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Predictive Validity of Peer Assessment in Micro-Teaching: Correlation with Teacher Ratings among Indonesian Preservice EFL Teachers Santi Farmasari; Lalu Ali Wardana; La Ode Alfin Haris Munandar; Hartati Suryaningsih
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2113

Purpose of the study: This study investigates the predictive validity of peer assessment of teacher evaluations in English micro-teaching performance among preservice teachers Methodology: This study used a quantitative correlational-predictive design with 48 preservice teachers selected through random cluster sampling. The study used peer and teacher performance assessment rubrics covering eight teaching skills, which were previously validated by two experts (CVI = 1.0). Data were analyzed using Pearson correlation, linear regression, and paired-sample t-tests to examine predictive validity, alignment, and discrepancies between peer and teacher evaluations in micro-teaching performance. Main Findings: Data reveal a moderate to strong correlation between peer and teacher scores (r = 0.645, p < 0.001), with peer assessments significantly predicting teacher evaluations (R² = 0.416). However, peer scores were consistently lower (M = 34.02 vs. 38.33, p < 0.001), particularly in complex areas like classroom management and reinforcement. This highlights peer assessment’s value as a supplementary tool for evaluating teaching and fostering reflection, while underscoring the need for assessor training and rubric calibration to ensure reliability. Novelty/Originality of this study: This study brings a new perspective by exploring whether peer assessment in English micro-teaching can actually predict teacher evaluations. Unlike most research that sees peer review only as a learning aid, this study shows peers can meaningfully mirror teacher judgments, while also revealing where their views differ. The findings highlight the potential of peer assessment as both a learning and an evaluative tool in teacher education.

An Error Analysis in Using Past Tense in Writing Recount Text at the Tenth-Grade Students of MA Nurussalam Tetebatu in Academic Year 2024/2025 Ernawati Ernawati; Lalu Ali Wardana; Hartati Suryaningsih
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4290

This thesis investigates the types and dominant errors made by tenth-grade students of MA Nurussalam Tetebatu in the academic year 2024/2025 when writing recount texts, specifically focusing on their use of the past tense. Writing is identified as a challenging skill for English as a Foreign Language (EFL) students in Indonesia, often leading to grammatical errors, particularly in recount texts which necessitate the use of past tense to retell events. The study categorized errors into four main types: omission, addition, misformation (selection), and misordering. Employing a descriptive quantitative research design, the research involved a sample of 62 students from classes X.2 and X.4, selected using cluster sampling from a total population of 130 tenth-grade students. Data was collected through a writing test where students composed a recount text titled "My Past Holiday". The analysis involved identifying, describing, and explaining the observed errors to understand their underlying causes, such as first language interference or a lack of conceptual understanding. The findings revealed that misformation was the most dominant error type, accounting for 53.85% of all errors. This research provides valuable insights into the persistent challenges students face in mastering English grammar, particularly past tense forms, and aims to serve as a foundation for improving teaching strategies for writing recount texts.

TEACHER AGENCY IN INTEGRATING PANCASILA VALUES INTO ENGLISH LANGUAGE TEACHING: PERSPECTIVES AND CHALLENGES FROM RURAL INDONESIA Santi Farmasari; Desi Herayana; Hartati Suryaningsih; La Ode Alfin Aris Munandar; Aril Eka Rizki; Alzena Aristawidya
Jurnal Suluh Pendidikan Vol 14 No 1 (2026): Maret 2026
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i1.2571

This study examines the agency of English teachers in incorporating the Pancasila Student Profile (PSP) values into English Language Teaching (ELT) under Indonesia's Independent Curriculum. Despite the PSP's major role in curriculum reform, there is less understanding of how EFL teachers exert agency in implementing national character education objectives within language teaching methods, especially in rural settings. This qualitative study, informed by the ecological concept of teacher agency, included ten English teachers from five regencies on Lombok Island, Indonesia. Data were gathered through semi-structured interviews, narrative reflections, and document analysis, and were examined using thematic analysis. The findings indicate that instructors viewed PSP integration to assert agency through pedagogical decision-making, multidisciplinary cooperation, and instructional innovation. Nonetheless, their agency was hindered by restricted curricular understanding, inadequate assessment literacy, workload demands, and financial constraints. This study enhances the literature on teacher agency by illustrating how agency is simultaneously facilitated and restricted by personal, structural, and relational factors during curricular reform. The results underscore the necessity for ongoing professional development, collaborative educational environments, and supporting institutional policies to enhance teachers' ability to incorporate national values into English Language Teaching.

