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All Journal Jurnal Konseling dan Pendidikan EDUCAFL : E-Journal of Education of English as a Foreign Language EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LLT Journal: A Journal on Language and Language Teaching Journal of English for Academic and Specific Purposes (JEASP) JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Pendidikan dan Konseling International Journal of English Education and Linguistics (IJoEEL) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Lingua Susastra Journal of English Language and Education Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat JELL (Journal of English Language Learning
Peptia Asrining Tyas
English Language Education Program, Faculty Of Cultural Study, Brawijaya University, Malang
Arts Humanities Civil Engineering, Building, Construction & Architecture Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Jurnal Konseling dan Pendidikan

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The importance of formative assessment based on students’ perception Arinaa Sabilah Ghozali; Peptia Asrining Tyas
Jurnal Konseling dan Pendidikan Vol 10, No 2 (2022): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/184500

Abstract

EFL (English for Foreign Language) refers to the teaching and learning of English in educational settings where the society does not use English as their first language. Most EFL teachers in Indonesian formal schools developed their formative assessment according to their own perception, whereas several studies had proven that formative assessment should be designed based on students’ perception. The aim of this study is to describe the students’ perception of formative assessment practices in EFL class, which use the formative assessment cycle as the conceptual model. The research design in this study is survey design. The subject of this study is 11th grader students in State High School 8, Malang, Indonesia. The study is held throughout the English subject in the odd semester of 2022/2023 school year. The data analysis techniques used is descriptive quantitative. The quantitative data distribution of five dimensions of formative assessment shows that all of the subject percept every indicator positively. The results confirm that designing a formative assessment based on students’ perception is highly needed, where along the process, teachers could reflect their quality of teaching, and in the same time, students are facilitated to improve their goals, reducing material-misconception, expanding understanding in strength and weakness, and also developing better students-teacher communication in learning.
Co-Authors Arinaa Sabilah Ghozali Binti Muifatun Nazilah Devinta Puspita Ratri Dewi Fatima Nur Alfatihah Dian Inayati Faiz Hisyam Akbar Femi Eka Rahmawati Fikra Raushani Khittahira Hanas Ulfah Safitri Ika Puspitasari Jihan aisah kirahla Khurin In Khumairo Lydia Kusumahwati Mega Safitri Mega Safitri Mega Safitri Mega Safitri Ni Made Kesi Sasmita Rahmania Rahmania Shalahudin Ayyub Silsilya Wahyu Nurya Tarisa Olivia Putri Widya Caterine Perdhani Widya Caterine Perdhani Wiwik Umiyati Zuliati Rohmah