THE IMPLEMENTATION OF ONLINE FORMATIVE ASSESSMENT TO
MEASURE THE STUDENTS’ ENGLISH ACHIEVEMENT: A CASE OF
PUBLIC SCHOOL AND PRIVATE SCHOOL IN SEMARANG
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Institusion
Universitas PGRI Semarang
Author
Firdaus, Muhammad Shofri
Subject
L Education (General)
Datestamp
2024-10-25 05:36:47
Abstract :
Firdaus, Muhammad Shofri. 2021. The Implementation of Online Formative Assessment to Measure the Students? English Achievement: A Case of Public School and Private School in Semarang. Final Project, English Study Program, Faculty of Language and arts Education, Universitas PGRI Semarang. Advisor 1: Dr. Wiyaka, Advisor 2: Entika Fani Prastikawati, S. Pd., M. Pd. Some changes occur in the assessment process in the English teaching and learning process during the pandemic Covid-19. The integration of technology in the assessment process becomes a crucial need for the English teachers to run the online or blended English teaching. For that reason, this present study presents the implementation of online formative assessment in private and public junior high school in Semarang, the impact of online formative assessment on the students? the challenges that the English teachers face during the implementation. In this study, mixed-method design was carried out in which this study conducted quantitative and qualitative data collection. There are two English teachers who were involved in this study. To obtain the data, the writer carried out observation, test, semi-structured interview, and documentation. The findings show that the implementation of online formative assessment runs well in both private and public junior high school. It is proved by the use of some online formative assessment tools during English teaching and learning such as Quizizz, Google Form, Socrative, Kahoot!, and Microsoft Teams routinely. Further, the result of paired-sample correlation showed that the routine implementation of online formative assessments also had improved the students? English achievement. On the other hand, during the implementation of online formative assessment, the English teachers also face some problems; students? academic dishonesty and teachers? poor computer skills. Finally, it is suggested that the English teachers need to improve their computer and digital literacy for supporting the implementation of online formative assessments during the online and blended English teaching. Keywords: online formative assessment, English achievement, public and private junior high schools
Firdaus, Muhammad Shofri. 2021. The Implementation of Online Formative Assessment to Measure the Students? English Achievement: A Case of Public School and Private School in Semarang. Final Project, English Study Program, Faculty of Language and arts Education, Universitas PGRI Semarang. Advisor 1: Dr. Wiyaka, Advisor 2: Entika Fani Prastikawati, S. Pd., M. Pd. Some changes occur in the assessment process in the English teaching and learning process during the pandemic Covid-19. The integration of technology in the assessment process becomes a crucial need for the English teachers to run the online or blended English teaching. For that reason, this present study presents the implementation of online formative assessment in private and public junior high school in Semarang, the impact of online formative assessment on the students? the challenges that the English teachers face during the implementation. In this study, mixed-method design was carried out in which this study conducted quantitative and qualitative data collection. There are two English teachers who were involved in this study. To obtain the data, the writer carried out observation, test, semi-structured interview, and documentation. The findings show that the implementation of online formative assessment runs well in both private and public junior high school. It is proved by the use of some online formative assessment tools during English teaching and learning such as Quizizz, Google Form, Socrative, Kahoot!, and Microsoft Teams routinely. Further, the result of paired-sample correlation showed that the routine implementation of online formative assessments also had improved the students? English achievement. On the other hand, during the implementation of online formative assessment, the English teachers also face some problems; students? academic dishonesty and teachers? poor computer skills. Finally, it is suggested that the English teachers need to improve their computer and digital literacy for supporting the implementation of online formative assessments during the online and blended English teaching. Keywords: online formative assessment, English achievement, public and private junior high schools
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