THE IMPLEMENTATION OF ONLINE FORMATIVE ASSESSMENT TO MEASURE THE STUDENTS’ ENGLISH ACHIEVEMENT: A CASE OF PUBLIC SCHOOL AND PRIVATE SCHOOL IN SEMARANG

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