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All Journal Prosodi: Jurnal Ilmu Bahasa dan Sastra English Review: Journal of English Education J-REaLL
Sudimantara, Lala Bumela
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Design and Implementation of an Online Formative Assessment to Foster Interactive English Learning Among Senior High School Students in Indonesia Sriyeni, Yeni; Sudimantara, Lala Bumela; Arrasyid, Farouk Imam
Prosodi Jurnal Ilmu Bahasa dan Sastra Vol 18, No 1: (2024): prosodi
Publisher : Program Studi Bahasa Inggris Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/prosodi.v18i1.21518

Abstract

In response to pandemic-related learning loss, the Indonesian government has implemented a new English language curriculum with a focus on holistic assessment. However, the effectiveness of this curriculum relies on innovative teaching practices. This study positions the author as a curriculum engineer who has developed an online formative assessment concept. The aim of this research is to create a formative assessment tool that records student learning processes, promotes interactive English learning, and overcomes traditional pedagogical practices. By recording student learning processes and integrating technology, such as mind mapping and word clouds, students are able to explore, investigate, and generate new knowledge. The study follows a Research and Development (RD) approach and the developed website highlights the two online formative assessment methods. The findings demonstrate that using the online formative assessment tool can enhance students' critical thinking and communication skills while improving their English proficiency. Based on these results, this study recommends that schools integrate formative assessment tools into their English language curriculum to promote interactive learning and overcome traditional teaching practices. The findings of this study are relevant to educators, policymakers, and curriculum developers interested in promoting interactive English learning in a technology-enhanced learning environment. This study expected to be an assessment innovation in the interactive English.
Structured or emotion? Teacher and student perceptions of genre-based vs. multisensory pedagogies in EFL writing classrooms Baehaqi, Luqman; Lian, Ania; Sudimantara, Lala Bumela; Miftah, M. Zaini
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23763

Abstract

This study explores the effectiveness of two pedagogical approaches—genre-based (grounded in systemic functional linguistics, SFL) and multisensory instruction—in Indonesian EFL teacher education. While the genre-based approach emphasizes structured textual analysis and explicit feedback, the multisensory method integrates auditory, visual, and emotional modalities to enhance engagement. Through qualitative phenomenological analysis, including interviews and reflective journals from six students and two lecturers, the study examines perceptions of support, engagement, and skill development. Findings reveal that the genre-based approach improved grammatical precision and reduced reliance on translation tools but often led to passive learning and limited metacognitive awareness. Conversely, the multisensory approach fostered emotional-text connections and autonomous learning through techniques like the reading for emotion method (REM) and verbotonal exercises, though repetitive tasks occasionally caused fatigue. Lecturers noted that while SFL strengthened structural competence, it struggled to cultivate creativity, whereas multisensory methods enhanced engagement but required a better balance between autonomy and guidance. Theoretical implications highlight the value of integrating neuroscientific principles with sociocultural learning theories to optimize writing instruction. The study advocates for a hybrid model that combines the scaffolding benefits of genre-based pedagogy with the motivational and cognitive advantages of multisensory techniques. Recommendations include diversifying tasks to sustain engagement, reducing over-reliance on translation tools, and fostering metacognitive reflection. Future research should investigate longitudinal impacts and ideal sensory-structural balances to enhance EFL writing instruction in similar contexts.
PERSPECTIVES AND EXPERIENCES OF INDONESIAN PRE-SERVICE ENGLISH TEACHERS IN DEVELOPING DIGITAL LEARNING RESOURCES Sudimantara, Lala Bumela
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7919

Abstract

The adoption of the 2022 Emancipated Curriculum in Indonesia has prompted a need for pre-service English teachers to acquire new skill sets. These skill sets entail the integration of technology and pedagogy, aligning with UNESCO's transformative pedagogy approach to learning, which emphasizes a new paradigm of learning with a focus on essential elements of language learning. This qualitative study aims to investigate the perspectives and experiences of pre-service English teachers in Indonesia in developing digital learning resources for English learners that resonate well with the nature of the Emancipated Curriculum.  A phenomenological research approach was adopted, and data were collected through a questionnaire and semi-structured interviews with 16 pre-service English teachers who had completed their final research project on the development of digital learning resources that promote a holistic English language learning. The data was analysed using both corpus analysis and thematic analysis techniques. The findings reveal that pre-service English teachers in Indonesia encounter substantial obstacles when it comes to developing and utilizing digital resources. These challenges include limited access to technology, resistance from schools to embrace digital learning, and students' inadequate English proficiency levels. Despite these constraints, the pre-service teachers generally express satisfaction and confidence in creating their digital learning materials. They also view digital technology as a valuable resource that can enrich the teaching and learning experience. In conclusion, the paper emphasizes the need to equip preservice English teachers in Indonesia with the necessary skills and knowledge to navigate the digital age and work as curriculum engineers effectively. This study suggests that by integrating digital pedagogy and providing access to digital resources, preservice English teachers can become competent curriculum engineers who can deliver quality English language instruction in the 21st century. Ultimately, this will enhance the quality of English language instruction in Indonesia and ensure that preservice teachers are well-prepared to navigate the digital age and provide quality education to their students.  
Co-Authors Farouk Imam Arrasyid, Farouk Imam Lian, Ania Luqman Baehaqi, Luqman M. Zaini Miftah Sriyeni, Yeni