Developing a Digital Literacy Assessment Framework for 21st-Century Skills in the Indonesian EFL Classroom

Uyunnasirah Hambali, Syahrul Syahrul, Nasir Nasir

Abstract


The rapid shift toward digital pedagogy has exposed a significant gap in Indonesian English as a Foreign Language (EFL) assessment practices, where traditional testing often fails to capture complex digital literacy. This study aimed to identify teacher needs in digital assessment and construct a validated digital literacy assessment framework that integrates critical thinking, collaboration, and technological proficiency. Employing a Research and Development (R&D) design, the study progressed through three phases: needs analysis, prototype design, and expert validation. Data were collected from 45 secondary EFL teachers in South Sulawesi using questionnaires and semi-structured interviews, while three assessment experts evaluated the prototype using validation rubrics. Quantitative data were analyzed using descriptive statistics and Aiken’s V formula, while qualitative data underwent thematic analysis. The needs analysis revealed that current assessments heavily rely on isolated paper-based tests, neglecting students' multimodal skills. In response, a multidimensional framework was developed, encompassing technical competence, digital cognition, and socio-emotional awareness. Expert validation yielded an Aiken’s V coefficient range of 0.82 to 0.94 (mean = 0.88), indicating high content validity, with a practicality rating of 85% from teacher trials. This research concludes that the proposed framework provides a structured pedagogical guideline for educators to transition toward more holistic literacy assessments in the EFL classroom.

Keywords


digital literacy assessment; multimodal assessment; 21st-century skills; EFL secondary education; rubric development

Full Text:

PDF

References


Aydin, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(2), 214-233.

Cahya, D. (2020). The digital divide in Indonesian education. Jakarta Post.

Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL teachers’ familiarity with and opinion on the internet-based teaching of writing. English Language Teaching, 9(1), 199-208.

Dudeney, G., Hockly, N., & Pegrum, M. (2013). Digital literacies. Pearson Education.

Gee, J. P. (2017). Literacy and education. Routledge.

Gilster, P. (1997). Digital literacy. Wiley Computer Pub.

Godwin-Jones, R. (2018). Second language writing online: An update. Language Learning & Technology, 22(1), 1-15.

Griffin, P., & Care, E. (Eds.). (2015). Assessment and teaching of 21st century skills: Methods and approach. Springer.

Hafner, C. A. (2019). Digital literacies for English language learners. TESOL Encyclopedia of English Language Teaching.

Hidayat, D., & Khalika, R. (2019). Digital Divide in Indonesian Education: A Review of the Gap. Journal of Education and Learning, 11(2), 120-130.

Ikhwan, M. (2019). Socio-emotional learning in the digital age. Indonesian Journal of English Education, 6(1), 45-60.

Kemendikbud. (2020). Panduan Pembelajaran Jarak Jauh. Kementerian Pendidikan dan Kebudayaan.

Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142.

Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.

Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32(1), 3-19.

Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning. Open University Press.

Lie, A. (2020). Secondary education sector response to COVID-19. ISEAS Yusof Ishak Institute.

Madjid, N. (2002). Indonesia: The challenge of change. Brill.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065-1078.

Park, Y. (2012). A pedagogical framework for mobile learning. International Review of Research in Open and Distributed Learning, 12(2), 78-102.

Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252.

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union.

Silviyanti, T. M. (2020). Looking into EFL teachers’ perceptions on the use of technology in the classroom. Journal of Language and Literature, 10(2), 115-125.

Syahrul, S. (2022). STUDENTS’MOTIVATION IN LEARNING ENGLISH BY GIVING WARM UP ACTIVITIES IN BEGINNING OF CLASS. EXPOSURE: JURNAL PENDIDIKAN BAHASA INGGRIS, 11(2), 214-236.

Son, J. B., Robb, T., & Charismiadji, I. (2011). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. CALL-EJ, 12(1), 26-42.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Warschauer, M. (2011). Learning in the cloud: How (and why) to transform schools with digital media. Teachers College Press.

Zheng, B., Yim, S., & Warschauer, M. (2018). Social media in the writing classroom and beyond. The TESOL Encyclopedia of English Language Teaching.




DOI: https://doi.org/10.35445/alishlah.v18i1.9196

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Uyunnasirah Hambali, Syahrul Syahrul, Nasir Nasir

Al-Ishlah Jurnal Pendidikan Abstracted/Indexed by:

    

 

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.