Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal International Journal of Community Engagement Payungi Journal of English Language Teaching and English Linguistics
Ardhi Eka Fadilah
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Developing a Writing Assessment Instrument for English Students on Argumentative Essays Suhono, Suhono; Nur Mukminatien; Erikson Saragih; Raga Driyan Pratama; Impiani Zagoto; Ardhi Eka Fadilah; Risma Fahrul Amin
International Journal of Community Engagement Payungi Vol. 5 No. 1 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i1.65

Abstract

Writing argumentative essay poses a significant challenge for English students, who often struggle with expressing opinions, organizing ideas logically, and using appropriate language structures. Despite the importance of assessing writing skills at early stages, few reliable instruments exist that are specifically designed to evaluate argumentative essay. This study aims to develop a valid and reliable analytic rubric to assess students’ argumentative essay skills, focusing on six key components: clarity of thesis, organization and coherence, supporting evidence, argument development, language use, and vocabulary range. The research employed a design-based development approach, incorporating literature review, expert validation, and empirical testing. Content validity was established through expert judgment (S-CVI = 0.95), and the instrument was pilot-tested with 85 English students. Statistical analyses demonstrated high inter-rater reliability (ICC = 0.87) and strong internal consistency (Cronbach’s α = 0.89). Descriptive data revealed that while English students showed emerging abilities in thesis clarity and grammar, they struggled with supporting arguments and maintaining logical flow. The resulting rubric serves both as an assessment and instructional tool, helping educators diagnose English student needs and promote writing development. Unlike general-purpose rubrics or those designed for advanced English students, this rubric is specifically aligned with the challenges of early-stage academic writers. The study contributes to closing a gap in writing assessment tools and provides a practical resource for use in EFL classrooms
English for Culinary Major in Vocational High School: The Prototype Ardhi Eka Fadilah; Raisha Nur Anggraini
Journal of English Language Teaching and English Linguistics Vol. 10 No. 2 (2025): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v10i2.5083

Abstract

English language subject which is taught in Vocational High School does not seem suitable with the needs of the students who study in specific field of study, especially in culinary. Based on this current situation, the present research and development study developed English materials for culinary students by using skill-based approach in which it includes the objective of performance and competence accomplishments. Began with needs analysis process, it was done before the development of the materials and it was conducted in SMKN 3 Malang. The needs analysis is aimed at finding the students’ needs toward English for culinary major and the target students were the tenth graders who are taking culinary major. The steps in this needs analysis were determining the instruments to collect the data, designing the blueprint of the instruments, constructing the instruments based on the blueprints, collecting the data in the field, and analyzing the data. In these current needs analysis, two instruments will be used, namely questionnaire and interview. Thus, the final product of these English materials for culinary purpose is expected to give fruitful contribution in the future for both teacher and student during the teaching and learning process of English language.
Co-Authors Erikson Saragih Nur Mukminatien Raga Driyan Pratama Raisha Nur Anggraini Risma Fahrul Amin Suhono Suhono, Suhono Zagoto, Impiani