Pendampingan dan Penguatan Peran Pengawas pada Pelaksanaan UTBK UKPPPG Guru Berbasis Domisili di Universitas Mataram: Refleksi dan Strategi Penanganan Kendala: Assistance Program on Strengthening the Role of Examination Supervisors in Administering the Domicile-Based UTBK UKPPPG Written Examination at the University of Mataram: Reflections and Strategies in Tackling the Computer-based Test Challenges Sartika Hijriati; Lalu Jaswadi Putera; Hartati Suryaningsih; Baiq Annisa Shallaita; Adibah Adibah; Desi Herayana
DARMADIKSANI Vol 6 No 2 (2026): Edisi Juni
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v6i2.10552

Pelaksanaan Ujian Tulis Berbasis Komputer (UTBK) UKPPPG berbasis domisili memberikan kemudahan akses bagi peserta, namun juga menghadirkan berbagai kendala teknis yang berpotensi mengganggu kelancaran ujian. Pengawas dalam hal ini tidak hanya berperan sebagai pengendali pelaksanaan ujian, tetapi juga sebagai fasilitator dalam penyelesaian masalah di lapangan. Kegiatan pengabdian ini bertujuan untuk mengidentifikasi kendala pelaksanaan UTBK UKPPPG Guru serta mendeskripsikan strategi penanganan oleh pengawas berdasarkan pengalaman lapangan. Kegiatan ini dilaksanakan di LPTK Universitas Mataram pada UUTBK UKPPPG Periode IV Tahun 2025 dengan pendekatan partisipatif-reflektif. Data diperoleh dari 90 pengawas melalui kuesioner reflektif berbasis Google Forms dan dianalisis secara deskriptif kualitatif. Hasil menunjukkan bahwa kendala utama meliputi gangguan jaringat internet (42.2%), aplikasi ujian (24.4%), perangkat peserta (13.3%), transisi antar-subtes (11.1%), literasi digital peserta (5.6%), dan kendala lainnya (3.4%). Strategi penanganan yang dilakukan pengawas mencakup penggunaan jaringan cadangan, refresh, dan login ulang sistem, penggantian perangkat, pendampingan teknis, serta koordinasi dengan tim teknis. Temuan ini menunjukkan adanya transfromasi peran pengawas dari fungsi pengawasan menjadi fasilitator dan mediator teknis dalam pelaksanaan ujian berbasis komputer.

EFL Teacher Agency Across Contexts: A Mixed-Methods Study of Instructional Problem-Solving in Urban and Rural Schools Santi Farmasari; Desi Herayana; Hartati Suryaningsih; La Ode Alfin Aris Munandar; Yusril Aditia
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2216

Background: EFL teaching in Indonesian urban and rural schools have been experiencing persistent challenges due to linguistic, cultural, geographical and resources differences. However, these conditions have not been portraited from ecological persepctive of agency. Therefore, this study examines EFL teacher agency and instructional problem-solving in urban and rural Indonesian classrooms Methodology: This mixed-method study involves 129 EFL instructors (85 from rural schools, 44 from urban schools) who completed a survey, and 35 submitted reflective journals. Quantitative data were assessed using descriptive statistics, and qualitative data were evaluated through thematic analysis. Findings: Both urban and rural EFL teachers faced similar classroom issues like low motivation, vocabulary gaps, and speaking anxiety, though rural teachers linked them to limited resources and urban teachers to distractions and pressure. Urban teachers showed stronger and more consistent agency, especially in autonomy, professional growth, and future goals, while rural teachers drew on deep personal motivation but were often hindered by local challenges. Conclusion: The study shows that teachers’ ecological past experiences, present conditions, and future goals shaped how they solved problems. Rural teachers relied on local resources and flexible strategies, while urban teachers used creative, student-centered methods to build autonomy and global skills, pointing to the need for context-specific support and policies that empower teacher-led innovation. Originality: This study offers how teacher agency is lived out in the everyday problem-solving of EFL classrooms, not just in teachers’ beliefs or intentions. By comparing rural and urban contexts in Indonesia, it reveals how agency looks different across settings and highlights the creativity and resilience of teachers, especially in resource-challenged schools.

