Exploring The Implementation Of Language Assessment Literacy (LAL) And Its Influencing Factors Among Pre-Service English Teachers In Junior High Schools In Pekalongan

Parameswari, Titania Candra (2026) Exploring The Implementation Of Language Assessment Literacy (LAL) And Its Influencing Factors Among Pre-Service English Teachers In Junior High Schools In Pekalongan. Undergraduate Thesis thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

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Abstract

This study explores the implementation of Language Assessment Literacy (LAL) and the factors influencing its implementation among pre-service English teachers (PSETs) during their teaching practicum at a junior high school in Pekalongan, Indonesia. Guided by Fulcher’s (2012) framework, which encompasses theoretical knowledge, practical skills, and assessment principles, this study employed a qualitative case study design. The participants were three pre-service English teachers who had received university coursework related to language assessment. Data were collected through semi-structured interviews and document analysis, including a teaching module and student worksheets. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings indicate that the participants demonstrated a basic understanding of language assessment, including its purposes, types, and principles. Their interview accounts described assessment-related practices such as aligning tasks with learning objectives, considering students’ different abilities, providing feedback, and identifying learning difficulties. However, challenges remained in developing differentiated assessments, managing instructional time, adjusting task difficulty, and providing systematic feedback. The document analysis provided supporting evidence of planned learning activities and assessment tasks, although the documents alone could not establish that all planned activities were implemented in the classroom. The findings also suggest that LAL implementation was influenced by individual factors, particularly previous learning experiences and perceptions of assessment, as well as contextual factors, including communication with mentor teachers, available facilities, instructional time, and school activities. Overall, the study highlights the interaction between assessment knowledge and the conditions of teaching practice. It also emphasizes the importance of interpreting interview accounts alongside documentary evidence when examining LAL implementation.

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