THE DESIGN AND IMPLEMENTATION OF AN ONLINE FORMATIVE ASSESSMENT TO FOSTER INTERACTIVE ENGLISH LEARNING AMONG SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

Yeni Sriyeni, Lala Bumela Sudimantara, Farouk Imam Arrasyid

Abstract


In response to pandemic-related learning loss, the Indonesian government has implemented a new English language curriculum with a focus on holistic assessment. However, the effectiveness of this curriculum relies on innovative teaching practices. This study positions the author as a curriculum engineer who has developed an online formative assessment concept. The aim of this research is to create a formative assessment tool that records student learning processes, promotes interactive English learning, and overcomes traditional pedagogical practices. By recording student learning processes and integrating technology, such as mind mapping and word clouds, students are able to explore, investigate, and generate new knowledge. The study follows a Research and Development (R&D) approach and the developed website highlights the two online formative assessment methods. The findings demonstrate that using the online formative assessment tool can enhance students' critical thinking and communication skills while improving their English proficiency. Based on these results, this study recommends that schools integrate formative assessment tools into their English language curriculum to promote interactive learning and overcome traditional teaching practices. The findings of this study are relevant to educators, policymakers, and curriculum developers interested in promoting interactive English learning in a technology-enhanced learning environment. This study expected to be an assessment innovation in the interactive English.

Keywords


Online formative assessment, technology-enhanced learning, transformative learning, critical thinking, interactive learning.

Full Text:

PDF

References


Alwasilah. (2014). Islam, Culture and Education. Bandung: Remaja Rosdakarya.

Defianty, M., Hidayat, N. D., Kultsum, U., Sufyan, A., Subchi, I., & Sururin. (2020).Reframing Formative Assessment Practices in Emergency Remote Teaching Context of English Language Teaching in Higher Education institutions Indonesia. ICIIS 2020, October 20-21, Jakarta, Indonesia. DOI 10.4108/eai.20-10-2020.2305143

Firdaus, S.M., Wiyaka., & Prastikawati, F.E. (2022). Online Formative Assessments in English Teaching and Learning. SALEE: Study of Applied Linguistics and English Education. 3(1). 21-34. DOI: 10.35961/salee.v3i1.385.

Helyanti, D. N., Sudimatara, B. L., & Ikawati, L. (2020) Developing Digital Literacy Resources for Middle School Students: Highlight on Literacy Level. ELT Echo: The Journal of English Language Teaching in Foreign Language Context. 7(2) DOI: 10.24235/eltecho.v7i2.12081

Hubard. P. (2023). Contextualizing and adapting Teacher Education and Professional Development. The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023 D. Tafazoli and M. Picard (eds.), Handbook of CALL Teacher Education and Professional Development, https://doi.org/10.1007/978-981-99-0514-0_1

Kristiyanti, L. K., Santosa, H. M., & Pratiwi, A. P. N. (2021). Students’ Perception Towards the Implementation of Online Formative Assessment in English Learning. SAGA. 2(2). 101-112. doi: http://doi.org/10.21460/saga.2021.22.83

Lian, A. (2017). Reading for Emotion with ICT Tools. Asia-Pacific Society for Computers in Education, 879.

Lian, A. Norman. A. (2017). A Dialogic, Evidence-Based Framework for Integrating Technology Into School Curricula. Cambridge Scholars Publishing.

Lian, A., & Pertiwi. W. (2017). Theorising for Innovation: Implications for English Language Teacher Education. Gema Online Journal of Language Studies 17(3):1-17. DOI:10.17576/gema-2017-1703-01

Lian, P. A., & Sangarun. P. (2017). Precision Language Education: A Glimpse Into a Possible Future. GEMA Online. 17 (4). http://doi.org/10.17576/gema-2017-1704-01

Lian, P. A., Sussex. R. (2018). Toward a Critical Epistemology for Learning Languages and Cultures. in Twenty-First Century Asia. Springer International Publishing AG.https://doi.org/10.1007/978-3-319-69995-0_3

Lotto. B. (2016). Deviate: The Science Seeing Differently. Hachette: UK.

McGilchrist, I. (2019). The master and his emissary. In The Master and His Emissary. Yale University Press.

McMillan. H. James. (2018). Classroom Assessment Principles and Practice that Enhance Student Learning Motivation (Seventh Edition).

Pearson: New York. (Adobe digital edition version)

McChasthy, J. (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Sage. 18(2) 127-138. DOI: 10.1177/1469787417707615

McGarr, O., & Gallchóir, C. Ó. (2021). Examining supervising field instructors’ reporting and assessment of technology use by pre-service teachers on school placement. Computers & Education, 146.https://doi.org/10.1016/j.compedu.2019.103753.

Nancy Frey, a. D. (2011). The Formative Assessment Action Plan. Alexandria: ASCD.

Nur, J., & Gushendra, R. (2021). Indonesian English Teachers’ Perceptions on Using Online Teaching Platforms. Proceeding of International Conference on Language Pedagogy. 1(1). 100-105. DOI: https://doi.org/10.24036/icolp.v1i1.26

Nurdiana, (2020). Language Teacher Assessment Literacy: a Current Review. Journal of English Language and Culture, 66-67.

OECD. (2015). Frascati Manual. The Measurement of Scientific, Technological and Innovation Activities. https://www.oecd.org/sti/inno/frascati-manual.htm, visitado em 16/08/2021

Pishchukhina, O., & Allen, A. (2021). Supporting learning in large classes: online formative assessment and automated feedback. Proceedings of 30th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE-2021), Prague, 1-3 September, 2021 (1 ed., pp. 158-161). Czech Technical University, Publishing House. https://doi.org/10.1109/EAEEIE50507.2021.9530953

Sudimantara, L. B. (2020). Designing 21st Century Language Learning Scenario in Indonesia: A Perspective from Computer-Assisted Language Learning. Indonesian Journal of Arabic Studies. 2(1). 2-5. doi: 10.24235/ijas.v2i1.6106

Sudimantara. L. B. (2021). Transformative Learning and Student Agency in Academic Writing in Undergraduate English Language Teacher Education Degree Programs in Indonesia. Unpublished PhD Thesis. Charles Darwin University, Australia.

Schildkamp, K., Kleij, van der, Heitink, Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research. https: //doi.org/10.1016/j.ijer.2020. 101602.

Szanto, B. (2020). Reading and Writing Comprehension in the Mother Tongue in the Romanian National Assessment – Objectives, Tests, Results. Technium Social Science Journal, 9. https://doi.org/10.47577/tssj.v9i1.933.




DOI: https://doi.org/10.21107/prosodi.v18i1.21518

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Yeni Sriyeni, Lala Bumela Sudimantara

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

Indexed By :

 width=  width=  width=   width=  width=  width=  width=

FEE 400.000 IDR

Publisher

Department of English
University of Trunojoyo, Madura
Jl. Raya Telang, Kamal - Bangkalan 69162

 

Prosodi: Jurnal Ilmu Bahasa dan Sastra

ISSN: 1907-6665 (Print) ISSN: 2622-0474 (Online)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at journal.trunojoyo.ac.id