Exploring the Female Efl Teacher’s Language Assessment Literacy (Lal): a Narrative Inquiry

Abstract

Most teachers in Indonesia assess their students through a common test such as mid-term test and final semester test. In terms of assessing English language, the students need to be assessed on 4 (four) skills which are listening, reading, speaking, and writing. The process of assessment could be very tricky if the teachers do not have sufficient Language Assessment Literacy (LAL). It is because the government, through Kurikulum Merdeka, promotes the learning process as essential as the learning products. Teachers need to know all their students’ English learning journey, so they will not face confusion to determine the assessment scores in the end. In Indonesia, generally female EFL teachers have double roles as wife or mother at home and as a teacher in school. This study explores a female EFL teacher’s experience with non-permanent teacher status in describing her LAL. This study will also investigate female teacher’s challenges faced during the application of assessment in the EFL classroom. A narrative inquiry research with mixed-method data collection was employed to have in-depth understanding of the teacher’s experience. The result showed the participant’s LAL category was at a fair level. The reasons could be limited time factor, double roles, and limited information for getting seminar/workshop/training on the assessment.
 Keywords : female efl teacher, language assessment literacy, narrative inquiry