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Challenges Faced by Students in Authentic Speaking Assessment at SMA Swasta Santo Yoseph Medan Khaira Cisadeva Marpaung; Neni Afrida Sari Harahap
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3353

This study investigates the challenges experienced by students in authentic assessment of speaking skills and examines how these challenges influence their speaking performance. Speaking is considered one of the most important yet difficult skills in English learning, especially when students are required to perform in real communication tasks. The study was conducted at SMA Swasta Santo Yoseph Medan, involving 32 students of class XI-4. A qualitative descriptive design was applied to explore students’ experiences in depth. The data were collected through questionnaire as the main instrument, supported by interviews and classroom observation to strengthen the findings. The data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal that students face several major challenges, including anxiety, lack of confidence, difficulty in organizing ideas, limited vocabulary, and confusion about assessment criteria. These challenges significantly affect students’ speaking performance by causing hesitation, reducing fluency, and making their speech less clear. In addition, classroom environment and time limitation also contribute to students’ difficulties. However, support from teachers and classmates, as well as clear understanding of assessment criteria, can help improve students’ performance. Therefore, it is important for teachers to create a supportive learning environment and provide clear guidance to help students perform better in authentic speaking assessment.

The Affective and Cognitive Dimension: Evaluating Students’ Receptivity to Gamified Online Assesment Neni Afrida Sari Harahap; Steven Ooan Siregar
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3354

This study aims to investigate students’ attitudes toward the use of gamified online quizzes as authentic assessment in learning descriptive writing at MTsN 2 Medan. The research focuses on the affective and cognitive dimensions of students’ receptivity to digital assessment tools. The data are collected from 10 students selected through purposive sampling, as they have prior experience using online quizzes in English learning. This study employs a qualitative descriptive design. The data are gathered using a structured questionnaire distributed through Google Forms, consisting of Likert-scale and open-ended questions. The data analysis applies qualitative procedures including data reduction, data display, and conclusion drawing to identify patterns in students’ responses.The findings reveal that students show a generally positive attitude toward gamified online quizzes. In the affective dimension, most students feel motivated, excited, and more engagedcompared to traditional assessments. In the cognitive dimension, students believe that online quizzes help them understand descriptive text structures and language features more effectively, especially through immediate feedback. However, several challenges are identified, including internet instability and time pressure, which may influence students’ performance and confidence.The study implies that gamified online quizzes can serve as effective authentic assessment tools when supported by proper technical conditions. Teachers are encouraged to design flexible and meaningful digital assessments that balance engagement and accessibility to enhance students’ learning experiences.

Students' Perceptions of Performance-Based Authentic Assessment in Speaking Recount Text at SMA Swasta Bandung Medan Neni Afrida Sari Harahap; Yudhistira Aidil Fitrah
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3355

This study aims to describe the implementation of performance-based authentic assessment in speaking recount text activities and analyze students' perceptions of this method. The research was conducted at SMA Swasta Bandung Medan, utilizing 10 student respondents as the primary data source. A quantitative descriptive design was applied, employing a survey method for data collection. Data were gathered through an 18-item Likert scale questionnaire distributed via Google Form. The collected data were analyzed utilizing descriptive statistics to calculate mean scores and percentages. The findings establish that storytelling of personal experiences is the dominant type of assessment utilized (100% frequency). Furthermore, students hold a 'Very Positive' overall perception of this assessment method, evidenced by a total mean score of 4.02 out of 5.00. The highest-rated indicator was the authenticity of the assessment (mean 4.17). The implications of this study confirm that performance-based authentic assessment is positively perceived and effectively supports student learning. However, the study also highlights crucial pedagogical and psychological implications, specifically the necessity for educators to actively manage student performance anxiety, mitigate classroom noise, and allocate adequate preparation time.

Developing Book Creator Application as Students’ Worksheet in Reading Narrative Text Ayu Lestari; Neni Afrida Sari Harahap
Invention: Journal Research and Education Studies Volume 6 Nomor 3 November 2025
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v6i3.2910

This study aimed to develop a Book Creator application-based worksheet for teaching reading narrative texts to junior high school students. The research employed the Research and Development (R&D) method, adapting Borg and Gall’s (2007) model into six stages: research and information collection, data analysis, product design, expert validation, revision, and final product development. Data were collected through student needs analysis questionnaires, and expert validation questionnaires. Based on these findings, the research was carried out through six steps. First, Gathering data and information from students using questionnaires to understand their needs, lacks, and learning needs. Second, Data analysis were analyzed as the foundation for material development. Third, a draft worksheet was developed using Book Creator Application focusing on interactive and structured activities. Fourth, the draft was evaluated through expert validation to ensure its content, design, and relevance. Fifth, revisions were made based on expert feedback to improve clarity and effectiveness. Finally, the validated product received as score of 4.1 in the “good” category, indicating that the developed worksheet is suitable for use in teaching reading narrative texts.

