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All Journal JEE (Journal of English Education) Jurnal Inovasi Pengabdian Masyarakat Pendidikan
Fitri Ade Andriani
Universitas Bengkulu
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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EXPLORING TEACHERS’ PERCEPTIONS OF FORMATIVE ASSESSMENT PRACTICES IN ENGLISH LANGUAGE CLASSROOMS Fitri Ade Andriani; Ira maisarah
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4569

Abstract

Formative assessment has been recognised as a crucial strategy in enhancing teaching and learning in English as a Foreign Language (EFL) classrooms. Few studies have specifically investigated teachers' perceptions of different types of formative assessment techniques in an EFL setting in secondary schools in Bengkulu, Indonesia. This study was designed to explore teachers' perceptions of formative assessment practices.This study used descriptive quantitative survey design with 34 active English teachers as samples selected using purposive sampling technique. The researcher used a 40 item questionnaire to gather data, adapted from the research conducted by Kausar (2023) on eleven formative assessment techniques. The data were also analyzed using descriptive statistics such as means, standard deviations, and percentages, to find the level of teachers' perception.The findings showed that teachers' attitudes towards formative assessment practices were mostly positive. Techniques such as questioning, classroom discussion, feedback, encouraging positive behaviour, personal experience activities, portfolios, one-minute papers, and appraising good values were perceived as effective in promoting student engagement and learning. However, several techniques, including multiple-choice questions, think-pair-share activities, and storytelling, received moderate responses due to challenges related to student pressure, memorization, participation, and attention management during classroom implementation.This study provides contextual information on formative assessment in EFL classrooms in Indonesia, specifically in Bengkulu province, where there are few empirical studies. The results indicate the necessity of designing and implementing targeted professional development strategies to enhance teachers' ability and capacity for the effective and sustained implementation of formative assessment techniques to aid student learning and academic performance.
Peningkatan Kompetensi Guru Bahasa Inggris SMP melalui Pelatihan Penerapan Deep Learning Approach Wisma Yunita; Ira Maisarah; Fernandita Jayanti; Safnil; Fitri Ade Andriani; Hilwa Waniza; Nasywa Nindilla Darwifa; Siti Eraz Ratu Saddina
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 6 No. 2 (2026): Vol. 6 No. 2
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v6i2.45766

Abstract

Pembelajaran abad ke-21 menuntut guru mampu merancang pengalaman belajar yang bermakna, sadar, dan menyenangkan agar kompetensi berpikir kritis, kreativitas, kolaborasi, dan komunikasi dapat berkembang secara optimal. Di Kota Bengkulu, banyak guru Bahasa Inggris di Sekolah Menengah Pertama belum mempraktikkan pendekatan pembelajaran mendalam secara sistematis, sehingga diperlukan penguatan kompetensi melalui program peningkatan kapasitas yang terarah. Penelitian pengabdian ini bertujuan untuk meningkatkan kompetensi pedagogik guru dalam menerapkan pendekatan pembelajaran mendalam pada mata pelajaran Bahasa Inggris sesuai dengan semangat kurikulum nasional. Kegiatan dilaksanakan melalui pelatihan tatap muka yang mencakup tahap persiapan, penyampaian materi, contoh penerapan di kelas, diskusi, serta evaluasi menggunakan instrumen pre-test dan post-test disertai refleksi terstruktur terhadap rencana implementasi di sekolah. Hasil menunjukkan peningkatan pemahaman konsep yang konsisten pada sebagian besar indikator, penguatan kemampuan merancang pembelajaran yang relevan dengan pengalaman peserta didik, serta komitmen peserta untuk menerapkan rancangan, media, dan aktivitas berbasis pengalaman nyata di kelas. Temuan kualitatif menegaskan perubahan perspektif guru ke arah peran fasilitator yang menumbuhkan keterlibatan dan refleksi belajar peserta didik. Disimpulkan bahwa pelatihan yang efektif memperluas wawasan pedagogik dan keterampilan aplikatif guru, serta direkomendasikan keberlanjutan melalui pendampingan di sekolah dan penguatan integrasi teknologi pembelajaran agar penerapannya menjadi konsisten dan berdampak luas.
Co-Authors Fernandita Jayanti Hilwa Waniza Ira Maisarah Nasywa Nindilla Darwifa Safnil Siti Eraz Ratu Saddina Wisma Yunita