Diagnostic Assessment of Students' Interest and Preferences in Learning English

DOI: https://doi.org/10.33650/ijoeel.v8i1.13372
Authors

(1)  Bagus Febriyan Linardho   (UINSA)  
        Indonesia
(2) * Siti Asmiyah   (UINSA)  
        Indonesia
(3)  Irwan Puji Prasetyo Hadi   (SMA Negeri 1 Gedangan)  
        Indonesia
(*) Corresponding Author

Abstract


This study investigates students' interests and preferences in learning English through a diagnostic assessment approach to improve learning engagement and effectiveness. Using a qualitative, and quantitative descriptive design, data were collected from 11th grade students through questionnaires and teacher interviews. The findings show diverse interests and preferences among students. About 61.3% expressed a strong preference for developing speaking and listening skills through communicative activities, while only 6.5% focused on writing skills. Regarding learning media, 41.9% preferred films and visual content, 38.7% preferred online platforms such as Google Classroom, Kahoot, and Quizizz due to their interactivity and feedback, and 19.4% enjoyed music and audio-based materials. These results indicate that motivation and participation increase when learning is tailored to students' media preferences and learning styles. The findings of this study highlight the importance of diagnostic assessment in helping teachers identify individual needs. These insights can be used to design differentiated instruction and contextual activities that align with the Merdeka Curriculum, thereby increasing confidence and improving English learning outcomes.

Keywords

Diagnostic Assessment, Students’ Interest, Learning Preferences, English Learning



Full Text: PDF



References


Abdollahzadeh, E., & Rajaeenia, M. (2024). English language learning beliefs of Iranian high school students. TESL-EJ, 28(1). https://doi.org/10.55593/ej.28109a6

Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. London, UK: Continuum.

Amelia, M. D. N., & Fardhani, A. E. (2024). The use of English song to improve listening comprehension achievement of junior high school students. EFL Education Journal, 11(2), 129–143. https://doi.org/10.19184/eflej.v11i2.49929

Aprila, P., Riswanto, R., & Martina, F. (2024). The students’ interest in learning English: A study in the implementation of Merdeka Curriculum. Journal of English Education and Teaching, 8(2), 258–272. https://doi.org/10.33369/jeet.8.2.258-272

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.

Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575. https://doi.org/10.1080/0969594X.2018.1441807

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge.

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445

Harding, L., Alderson, J. C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing, 32(3), 317–336. https://doi.org/10.1177/0265532214564505

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Jamrus, M. H., & Razali, A. B. (2019). Using self-assessment as a tool for English language learning. English Language Teaching, 12(11), 64-73. https://doi.org/10.5539/elt.v12n11p64

Jimola, F. E., & Ofodu, G. O. (2019). ESL teachers and diagnostic assessment: Perceptions and practices. ELOPE: English Language Overseas Perspectives and Enquiries, 16(1), 101–115. https://doi.org/10.4312/elope.16.1.101-115

Kao, C. W., & Tsai, C. C. (2020). The effects of game-based learning on EFL students’ motivation. Computers & Education, 150, Article 103858. https://doi.org/10.1016/j.compedu.2020.103858

Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 18–24.

Lestari, S., & Abd Rohman, A. (2022). The students’ motivation in learning English with Quizizz application. Journal of English Language Teaching and Linguistics, 7(2), 283–292. https://doi.org/10.21462/jeltl.v7i2.833

Muho, A., & Taraj, G. (2022). Impact of formative assessment practices on student motivation for learning the English language. International Journal of Education and Practice, 10(1), 25–41. https://doi.org/10.18488/61.v10i1.2842

Nurisma, R. A., Dewi, O. T. S., Irawati, R., Sari, R., Suryati, N., & Widiati, U. (2025). Language assessment literacy in online EFL reading class: What novice and experienced teachers reveal. Computer-Assisted Language Learning Electronic Journal (CALLEJ), 26(1), 45–62.

Nurlela, W., & Pratolo, B. (2024). The implementation of Quizizz game toward students' and teacher's motivation in English classes. English Education Journal, 14(1), 37–48. https://doi.org/10.15294/eej.v14i1.72135

Rahayu, R., Rosita, R., Rahayuningsih, Y. S., Hernawan, A. H., & Prihantini, P. (2022). Implementasi Kurikulum Merdeka di sekolah penggerak. Jurnal Basicedu, 6(4), 6313–6319. https://doi.org/10.31004/basicedu.v6i4.3237

Rouffet, C., Van Beuningen, C., & De Graaff, R. (2023). Constructive alignment in foreign language curricula: An exploration of teaching and assessment practices in Dutch secondary education. Language Assessment Quarterly, 20(4), 375-396. https://doi.org/10.1080/15434303.2023.2248848

Senjaya, P. A., Batan, G., & Myartawan, I. P. N. (2018). An analysis of students’ interest in learning English through media-based instruction. Journal of Education Research and Evaluation, 2(3), 123–129. https://doi.org/10.23887/jere.v2i3.15396

Sepyanda, M. (2017). Students’ interest in learning English at SMAN 1 2X11 Enam Lingkung. Jurnal Ilmiah Pendidikan Scholastic, 1(1), 120–129. https://doi.org/10.36057/jips.v1i1.281

Sulistyanto, T., & Prayoga, A. (2025). EFL students’ perception of using Quizizz as an assessment tool in basic reading class. Tell: Teaching of English Language and Literature Journal, 13(1), 35–46. https://doi.org/10.30651/tell.v13i1.25618

Suwarni, S., Lubna, L., Aimang, H. A., Cakranegara, P. A., & Pratama, D. (2023). Quizizz gamification of student learning attention and motivation. Al-Ishlah: Jurnal Pendidikan, 15(2), 1369–1376. https://doi.org/10.35445/alishlah.v15i2.3215

Syafiq, A. N., Rahmawati, A., & Anwari, A. (2024). Audiovisual translation as a media for teaching EFL vocabulary to primary school students in Indonesia. ELTALL: English Language Teaching, Applied Linguistics and Literature, 5(1), 54–63. https://doi.org/10.21154/eltall.v5i1.8330

Taperiani, P., Weda, S., & Jabu, B. (2025). EFL teachers’ voices on the implementation of differentiated instruction in the Indonesian educational context. International Journal of Language, Education, and Literature, 2(3), 312–320. https://doi.org/10.26858/ijlel.v2i3.7706

Tomlinson, C. A. (2006). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Alexandria, VA: ASCD.

Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulated learning: Theories, measures, and outcomes. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). New York, NY: Routledge.

Zuhriyah, S., & Pratolo, B. W. (2020). Exploring students' views on the use of Quizizz as an assessment tool in English learning. Universal Journal of Educational Research, 8(11), 5312–5317. https://doi.org/10.13189/ujer.2020.081132


Dimensions, PlumX, and Google Scholar Metrics

10.33650/ijoeel.v8i1.13372


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Bagus Febriyan Linardho, Siti Asmiyah, Irwan Puji Prasetyo Hadi