Journal of Language Testing and Assessment

An Analysis on The Quality of Reading Materials Using Textbook at The Ninth Grade Of Junior High School

A. Mudrikatul Adawiyah, Hasnawati Latief, Sitti Maryam Hamid — Tue, 30 Jun 2026 00:00:00 +0000

Textbooks play a pivotal role in supporting English language learning; therefore, evaluating their quality is essential to ensure alignment with current curriculum standards. This study examines the ninth-grade English textbook Think Globally, Act Locally, published by the Ministry of Education and Culture of the Republic of Indonesia, to assess its content and language quality based on the National Education Standards Agency (BSNP) criteria. Employing a qualitative descriptive design with document analysis, the study identifies the textbook's strengths, including its contextualized learning materials, extensive reading activities, and engaging visual presentation. The findings reveal that the textbook achieves a content suitability score of 78.12% and a language feasibility score of 75%, indicating that it generally meets BSNP standards. This study contributes empirical evidence on the quality of government-issued English textbooks and provides valuable insights for teachers, curriculum developers, and policymakers in selecting and improving instructional materials.

Project-Based Learning for Enhancing Students' Speaking Skills

Sri Wahyuni, Nunung Anugrawati, Firman — Tue, 30 Jun 2026 00:00:00 +0000

Developing students' English speaking skills remains a major challenge in secondary education, requiring innovative instructional approaches that promote authentic communication. This study examined the effectiveness of Project-Based Learning (PBL) in improving the speaking skills of Grade XI students at UPT SMA 2 Jeneponto using a pre-experimental research design. The novelty of this study lies in integrating video dubbing of narrative texts as a project-based speaking task to enhance students' fluency and vocabulary. Data were collected through pre-test and post-test assessments. The findings revealed significant improvements in students' speaking performance, with fluency scores increasing from 29.19 to 65.58 and vocabulary mastery showing substantial gains. Statistical analysis confirmed a significant effect of PBL on speaking achievement (p = 0.000 < 0.05), leading to the acceptance of the alternative hypothesis. This study contributes empirical evidence that PBL is an effective, student-centered approach for fostering speaking proficiency and communicative confidence in English classrooms.

The Implementation of an Edupreneurship Learning Model Based on Torajan Local Wisdom for Students of the English Education Study Program at Uki Toraja

Shilfani, Nehru, Marselina Ponglimbong — Tue, 30 Jun 2026 00:00:00 +0000

The growing demand for entrepreneurial competencies in higher education has encouraged universities to adopt contextual learning approaches that integrate local cultural resources into entrepreneurship education. However, empirical studies investigating the implementation of local wisdom-based edupreneurship in teacher education remain limited, particularly within English Education Study Programs. This study aimed to investigate the implementation of a local wisdom-based edupreneurship learning model and evaluate its effectiveness in improving the entrepreneurial learning outcomes of students in the English Education Study Program at UKI Toraja. A quantitative pre-experimental approach employing a One-Group Pretest–Posttest Design was adopted. The participants were 23 fifth-semester students selected through purposive sampling. Data were collected using an achievement test, classroom observation, and documentation. The intervention integrated Torajan local wisdom into contextual edupreneurship learning through collaborative discussions, business idea development, product prototyping, and project presentations. The findings revealed an improvement in students' entrepreneurial learning outcomes, with the mean score increasing from 46.52 on the pretest to 48.91 on the posttest. The paired comparison indicated a statistically significant difference between the pretest and posttest scores, suggesting that the learning model positively enhanced students' entrepreneurial competence. Classroom observations further demonstrated increased participation, collaboration, creativity, and entrepreneurial initiative throughout the learning process. These findings indicate that integrating Torajan local wisdom into edupreneurship learning provides a meaningful contextual learning experience while strengthening students' entrepreneurial competence. The study contributes to the development of culturally responsive entrepreneurship education and offers a practical instructional model that can be adapted by higher education institutions in culturally diverse regions.

The Effectiveness of Classical Music on Students Reading Comprehension

Muh Haidir, St.Maryam Hamid , St Asmayanti — Tue, 30 Jun 2026 00:00:00 +0000

Reading comprehension remains a major challenge for many secondary school students, highlighting the need for effective instructional strategies that enhance engagement and cognitive performance. This study investigates the effectiveness of classical music as a learning aid in improving students' reading comprehension, with particular attention to literal and inferential comprehension. Using a quasi-experimental design with a nonequivalent control group, the study involved eleventh-grade students at UPT SMA Negeri 1 Takalar. Data were collected through pre- and post-tests and analyzed statistically. The findings indicate that students exposed to classical music achieved greater improvement than those in the control group, with post-test means of 91.21 and 84.00, respectively. The most notable gains occurred in inferential comprehension, suggesting that classical music enhances concentration and higher-order thinking during reading. This study contributes empirical evidence supporting the integration of classical music as an innovative pedagogical strategy to improve reading comprehension in English language classrooms.

Translanguaging Through Code-Switching and Code-Mixing in English Classroom Interaction at XI MAS Mualimin NW

Nelia Febriani, Muh Junaidi, Lume — Tue, 30 Jun 2026 00:00:00 +0000

Translanguaging has emerged as an effective approach in multilingual classroom, allowing teachers and students to use their full linguistic repertoire to support learning. In English as a Foreign Language (EFL) contexts, translanguaging is often realized through code-switching and code-mixing, which help learners understand lesson content and participate actively in classroom interaction. However, limited research has examined translanguaging as a broader framework that integrates both code-switching and code-mixing in English classroom interaction, analyzes their functions within translanguaging practices, and explores teachers and students perspectives on their effectiveness in improving English learning. This study employed a descriptive qualitative method involving one English teacher and 35 students of XI Mas Mualimin NW Gunung Rajak. Data were collected through classroom observations, semi-structured interviews, and documentation. The findings revealed that inter-sentential switching was the most dominant type of code-switching, accounting 75% of the occurences, followed by intra-sentential switching and tag-switching 12.5% each. In terms of code-mixing, insertion was te most frequent type 70%, followed by congruent lexicalization 20% and alternation 10%. The study also found that code-switching and code-mixing functioned to clarify lesson materials, provide instructions, introduce vocabulary, motivate students, and support comprehension. Furthermore, both teachers and students perceived translanguaging positively, as it enhanced understanding, participation, and confidence in English learning.