Mulianti, Mulianti (2021) AN ANALYSIS OF WASHBACK EFFECT OF ENGLISH FORMATIVE ASSESSMENT TO THE TEACHER AND STUDENTS AT SMAIT UKHUWAH BANJARMASIN. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

This research is aimed to find out the washback effect of English formative assessment to the teacher and students at SMAIT Ukhuwah Banjarmasin. The collected data is about formative assessment which is held at SMAIT Ukhuwah after a chapter of material has taught. This research used qualitative technique. In conducting the research, the researcher analyzed whether the formative assessment bring positive or negative effect on teaching and learning process, it is also about the effect of formative assessment on how teacher teach and how students learn. The data was collected through interview the teacher and share open-ended questionnaire to 23 students which analyzed descriptive qualitatively. Throughout the analysis, the research find that according to the teacher formative assessment helped the teacher to analyze students’ understanding and help to measure students’ ability. It is also helped the teacher to evaluate whether the strategies she used has been suitable for all students or not and what matter that the teacher has to change for better teaching process at the next chapter of material. The result toward the students showed that most of students indicated have positive washback because formative assessment helped them in the summative test since the question which appear in summative similar with formative assessment’s question and because students felt happy and excited toward the assessmentt. Negative effect come as well that students feel worry if they will not able to find right answer at the same time. The findings also show about how the formative affect to how students learn. This research show that the students study about the previous task which ever given by the teacher, remember the glossary given by the teacher, studying the material prediction, do English literation, and memorizing grammar pattern.

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