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All Journal Maspul Journal of English Studies (Majesty) Majesty Journal
Tini Tini
Madrasah Ibtidaiyah Negeri Kambiolangi, Enrekang-Indonesia
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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The Effect of formative assessment on students’ grades in learning English Ismail Ismail; Tini Tini
MAJESTY JOURNAL Vol 2 No 1 (2020): Majesty: Language Education, CCU and Blended Learning
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v2i1.315

Abstract

Objective: Assessment is an important for learning and teaching and is an important component for further development if they use the right approach. This study focuses primarily on how formative assessment, as a type of favorable assessment, can be an effective contributor to increasing student motivation in learning English. Method: This study explores the results of formative assessments through questionnaires for 24 students and 5 for teachers, in the SMA 1 Alla-Enrekang, where English is taught as a foreign language. Result: It is assumed that formative assessment has a major influence on what students learn and how the teacher validates. Discussion: Formative assessment can help teachers anticipate initial concerns for student disparity in the development of learning. Therefore, this assessment method cannot accurately assess the frequency of student acquisition, because it varies from one teacher to another and subjects with other subjects.
The Effect of formative assessment on students’ grades in learning English Ismail Ismail; Tini Tini
MAJESTY JOURNAL Vol 2 No 1 (2020): Majesty: Language Education, CCU and Blended Learning
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1305.237 KB) | DOI: 10.33487/majesty.v2i1.315

Abstract

Objective: Assessment is an important for learning and teaching and is an important component for further development if they use the right approach. This study focuses primarily on how formative assessment, as a type of favorable assessment, can be an effective contributor to increasing student motivation in learning English. Method: This study explores the results of formative assessments through questionnaires for 24 students and 5 for teachers, in the SMA 1 Alla-Enrekang, where English is taught as a foreign language. Result: It is assumed that formative assessment has a major influence on what students learn and how the teacher validates. Discussion: Formative assessment can help teachers anticipate initial concerns for student disparity in the development of learning. Therefore, this assessment method cannot accurately assess the frequency of student acquisition, because it varies from one teacher to another and subjects with other subjects.
Co-Authors Ismail