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All Journal LLT Journal: A Journal on Language and Language Teaching IALLTEACH (Issues In Applied Linguistics & Language Teaching) DIMAR: Jurnal Pendidikan Islam
Isnawati, Ida
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EFL TEACHERS’ ASSESSMENT LITERACY Isnawati, Ida
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i2.3654

Abstract

Due to the importance of assessing students’ learning, teachers have to allocate specific time for assessment during the teaching-learning process. For the sake of implementing effective assessment, adequate knowledge and skills of teachers in assessment are badly needed. However, there is an important question related to teachers’ knowledge and skills in assessment, “Do EFL teachers have a good understanding of effective assessment for their students?” This study tried to answer such curiosity by conducting a survey assessment literacy of EFL teachers. The EFL teachers involved in this study were English teachers at several secondary schools in an Indonesian context and the information on their assessment literacy was obtained through a set of Assessment Literacy Inventory (ALI). It was found from this study that the EFL teachers’ assessment literacy was relatively low, indicating their limited knowledge and skills in assessment. Consequently, more continuous and ongoing training, workshop and other teacher professional development are essential to improve the EFL teachers’ assessment literacy.
Madrasah Teachers’ Approaches to Classroom Assessment Isnawati, Ida
DIMAR: Jurnal Pendidikan Islam Vol. 6 No. 1 (2024): DIMAR: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58577/dimar.v6i1.286

Abstract

Since assessment holds a crucial role in the teaching and learning process, it is essential to examine teachers' approaches to assessment in their classrooms to determine whether their methods align with assessment theories and best practices. This study aimed to explore how madrasah teachers approach student assessment in their classrooms, focusing on the purpose of assessment, the assessment process, fairness in assessment, and the principles of measurement theory. The study involved 27 secondary-level madrasah teachers in an Indonesian context to illustrate their assessment knowledge and address the research gap in assessment studies for madrasah teachers. Their classroom assessment approaches were gathered and evaluated using the Approaches to Classroom Assessment Instrument (ACAI). The results indicate that madrasah teachers generally view assessment for learning as the primary purpose of their assessments, focus on the design aspect during the assessment process, adhere to standard principles of assessment fairness, and give equal importance to both validity and reliability in measurement theory. Finally, findings of this study should give valuable contribution to the body of assessment theory and become a reference for the government in improving madrasah teachers’ assessment literacy as well as their skills in assessing students’ learning.
Training EFL Pre-Service Teachers in Using AI Tools to Create Digital Narrative Teaching Materials Nikmah, Lailatul; Isnawati, Ida; Ningsih, Fitria
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 2 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i2.11619

Abstract

Artificial Intelligence (AI) has been increasingly used to support EFL material development, yet many pre-service teachers often lack the skills to integrate it effectively. In response to this need, this study examines the implementation and impact of a structured AI-integrated training session to develop digital storytelling (DST) competencies. Using a mixed-methods approach, the research involved 90 EFL pre-service teachers participating in AI training sessions that followed a five-stage workflow: prompting, voice-over creation, image generation, video editing, and lesson planning. Data were collected from training observations, analysis of 23 DST projects, and a 10-item Likert-scale satisfaction survey. Findings show that participants successfully produce multimodal narrative DST using 4-7 AI tools per project, such as ChatGPT, Canva AI, AI Video Cloud, and Magic School AI, to produce diverse digital narrative materials. The digital products targeted students and designed pedagogically aligned lesson plans for Grades 2 to 12 that assessed multiple English skills, with listening and reading being the most frequently integrated. Fables were also the most selected genre, followed by romance, fantasy, and fairy tales. Survey results indicate a high level of satisfaction (M=4.25), confidence, and perceived usefulness of AI tools for EFL material development. The study highlights the pedagogical potential of integrating AI-driven tools in EFL teacher preparation and suggests practical implications for curriculum design in teacher education programs.
Co-Authors fitria ningsih Nikmah, Lailatul