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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Onoma: Pendidikan, Bahasa, dan Sastra
Rosy, Fella
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Education Languange, Linguistic, Communication & Media

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Assessing the Authenticity and Validity of Tests in CLT-Based English Classrooms in West Java's Formal Education Rosy, Fella; Nida Husna; Ummi Kulstum; Muhammad Farkhan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7625

Abstract

This study investigates the effectiveness of classroom tests in formal West Java, Indonesia, secondary learning centers that claim to offer Communicative Language Teaching (CLT). Because CLT places significance on fostering communicative competence that contains grammatical, sociolinguistic, discourse, and strategic dimensions, there are concerns that the testing protocols employed may not adequately reflect the communicative goals. The data were collected from four English as a Foreign Language (EFL) instructors through the use of a qualitative multiple case study design by way of document analysis and semi-structured web survey. It was found that, while respondents demonstrated satisfactory theoretical knowledge of communicative testing and the use of performance tasks such as interviews, role-plays, and spoken tasks incorporated into videos, full compliance with the tenets of CLT is restricted. Principal impediments to successful implementation are restricted professional development opportunities, large classes, restricted instructional hours, and institutional policies favoring grammar-based tests. It is the finding of this research that, despite professed adherence to CLT, test validity is inconsistent. It is its recommendation that teacher assessment literacy must be upgraded, wide-ranging training needs to be implemented, and institutional policies need to be redesigned to bring communicative test practices into closer correspondence to CLT ideals.
Assessing Communicative Competence: Validity of Tests in CLT-Based English Classrooms Across Formal in West Java Rosy, Fella; Nida Husna; Ummi Kulstum; Muhammad Farkhan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7612

Abstract

This research examines the validity of classroom tests in formal secondary schools in West Java, Indonesia, which purport to practice Communicative Language Teaching (CLT). Although CLT calls for the development of communicative competence encompassing grammatical, sociolinguistic, discourse, and strategic components, concerns arise that classroom testing procedures may fail to represent these communicative objectives. Data were gathered from four EFL teachers using a qualitative multiple case study design through document analysis and a semi-structured online questionnaire. Results show that although the participants exhibit firm theoretical grasp of communicative assessment and include performance tasks like interviews, role plays, and video-based speaking tasks, complete alignment with CLT ideals is limited. A number of challenges impede implementation, such as lack of professional development, large class sizes, limited instructional time, and institutional requirements for grammar-dominated tests. This study concludes that despite claimed allegiance to CLT, the validity of tests utilized in these classrooms continues to be inconsistent. It suggests enhancing teacher assessment literacy, instituting prolonged training, and reforming institutional policy to accommodate communicative assessment practices more in accord with CLT.
From Directive to Facilitative: Interactional Strategies Influencing Student Participation in Online ELT Classroom Rosy, Fella; Hidayat, Didin Nuruddin; Husna, Nida; Baker, Shirley
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 1 (2026): Edisi Januari-Februari
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v12i1.7519

Abstract

This study investigates the effects of various teaching strategies on student engagement in an English Language Teaching (ELT) classroom at the university level. Data from a 90-minute online postgraduate course on second language acquisition were gathered using qualitative discourse analysis, through recorded classroom interaction conducted via Zoom. For identifying collaborative, directive, probing, scaffolding, and facilitative interactional strategies, this study used qualitative discourse analysis of a 90-minute online postgraduate class on second language acquisition. Five illustrative examples of interaction were chosen from an online class conducted on Zoom, and discourse analysis was carried out using these examples to identify teacher discourse strategies and their impact on student participation. Autonomy and multidirectional communication were further encouraged via collaborative interactions. Conversely, directive methods resulted in fewer replies and lower levels of participation. Discourse evidence indicates that collaborative and facilitative techniques fostered more extended learner responses and sustained engagement, whereas directive moves discouraged engagement. this study makes a contribution with empirical findings from an EFL context in an Indonesian university setting in providing evidence that student-centered and interactionally responsive approaches to teaching, in particular when using facilitative questioning, scaffolding, probing, and collaborative discourse, have a major positive impact on online English class participation and meaning-making, in contrast to directive teaching approaches which have a constraining effect on online interaction.
Co-Authors Baker, Shirley Hidayat, Didin Nuruddin Muhammad Farkhan Nida Husna Nida Husna Ummi Kulstum