Indonesian EFL Teachers’ Success in Reading Test Items of CEFR Level A1-C2: a Narrative Inquiry Study

Abstrak

This narrative inquiry study examines the success of Indonesian EFL (English as a Foreign Language) teachers in navigating reading test items aligned with the CEFR (Common European Framework of Reference) levels A1 to C2. Utilizing a qualitative research design, data were collected through participants' narratives and an online questionnaire. The participants of this study were Indonesian EFL teachers who have experience teaching English language learners. The study revealed that Indonesian EFL teachers' success in reading test items was attributed to their familiarity with the topics and effective implementation of reading strategies. Drawing from their prior learning and teaching experiences, teachers possess a deep understanding of various subjects, enabling them to confidently approach test items. Strategies such as skimming and scanning facilitate quick identification of main ideas, locating specific information, and grasping the overall text structure—the application of contextual guessing aids in deducing the meaning of unfamiliar words and enhancing comprehension. Activating background knowledge supports teachers in making connections, and predictions, and engaging with texts at a profound level. The study also highlights the efficacy of visual strategies such as semantic mapping and clustering in organizing information and augmenting comprehension. These findings hold implications for English language teaching in Indonesian EFL classrooms. By emphasizing topic familiarity and promoting effective reading strategies, educators can enhance students' reading abilities and performance in test items. Further research can explore additional factors influencing teachers' success in reading test items and investigate the transferability of findings to different contexts and proficiency levels within the CEFR framework.