitative case study method employing document analysis, teachers’ interview and classroom observations in a private Islamic Junior High School in Semarang, Central Java. Findings: The results show that the textbook strongly promotes communicative competence dominated by task completion activities with a proportion of individual tasks excelling in pair/group works in them. Conclusion: However, the large number of exercises makes this book seem like a workbook. Although the teachers have adequate understanding of CLT principles and the activities presented in the textbook, the interviews showed that time constraints meant that most of the time, they could only use task completion and role play. The results of the students' performance showed that most of them succeeded in practicing the role play well although the low achievers who had problems in practicing the dialogue needed better scaffolding and time during the tasks completion.
SELF-DIRECTED ENGLISH LEARNING THROUGH SOCIAL MEDIA: A SYSTEMATIC LITERATURE REVIEW Berlin, Astri Winandari; Wibowo, Enggar Pangesti; Purnawarman, Pupung
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4265

Abstract

This paper presents a systematic literature review of studies on self-directed English learning through social media. Using the Systematic Literature Review method, data were gathered from three prominent journal databases: Scopus, Google Scholar, and Emerald Insight. The search strategy targeted publications from 2020 to June 11, 2024, selecting 32 relevant studies for analysis. The review identifies thirteen social media platforms, with YouTube, Instagram, and WhatsApp emerging as the most widely used. It explores how students engage in various learning activities, including following educational accounts, watching English videos, and participating in discussions. The findings underscore the significant benefits of integrating social media into self-directed English learning, such as improved language skills, enhanced engagement, and flexible learning opportunities. However, the review also highlights challenges such as distractions and privacy concerns, emphasizing the importance of educators and policymakers in developing strategies to address these issues. By promoting digital literacy and providing guidance and support, educators can help students overcome these challenges and optimize their use of social media for effective self-directed English learning.
COMPREHENSIVE TEST ITEMS ANALYSIS OF TEACHER-MADE ENGLISH SUMMATIVE ASSESSMENT IN THIRD GRADE PRIMARY SCHOOL Wibowo, Enggar Pangesti
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4241

Abstract

Summative test is a written test given at the middle or end of the semester. This study aims to investigate the overall quality of a teacher-made English summative test at one of private Islamic elementary school in Semarang, Central Java, using the general and specific guidelines set for constructing good test items. This research offers a document analysis of a qualitative study involving teacher-made test at primary school level that remains under-explored. The study reveals that the test instrument consists of single and complex multiple-choice questions, short answers and essays that assess the students’ ability in vocabulary, grammar, and simple sentences. The test items generally meet most of the aspects of the principles, but some aspects require further attention such as the use of correct punctuation and spelling, clear, contextualised and functional images, and appropriate grammar. In particular, the options in single-choice and complex multiple-choice questions should be organised homogeneously. For short answer questions, it is necessary to ensure that each question has one correct answer. On the essay questions, no significant problems were found. Revisions are needed to enhance the quality of the test. Accordingly, this study provides valuable insights and improvement recommendations to address aspects that become concerns.
Co-Authors Adrian, Merry AYU LESTARI Berlin, Astri Winandari Eri Kurniawan Firdausiyah, Kanaya Salsabila Islamiy, Jiaul Haque Kemal, Taufiq Purnawarman, Pupung Putri, Raudhah Diara Yanty Wirza