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All Journal Jurnal Pendidikan Indonesia Voices of English Language Education Society
Ngadiso
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Education Languange, Linguistic, Communication & Media

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Exploring Perception, Implementation, and Appropriateness: A Qualitative Case Study of Indonesian English Teachers' Practices in English Language Assessment Ngadiso
Jurnal Pendidikan Indonesia Vol 14 No 1 (2025): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v14i1.86329

Abstract

Assessment cannot be separated from the teaching and learning process. An English teacher must carry out the teaching and learning process and class assessment. However, not all English teachers really understand and have a good perception of English language assessment and apply English language assessment correctly to measure students' English abilities based on indicators that students must master. This research aims to determine: English teachers' perceptions of English language assessment; carrying out English language assessments; and the correspondence between their perceptions and the implementation of the English language assessment. This research uses a qualitative case study involving 20 English teachers. Data collection was carried out using questionnaires, observation and document analysis. Data validity was carried out using triangulation of techniques and sources. Data analysis was carried out using an interactive analysis model which includes data condensation, data presentation, drawing conclusions and verification. The research results show that: most English teachers have good and positive perceptions of English language assessment; most English teachers implement English language assessments; and there is a match between their perceptions and the application of English language assessment in the teaching and learning process. Implications of this research shows that it is important to align English language assessment policies with the realities of practice on the ground.
Exploring High School EFL Teachers' Experiences with Magic School AI in Lesson Planning: Benefits and Insights Setyaningsih, Endang; Asrori, Muhammad; Ngadiso; Sumardi; Zainnuri, Hasan; Hariyanti, Yuni
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27700

Abstract

Advancements in artificial intelligence (AI) are reshaping education, yet its role in lesson planning warrants further exploration. This study examines how Indonesian high school English as a Foreign Language (EFL) teachers integrate MagicSchool AI, a generative AI tool, into lesson planning, revealing opportunities and challenges. Data from 38 teachers, collected through post-workshops open-ended questionnaires, and focus group interviews, highlight AI's dual potential: while it accelerates lesson planning, supports differentiated instruction, and fosters creativity, it also necessitates critical teacher oversight, effective prompt-engineering skills, and significant adaptation to align with classroom dynamics. Teachers emphasized AI’s value in reducing workloads and generating diverse instructional ideas but noted that its outputs often lack readiness for immediate use, requiring refinement to ensure pedagogical soundness. These findings underscore the importance of targeted training and professional development to equip teachers with the skills to navigate AI tools effectively. This study emphasizes the critical balance between human expertise and technological efficiency by framing AI as a collaborative ally rather than a replacement for educators. It contributes to the growing discourse on AI in education, offering insights into optimizing human-AI collaboration for innovative, contextually relevant, and impactful teaching practices. This research invites educators and policymakers to envision AI as a transformative force, capable of bridging innovation with pedagogical integrity to shape the future of education.
Co-Authors Endang Setyaningsih Muhammad Asrori Sumardi Yuni Hariyanti Zainnuri, Hasan