Predicting Future Identity of English For Young Learner (EYL) Teachers: Investigating How Coursework Shapes Pre-Service Teachers' Identities and Teaching Readiness Santi Farmasari; Lalu Ali Wardana; Baharuddin; Hartati Suryaningsih
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i1.2344

Background: Research on English language teacher education has largely emphasized practicum experiences in shaping professional identity and teaching readiness. However, limited attention has been given to how coursework in English for Young Learners (EYL) programs contributes to early identity formation. This gap warrants closer empirical examination Methodology: A total of 121 students enrolled in EYL courses were invited to participate, and 50 of them gave their consent. Data were collected through reflective journals and a Likert-scale questionnaire. Findings: Thematic analysis revealed four recurring themes: evolving teacher identity, teaching readiness, impactful coursework components, and aspirations for future practice. Quantitative findings supported these insights, with a strong correlation found between meaningful coursework experiences and students’ visions for their future classrooms. While many participants felt intellectually prepared, some expressed concerns about emotional readiness, underscoring the need for supportive, hands-on learning environments. Conclusion: The study concludes that coursework has formatively built not only the pre-service teachers’ skills, but also a strong and sustainable sense of who they are and hope to be as future EYL educators. Originality: Grounded in English for Young Learners pedagogy, this study foregrounds coursework as a critical site of early professional identity formation for pre-service EYL teachers. Moving beyond practicum-centered ELT research, it provides mixed-method evidence of how child-centered, play-based, and reflective coursework shapes identity, teaching readiness, and future classroom enactment in an EFL context.

Predictive Validity of Peer Assessment in Micro-Teaching: Correlation with Teacher Ratings among Indonesian Preservice EFL Teachers Santi Farmasari; Lalu Ali Wardana; La Ode Alfin Haris Munandar; Hartati Suryaningsih
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2113

Purpose of the study: This study investigates the predictive validity of peer assessment of teacher evaluations in English micro-teaching performance among preservice teachers Methodology: This study used a quantitative correlational-predictive design with 48 preservice teachers selected through random cluster sampling. The study used peer and teacher performance assessment rubrics covering eight teaching skills, which were previously validated by two experts (CVI = 1.0). Data were analyzed using Pearson correlation, linear regression, and paired-sample t-tests to examine predictive validity, alignment, and discrepancies between peer and teacher evaluations in micro-teaching performance. Main Findings: Data reveal a moderate to strong correlation between peer and teacher scores (r = 0.645, p < 0.001), with peer assessments significantly predicting teacher evaluations (R² = 0.416). However, peer scores were consistently lower (M = 34.02 vs. 38.33, p < 0.001), particularly in complex areas like classroom management and reinforcement. This highlights peer assessment’s value as a supplementary tool for evaluating teaching and fostering reflection, while underscoring the need for assessor training and rubric calibration to ensure reliability. Novelty/Originality of this study: This study brings a new perspective by exploring whether peer assessment in English micro-teaching can actually predict teacher evaluations. Unlike most research that sees peer review only as a learning aid, this study shows peers can meaningfully mirror teacher judgments, while also revealing where their views differ. The findings highlight the potential of peer assessment as both a learning and an evaluative tool in teacher education.

Strategi Peningkatan Kemampuan Mengajar Guru Bahasa Inggris Menggunakan Visual Literacy pada Pembelajaran Reading: Strategies for Developing the Teaching Skills of English Teachers through Visual Literacy in Reading Instruction Dewi Satria Elmiana; Sahrul Sahrul; Hartati Suryaningsih; Udin Udin
DARMADIKSANI Vol 5 No 3 (2025): Edisi November (Special Edition)
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v5i3.8126

Gambar dapat menjadi alat yang berguna untuk pengembangan bahasa, karena pembelajar mengeksplorasi bahasa dari pengetahuan dan pengalaman mereka sendiri dan dapat membantu pembelajar mengembangkan strategi untuk menyusun pengetahuan mereka ke dalam kelompok asosiatif atau semantik Selain itu, gambar dapat mempunyai peranan penting dalam mendukung efektivitas bahan ajar dan lazim dimasukkan ke dalam bahan ajar pengajaran bahasa Inggris. Dikarenakan pentingnya peranan gambar dalam media ajar untuk meningkatkan kemampuan bahasa khususnya bahasa Inggris, maka kegiatan pengabdian ini berfokus pada strategi meningkatkan kemampuan membaca yang terkait dengan penggunaan gambar dalam pembelajaran bahasa Inggris dan bagaimana para pendidik dapat memanfaatkan elemen visual untuk memperkaya metodologi pengajaran mereka. Kegiatan ini akan memberikan pelatihan tentang Visual Literacy kepada guru Bahasa Inggris sehingga ketika menjadi guru bisa mengimplementasikan bahan ajar yang menarik untuk meningkatkan kemampuan siswa dalam belajar khususnya pembelajaran membaca (reading). Adapun kontribusi kegiatan ini adalah untuk memberikan strategi peningkatan kemampuan mengajar membaca dalam matapelajaran Bahasa Inggris menggunakan pemahaman Visual Literacy.

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