Penilaian Formatif Berbasis Teknologi Dalam Praktik Magang di Sekolah: Persepsi dan Implementasi

Abstract

The involvement of technology has been massively used in English language teaching since the pandemic Covid-19 spread all over the world. Technology is included in many aspects of teaching and learning such as in the implementation of formative assessment. The investigation on the use of technology in formative assessments done by the EFL teachers also has been conducted. Unfortunately, there is a limited study that investigates how technology-based formative assessments are implemented by pre-service EFL teachers during their teaching practicum at schools. To fill this existing gap, this study employed qualitative research focusing on the implementation of technology-based formative assessments conducted by twenty-one (21) pre-service EFL teachers during their teaching practicum in some senior high schools in Semarang, Indonesia. This study also describes their perception of technology-based formative assessment. In collecting the data, observation and interview were deployed for four weeks. The findings show that technology-based formative assessments have been well-implemented by pre-service EFL teachers for monitoring and checking their students’ learning progress. Some online applications and software were also used such as Google Form, Kahoot, Socrative, Quizizz, Plickers, and Google Docs. Further, it was also realized that technology-based formative assessments were perceived positively by pre-service EFL teachers, so it supports their teaching and learning process.

Keywords: Technology; Formative Assessment; Teaching Practicum, Pre-service EFL teachers

ABSTRAK

Keterlibatan teknologi dalam pembelajaran bahasa Inggris telah secara massif digunakan semenjak pandemi Covid-19 terjadi diseluruh belahan Dunia. Teknologi telah digunakan dalam berbagai aspek dalam pembelajaran dan salah satunya adalah dalam penilaian formatif. Penelitian terkait penggunaan teknologi dalam penilaian formatif juga telah banyak dilakukan. Sayangnya, masih sedikit penelitian yang berfokus pada implementasi penilaian formatif berbasis teknologi dilaksanakan oleh mahasiswa calon guru pada saat mereka melakukan magang. Oleh karenanya, penelitian ini bertujuan untuk menginvestigasi bagaimana penilaian formatif berbasis teknologi dilakukan oleh dua puluh satu (21) mahasiswa calon guru bahasa Inggris yang melaksanakan magang di SMA dikota Semarang, Indonesia dan bagaimana persepsi mereka. Untuk mencapai tujuan tersebut, peneliti menerapkan pendekatan kualitatif. Untuk mendapatkan data, observasi dan wawancara dilakukan selama empat minggu. Hasil temuan menunjukan bahwa penilaian formatif berbasis teknologi telah diimplementasikan dengan baik dengan bantuan berbagai aplikasi dan software seperti Google Form, Kahoot, Socrative, Quizizz, Plickers, and Google Docs. Terlebih, mahasiswa calon guru bahasa Inggris  memiliki persepsi positif terhadap penilaian formatif berbasis teknologi sehingga hal tersebut mendukung peningkatan kualitas proses belajar mengajar