USING ED-PUZZLE IN ONLINE FORMATIVE ASSESSMENT TO STIMULATE STUDENTS’ ACTIVE PARTICIPATION IN LEARNING GRAMMAR

Abstract

This study has the purpose to explore the implementation of online formative assessment to stimulate students’ active participation in learning grammar using Ed-Puzzle and to investigate the students’ perception of the implementation of online formative assessment through Ed-Puzzle. The research participant consisted of ten students in the second grade and an English teacher at a senior high school in Tasikmalaya. This study employed the qualitative case study because its data were analyzed in the form of sentences. The data were gathered using online observation, semi-structured interviews, and a close-ended questionnaire. To analyze the data, the researcher used coding, transcribing, and summarizing the data. The result from classroom observation showed that the teacher used nine steps when implementing online formative assessment to stimulate students’ active participation in learning grammar using Ed-puzzle. Based on the result of the interview concluded that using Ed-puzzle in online formative assessment is quite effective. As the result of the assessment process, several students gained scores under KKM when assessed using technology because timing is very short, and the signal is sometimes too slow. However, the teacher felt easier to implement the online formative assessment using Ed-puzzle. Students’ perceptions of using Ed-puzzle in implementing online formative assessment students felt fully engaged, and they like learning using digital formative assessment because they are getting more focused and more responsible for their learning. They were a bit disappointed when they get the incorrect answer and were so happy when they get the correct answer. Students’ active participation was shown in their engagement aspects behavioral, emotional, and psychological.