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All Journal JELTII (Journal of English Language Teaching and Islamic Integration)
Alfan Hariri
Unknown Affiliation
Languange, Linguistic, Communication & Media

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HYBRID LEARNING AUTHENTIC ASSESSMENT: TEACHER PRACTICE AND CHALLENGE Maulidah Furqoby; Alfan Hariri; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jeltii.v7i2.4

Abstract

The changing of teaching learning process also changes the way how teachers assess their students. Therefore, online authentic assessment is considered more suitable for assessing students. This research is aimed to identify teacher’s way in implementing authentic assessments during online classroom and the challenges may be faced. This research used qualitative approach to find out the implementation of authentic assessment and the challenges during online learning by observing and interviewing the teacher. The study found out that teacher used performance assessment in assessing student’s speaking skill. The teacher did some steps in implementing authentic assessment, namely identify the standards, creating authentic task, giving evaluation, and doing assessment rubric. The study also found out some challenges, such as teacher was not able to control the student’s process of making the work, student’s limited time, and passive student.
THE EMERGENCE OF MULTIPLE ENGLISHES TREND, DO WE NEED A STANDARD ENGLISH? Alfan Hariri
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10547927

Abstract

English has inevitably the global language that been used around the globe. According to Cristal there are approximately 1500 million people who use English from all sources; 750 million is first and second language speaker and the rest as foreign speaker. In the other word, there are one of the world population who are capable to use English. Interestingly, users of English as second and foreign language outnumbered the users of English as first language, which the ratio is 1:3 for native and non-native. Moreover, McArthur assumes that with the wide spread of new English trend, when they communicate together with their own New English, it will produce confusions and nonsenses among the speaker since they use unfamiliar English word in term of dialect and accents. To this purpose ministry of Singapore emphasizes the important of fostering standard English, not Singaporean English, especially in school to enable Singaporean communicate with people around the world. To sum up, standard English is now still urgent to be mastered since it is universally accepted for the world global communication.
PRE-SERVICE TEACHERS’ VIEWS ON ELT METHODOLOGY LEARNING AND ITS INFLUENCE ON THEIR TPACK SELF-ESTEEM Alfan Hariri
Journal of English Language Teaching and Islamic Integration Vol. 8 No. 02 (2025): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/

Abstract

This study explores the perceptions of English Language Teaching (ELT) teacher candidates toward methodology courses and their influence on Technological Pedagogical Content Knowledge (TPACK) self-esteem. Grounded in qualitative inquiry, the research involved classroom observation, lesson planning analysis, teaching video projects, and semi-structured interviews with pre-service teachers. Findings reveal that exposure to a range of ELT methodologies—such as Communicative Language Teaching, Task-Based Learning, and Total Physical Response—significantly enhanced students’ enthusiasm, active participation, and reflective practice. Participants demonstrated increasing competence in integrating content, pedagogy, and technology through creative media use, interactive techniques, and collaborative learning tasks. Interview data confirmed that methodology courses helped shift student thinking from understanding what to teach to how to teach effectively. Although some reported challenges with language fluency, candidates expressed strong confidence in applying ELT approaches, attributing this growth to hands-on experiences and project-based learning. The study concludes that methodology courses, when designed with active learning principles, play a transformative role in developing TPACK self-esteem among future ELT professionals
Co-Authors Achmad Anang Darmawan Maulidah Furqoby