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All Journal IJLHE: International Journal of Language, Humanities, and Education Prosiding Dedikasi: Pengabdian Mahasiswa Kepada Masyarakat
Ratmo
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Integrating Assessment Tools and Practices in EFL Classrooms: A Multidimensional Approach Aligned with CEFR Standards ZA, Asep Ahmad; Ratmo
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1823

Abstract

This study critically examines the evolving role of assessment and evaluation in Teaching English as a Foreign Language (EFL), emphasizing a paradigm shift from summative judgment to a continuous, formative process integral to instruction. Through qualitative content analysis of theoretical literature and practical frameworks, the research synthesizes multidimensional assessment practices that align with the Common European Framework of Reference for Languages (CEFR). It explores diverse assessment tools—including written exams, oral tests, multiple-choice questions, performance tasks, checklists, and analytic rubrics—and evaluates their efficacy in measuring integrated language skills (listening, speaking, reading, writing). Findings reveal that imbalances in skill development often stem from isolated assessment methods, leading to communicative inadequacies (e.g., comprehension without production). The study advocates for contextually authentic, CEFR-aligned strategies that bridge receptive and productive competencies, such as combining reading with written responses or listening with oral tasks. Additionally, it underscores the distinction between assessment (systematic observation) and evaluation (criterion-referenced judgment), highlighting the need for balanced tool selection to enhance reliability and reduce anxiety. Practical implications include leveraging checklists for skill-specific benchmarks, analytic rubrics for performance clarity, and iterative feedback for writing development. The research concludes that holistic, integrated assessment designs are essential for fostering balanced language proficiency and achieving meaningful educational outcomes in global EFL contexts.
Integrating Assessment Tools and Practices in EFL Classrooms: A Multidimensional Approach Aligned with CEFR Standards ZA, Asep Ahmad; Ratmo
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1823

Abstract

This study critically examines the evolving role of assessment and evaluation in Teaching English as a Foreign Language (EFL), emphasizing a paradigm shift from summative judgment to a continuous, formative process integral to instruction. Through qualitative content analysis of theoretical literature and practical frameworks, the research synthesizes multidimensional assessment practices that align with the Common European Framework of Reference for Languages (CEFR). It explores diverse assessment tools—including written exams, oral tests, multiple-choice questions, performance tasks, checklists, and analytic rubrics—and evaluates their efficacy in measuring integrated language skills (listening, speaking, reading, writing). Findings reveal that imbalances in skill development often stem from isolated assessment methods, leading to communicative inadequacies (e.g., comprehension without production). The study advocates for contextually authentic, CEFR-aligned strategies that bridge receptive and productive competencies, such as combining reading with written responses or listening with oral tasks. Additionally, it underscores the distinction between assessment (systematic observation) and evaluation (criterion-referenced judgment), highlighting the need for balanced tool selection to enhance reliability and reduce anxiety. Practical implications include leveraging checklists for skill-specific benchmarks, analytic rubrics for performance clarity, and iterative feedback for writing development. The research concludes that holistic, integrated assessment designs are essential for fostering balanced language proficiency and achieving meaningful educational outcomes in global EFL contexts.
PELATIHAN TEKNIK MEMBACA CERPEN BAHASA INGGRIS UNTUK MENINGKATKAN MINAT DAN KEMAMPUAN MEMBACA PADA SISWA PESANTREN DARUL ISLAH TANGERANG SELATAN Ratmo; Asep Ahmad Z.A; Suwardi
Prosiding Dedikasi: Pengabdian Mahasiswa Kepada Masyarakat Vol. 4 No. 1 (2024): PROSIDING DEDIKASI OKTOBER
Publisher : Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Salah satu keterampilan bahasa yang penting untuk dikuasai yang dapat mendukung keterampilan lain adalah membaca yang merupakan perwujudan dari informasi yang diterima melalui mendengarkan dan pembicaraan ke dalam media tulis berupa teks atau bacaan.Penguasaan Keterampilan membaca memungkinkan seseorang memiliki daya serap tinggi terhadap informasi dan pengetahuan dasar akan sesuatu serta memperoleh banyak inspirasi sehingga akan memudahkan penguasaan keterampilan produktif seperti berbicara dan menulis. Kemahiran membaca juga diyakini berpengaruh besar terhadapap kesuksesan dalam pemahaman materi pembelajaran. Permasalahannya adalah tidak semua siswa memiliki minat baca yang tinggi, terlebih membaca teks berbahasa Inggris. Berdasarkan Analisa situasi melalui observasi dan wawancara para santri Darul Islah mengakui bahwa membaca teks berbahasa Inggris kurang disukai dikarenakan tidak memahami arti kata atau keterbatasan kosa kata. Sebagian siswa mengaku mengerti teks berbahasa inggris, namun terkendala oleh kosa kata baru dan kesulitan mentransfer makna struktur yang belum dikuasai. Selain faktor linguistik, hal lain yang menyulitkan adalah karacteristik Bahasa Inggris yang memiliki sistim tata bunyi dan ejaan yang berbeda dengan Bahasa Ibu para santri. Faktor motivasi adalah sangat penting yang dapat ditumbuhkan melalui kegiatan pembelajaran yang menarik seperti membaca cerita pendek. Menyikapi situasi tersebut, Tim PKM Prodi Sastra Inggris, Fakultas Sastra, Universitas Pamulang tergerak untuk memberikan pelatihan kepada para siswa Pesantren Darul Islah untuk mampu membaca cerita pendek dengan teknik yang benar sehingga menarik dan mudah dipahami oleh pendengar. Membaca cerita pendek dapat menambah penguasaan kosa kata, frase dan struktur kalimat sehingga akan membantu mempermudah pemahaman teks bacaan yang lain. Selain memperkaya inspirasi dan gagasan, teknik membaca cerpen juga memperbaiki cara penyampaian pesan dan berbicara dengan aksen, intonasi dan gaya yang menarik dan mudah dipahami oleh pendengar. Teknik ini selain dapat juga digunakan guru sebagai alternatif teknik pengajaran membaca dan pengembangan materi bahan ajar, hasil analisa dan metode yang diterapkan dapat menjadi rujukan penelitian lebih lanjut dalam hal pengajaran membaca. Kata Kunci: Ketrampilan membaca; teknik membaca cerpen; pelatihan dan pendampingan
Co-Authors Asep Ahmad Z.A Suwardi ZA, Asep Ahmad