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All Journal Journal of English Language and Education Jurnal Abdimas Kartika Wijayakusuma
Erfiani, Yohanes P. F.
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Dari Improvisasi ke Terstruktur: Pengembangan Kurikulum untuk Pembelajaran Bahasa Inggris Nonformal Bajo, Simforianus Mario; Hornay, Priscilla Maria Assis; Erfiani, Yohanes P. F.
Jurnal Abdimas Kartika Wijayakusuma Vol 6 No 4 (2025): Jurnal Abdimas Kartika Wijayakusuma
Publisher : LPPM Universitas Jenderal Achmad Yani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26874/jakw.v6i4.1130

Abstract

Program pengabdian masyarakat ini berfokus pada pengembangan kurikulum Bahasa Inggris yang terstruktur dan sistematis bagi lembaga pendidikan non-formal “Learning and Piety” di Kupang, Nusa Tenggara Timur. Program ini dilaksanakan melalui beberapa tahap utama, yaitu observasi, diskusi, perancangan kurikulum, sosialisasi, dan evaluasi. Hasil kegiatan menunjukkan bahwa ketiadaan kurikulum terstruktur sebelumnya menyebabkan ketidakkonsistenan dalam materi ajar dan proses penilaian. Setelah implementasi kurikulum baru dan pelatihan microteaching, para fasilitator menunjukkan peningkatan yang signifikan dalam konsistensi pengajaran, pengelolaan kelas, serta keterampilan evaluasi. Peserta kursus juga melaporkan pengalaman belajar Bahasa Inggris yang lebih menarik, efektif, dan sesuai dengan tingkat kemampuan mereka. Keberhasilan program ini terletak pada pendekatan kolaboratif antara tim akademik dan lembaga mitra yang memastikan kurikulum disusun sesuai kebutuhan nyata peserta. Namun, beberapa tantangan tetap muncul, seperti keterbatasan pengalaman pedagogis fasilitator dan waktu pelaksanaan yang singkat sehingga evaluasi jangka panjang belum optimal. Secara keseluruhan, program ini menegaskan pentingnya pengembangan profesional berkelanjutan dan penyusunan kurikulum terstruktur untuk memperkuat kualitas pendidikan Bahasa Inggris non-formal, khususnya di wilayah dengan keterbatasan sumber daya seperti Kupang.
A Study of Formative Assessment Implementation through Classroom Interactional Competence: Discourse Analysis in English Classes at Lalian Atambua Seminary Senior High School Bajo, Simforianus Mario; Hornay, Priscilla Maria Assis; Erfiani, Yohanes P. F.
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2160

Abstract

This qualitative case study investigates the role of teachers’ Classroom Interactional Competence (CIC) in the implementation of formative assessment in English lessons at a senior high school located in Indonesia’s 3T (frontier, outermost, and disadvantaged) region. While previous Indonesian studies have primarily relied on survey and self-report data, little attention has been paid to how formative assessment is enacted through naturally occurring classroom interaction, particularly in marginalised contexts. Using Classroom Discourse Analysis informed by Conversation Analysis principles, two complete lessons taught by one experienced teacher, purposively selected as an information-rich case, to Grade XI students (N = 52) at SMA Seminari Lalian Atambua, Belu Regency, East Nusa Tenggara, were audio-recorded and transcribed to capture recurring interactional patterns through detailed, turn-by-turn analysis. Findings reveal that classroom interaction was heavily dominated by the traditional IRF/E pattern, with display questions comprising 23.8% of teacher turns and advanced CIC practices (referential questions, extended wait time, clarification requests, confirmation checks, and scaffolding) accounting for only 8.7%. In 24 identified formative assessment episodes, 83.3% of feedback moves were evaluative or effusive praise that closed sequences without guiding improvement, while scaffolded, suggestive feedback occurred only once (4.2%) yet produced immediate and extended student uptake. The results confirm that, in this severely under-resourced context, limited CIC transforms potentially formative moments into ceremonial, teacher-centred checks, thereby constraining the effectiveness of formative assessment. The study highlights CIC as a critical equity issue in marginalised regions and calls for discourse-focused professional development to enable teachers to create genuine “space for learning” even under significant contextual constraints.
Co-Authors Bajo, Simforianus Mario Hornay, Priscilla Maria Assis