Online Formative Assessments in English Teaching and Learning
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 presen...
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| Format: | Article |
| Language: | English |
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STAIN Sultan Abdurrahman Kepulauan Riau
2022-01-01
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| Series: | SALEE |
| Subjects: | |
| Online Access: | https://ejournal.stainkepri.ac.id/index.php/salee/article/view/310 |
| _version_ | 1797754261135687680 |
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| author | Muhammad Shofri Firdaus Entika Fani Prastikawati Wiyaka Wiyaka |
| author_facet | Muhammad Shofri Firdaus Entika Fani Prastikawati Wiyaka Wiyaka |
| author_sort | Muhammad Shofri Firdaus |
| collection | DOAJ |
| description |
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 the current implementation of online formative assessment in private and public junior high school in Semarang and the challenges that the English teachers face during the implementation. In this study, the writers carried out descriptive qualitative research design in which it used observation and an interview as the instruments. Two English teachers were involved in this study. 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. 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.
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| first_indexed | 2024-03-12T17:29:59Z |
| format | Article |
| id | doaj.art-bd7093a36d8d4a9d9e7f3a183944205d |
| institution | Directory Open Access Journal |
| issn | 2715-9795 2716-1617 |
| language | English |
| last_indexed | 2024-03-12T17:29:59Z |
| publishDate | 2022-01-01 |
| publisher | STAIN Sultan Abdurrahman Kepulauan Riau |
| record_format | Article |
| series | SALEE |
| spelling | doaj.art-bd7093a36d8d4a9d9e7f3a183944205d2023-08-05T02:32:17ZengSTAIN Sultan Abdurrahman Kepulauan RiauSALEE2715-97952716-16172022-01-013110.35961/salee.v3i1.310Online Formative Assessments in English Teaching and LearningMuhammad Shofri Firdaus0Entika Fani Prastikawati1Wiyaka Wiyaka2Universitas PGRI SemarangUniversitas PGRI SemarangUniversitas PGRI Semarang 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 the current implementation of online formative assessment in private and public junior high school in Semarang and the challenges that the English teachers face during the implementation. In this study, the writers carried out descriptive qualitative research design in which it used observation and an interview as the instruments. Two English teachers were involved in this study. 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. 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. https://ejournal.stainkepri.ac.id/index.php/salee/article/view/310online formative assessmentteachers’ challengesEnglish language teaching |
| spellingShingle | Muhammad Shofri Firdaus Entika Fani Prastikawati Wiyaka Wiyaka Online Formative Assessments in English Teaching and Learning SALEE online formative assessment teachers’ challenges English language teaching |
| title | Online Formative Assessments in English Teaching and Learning |
| title_full | Online Formative Assessments in English Teaching and Learning |
| title_fullStr | Online Formative Assessments in English Teaching and Learning |
| title_full_unstemmed | Online Formative Assessments in English Teaching and Learning |
| title_short | Online Formative Assessments in English Teaching and Learning |
| title_sort | online formative assessments in english teaching and learning |
| topic | online formative assessment teachers’ challenges English language teaching |
| url | https://ejournal.stainkepri.ac.id/index.php/salee/article/view/310 |
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