The Use of Interactive Formative Assessment in An Efl Class Through The Comment Column of Google Classroom

Asifa Dhearul, Janah and Desi Wijayanti, Ma’rufah and Maulana, Mualim The Use of Interactive Formative Assessment in An Efl Class Through The Comment Column of Google Classroom. Tarling: Journal of Language Education. ISSN 2614-4271

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Abstract

Interactive formative assessment was applied in an online teaching-learning. In SMA Annuriyah Bumiayu, an English teacher used Google Classroom in the Comment Column features to apply the online assessment for the EFL students. This study aimed to describe the use, find out the strengths, and discover the weaknesses of interactive formative assessment in the comment column of Google Classroom. This research was descriptive qualitative research. The data were obtained through interviews, observation, and documentation. The data were in the form of interview transcripts, table observation, field notes, and picture documentation. The researcher used data triangulation and method triangulation for the trustworthiness of data. For analyzing data, the researcher used interactive model analysis, which contained reducing, presenting, and drawing or verification of the data. The results of this research show that the teacher used Google Classroom for presenting interactive assessments. From the description, the finding demonstrates the utilities and the tools of interactive assessment. Furthermore, the finding of the study also exposes the strengths and weaknesses of using Google Classroom. The advantages include Google Classroom are helpful in ELT, assessing students, and manage formative assessment. Also, the disadvantages are students with lack motivation and low adversity quotient faced on Google Classroom.

Item Type: Article
Subjects: 2x7 Filsafat dan Perkembangan > 2x7.3 Pendidikan > 2x7.31 Metoda dan Sistem Pendidikan
Divisions: Fakultas Tarbiyah dan Ilmu Keguruan > Tadris Bahasa Inggris
Depositing User: Sdri Ayuk Kusumaningrum
Date Deposited: 19 Jul 2022 06:51
Last Modified: 19 Jul 2022 06:51
URI: http://repository.uinsaizu.ac.id/id/eprint/15000

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