English Communication and Digital Technology in Hotel Accommodation and Services Monica Dean Simorangkir; Neni Afrida Sari Harahap
Jurnal Pusat Studi Pendidikan Rakyat Volume 6 Nomor 3 Agustus 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jpspr.v6i3.3794

English communication and digital technology are important in hotel services, especially when employees serve guests from different linguistic backgrounds. Employees need to communicate clearly with guests while using digital systems to support daily service activities. This study aims to identify the types of English communication used in hotel services and describe how digital technology supports hotel service activities, particularly restaurant services. This study employed a qualitative descriptive design. The data focused on English communication and digital technology in hotel services, with a restaurant staff member at an international hotel in Medan as the main source. Data were collected through an interview and observation of restaurant service activities. The data were analyzed descriptively by organizing, categorizing, and interpreting the findings based on English as a Lingua Franca (ELF), Service Encounter Theory, Communication Strategies, the Technology Acceptance Model (TAM), and DINESERV. The findings show that English is used for greeting guests, taking orders, explaining menu items, answering questions, and responding to special requests. Employees also use communication strategies such as asking for repetition, simplifying language, and asking other staff for assistance. Digital technology is mainly used to record orders and process payments, helping organize service activities and reduce mistakes. The findings also show that technology does not replace direct communication because employees continue to use English when explaining menus and responding to guest requests. Overall, English communication and digital technology have complementary roles in hotel services.

Kialo Edu as a Pre-Task Planning Tool for Small-Group EFL Discussions: Students’ Oral Participation Nazwa Dyah Ratih; Neni Afrida Sari Harahap
ALACRITY : Journal of Education Volume 6 Issue 3 Oktober 2026 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v6i3.1096

Learning English as a foreign language requires students to communicate their ideas clearly, but many students find it difficult to organize their ideas while speaking spontaneously. This study examined the forms of oral participation shown by senior high school students in small-group EFL discussions after using Kialo Edu for pre-task planning, and how their planning was reflected in their oral contributions. This qualitative descriptive study involved six eleventh-grade students from class XI AKL A at SMK Bandung 1 Yayasan Perguruan Bandung. Data were collected from audio recordings of an online discussion conducted through Google Meet, observation field notes, and students’ Kialo Edu argument maps. The utterances were transcribed and coded using eight oral participation indicators: Initiating an Idea, Giving an Opinion, Giving an Explanation, Responding, Asking a Question, Agreeing, Disagreeing, and Developing/Extending an Idea. A total of 48 participation utterances were identified. The most frequent forms were Giving an Explanation (25.0%) and Giving an Opinion (22.9%), followed by Responding (14.6%), Initiating an Idea (10.4%), Agreeing (10.4%), Asking a Question (6.3%), Disagreeing (6.3%), and Developing/Extending an Idea (4.2%). Comparison of the students’ Kialo Edu maps and spoken contributions showed that students used prepared claims to start their turns, support their opinions, respond to opposing views, and extend their peers’ ideas. However, hesitation and minor grammatical errors were still observed. These findings suggest that Kialo Edu can serve as a useful planning scaffold before small-group EFL discussions, although it does not completely remove difficulties in spontaneous speaking.

Developing Interactive Learning Media by Using Genially for Students’ Reading Comprehension Meisya Jilena Sembiring; Neni Afrida Sari Harahap
ALACRITY : Journal of Education Volume 6 Issue 3 Oktober 2026 | IN PRESS
Publisher : LPPPI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/alacrity.v6i3.1097

Reading comprehension is an important skill in English learning, but Grade X students may experience difficulties in understanding English texts, particularly in identifying the main idea, finding specific information, understanding unfamiliar vocabulary, identifying relationships between information, and making inferences. This study aimed to develop interactive learning media by using Genially for Grade X students’ reading comprehension. The study employed a Research and Development (R&D) design adapted from Borg and Gall, consisting of six stages: gathering information and data, analyzing data, designing materials, validation by expert, revising materials, and final product. The data were obtained from a needs-analysis questionnaire administered to 30 Grade X students and a semi-structured interview with an English teacher at SMA Santo Yoseph Medan. The questionnaire was organized based on Hutchinson and Waters’ framework of necessities, lacks, wants, and learning needs. The findings showed that students needed support in several reading comprehension skills and wanted clear explanations, vocabulary support, interactive activities, visual materials, and feedback. Based on these findings, the researcher developed “Reading Adventure: Unlock the World,” an interactive Genially-based learning media containing five reading destinations, reading texts, comprehension activities, interactive navigation, visual materials, feedback, reward numbers, and a final challenge. Expert validation resulted in a score of 75 out of 92, or 81.52%, and the media was categorized as “Appropriate.” The product was then revised based on the expert’s suggestions to produce the final version.

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