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All Journal ELT Worldwide: Journal of English Language Teaching ENGLISH FRANCA : Academic Journal of English Language and Education
Setiawaty, Puji Wahyu
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EFL Teachers Challenges in Designing Assessment Material for Students’ Listening Skills Nurhayati, Nurhayati; Setiawaty, Puji Wahyu; Nur, Sahril
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 8 No. 2 November (2024): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v8i2.12053

Abstract

This study investigates the challenges EFL teachers face when designing listening assessment materials, with a focus on understanding these obstacles and identifying strategies to address them. The research aims to explore the alignment of assessment practices with student proficiency levels, resource accessibility, and the impact of time constraints on assessment quality. The study involves eight active English teachers from diverse educational institutions as participants. Data were collected using an online questionnaire designed to gather insights into teachers’ perspectives and strategies, guided by the CIPP (Context, Input, Process, Product) evaluation model. This structured framework facilitated a comprehensive analysis of contextual needs, available resources, procedural approaches, and assessment outcomes. The data were analyzed descriptively using Google Forms, with key findings highlighting significant challenges in sourcing appropriate audio materials, ensuring inclusivity and validity, and managing time for creating bespoke assessments. Results revealed that while 50% of teachers successfully aligned assessments with student abilities, 25% faced difficulties in selecting suitable materials due to resource limitations. Teachers frequently relied on self-created or freely available online resources and employed pre-made tests due to time constraints. Despite these efforts, gaps in assessment literacy and resource access persisted. The study underscores the need for professional development programs to enhance language assessment literacy, improved access to diverse, high-quality audio materials, and systemic support to address these challenges. By addressing these issues, this research contributes to more effective listening assessment practices, fostering equitable and comprehensive EFL education.
Expectancy Violation in Nonverbal Communication and Its Influence on Lecturer Perceptions in the Educational Space Setiawaty, Puji Wahyu; Dollah, Syarifuddin
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.74022

Abstract

Student attire serves as a powerful form of nonverbal communication within the educational space, subtly shaping how students are perceived by academic staff. This study examines how university lecturers in Indonesia evaluate student dress across disciplinary boundaries, particularly comparing English-education compared to other study programme, as well as lecturers' perceptions of the relationship between student clothing and professionalism. Using a cross-sectional ex post facto survey design, data were collected from 13 lecturers at a public university through the validated 18-item Expectancy–Appearance Survey (EAS). Quantitative analysis revealed that the majority of lecturers have certain expectations regarding student appearance, especially in terms of neatness, politeness, and cleanliness, which are considered to support the academic atmosphere in the classroom. There is a tendency for lecturers to appreciate students who dress neatly and formally, because it is considered to reflect respect for the academic environment and interaction ethics, even though lecturers basically still provide the best learning to all students. As part of nonverbal communication, students are expected to pay more attention to their appearance while in class as a reflection of professionalism and academic culture. These findings sheds light on the norms surrounding nonverbal communication through appearance are not universally held but are shaped by disciplinary identity and generational factors. The study contributes to the literature on expectancy-violation theory in higher education and offers practical recommendations for more inclusive, context-sensitive dress guidelines. Recognizing and addressing these implicit appearance norms can promote equitable academic environments where professionalism is not misjudged through unspoken visual codes.
Co-Authors Nurhayati Nurhayati Sahril Nur Syarifuddin Dollah