Assessing Strategies in EFL Classes During the Onsite Transition Period at a Senior High School in Mengwi
During teachers' adaptation to online learning, the Covid-19 case has shown a decline indicating that general health conditions are starting to improve. This has encouraged the government to re-implement face-to-face learning while still paying attention to health protocols. During the transition from online to onsite learning, teachers must adjust their strategy, especially the assessment strategy, because onsite learning differs from pre-pandemic onsite learning. Therefore, this research aims to describe the assessment strategies applied by teachers during the transition period. This research is descriptive qualitative research. Researchers used observation sheets, and interviews as instruments, and data were analyzed using the Miles and Huberman models. The findings from this study are that teachers use an assessment strategy based on three assessment approaches according to the 2013 curriculum: assessment as learning, assessment for learning, and assessment of learning. However, in this transitional period, teachers are considered to need to improve in applying technology to assessment. Besides that, the strategies used by teachers also tend to be monotonous. The results of this study are expected to be a reflection for teachers in determining the right strategy in the transition from online to onsite learning.
Lestari, R. P., Asrori, M., & Sulistyawati, H. (2019). The English Teaching Strategies For Young Learners In An International Primary School In Surakarta. English Education Journal, 7(2), 151-163. https://doi.org/10.20961/eed.v7i2.35816
Miles, M. B. , & H. A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks (2nd ed). Sage Publications.
Munawaroh, E., Nurmalasari, Y., Semarang, U. N., & Yogyakarta, U. N. (2021). Student Resilience After Pandemic : Learning Loss Recovery. Jurnal Psikologi Edukasi dan Konseling, 1(2).1-10. https://ejournal.upi.edu/index.php/Psikoeduko/article/view/40509
Nissa, S. F., & Haryanto, A. (2020). Implementasi Pembelajaran Tatap Muka di Masa Pandemi COVID-19. JURNAL IKA. 8(2), 402-409. https://doi.org/10.36841/pgsdunars.v8i2.840
Noordin, M., & Darmi, N. (2022). Exploring ESL teachers’ alternative assessment strategies and practices in the classroom. Journal of Language and Linguistic Studies, 18(1), 411–426. https://doi.org/10.52462/jlls.191
Padmadewi, N. N., & Artini, L. P. (2019). Assessment Instruments for Improving English Teaching Skills through Microteaching in Indonesia. Article in Asian EFL Journal. 21(2), 49-77. https://www.researchgate.net/publication/332173981
Sharma, B. (2018). Processing of data and analysis. Biostatistics and Epidemiology International Journal, 1(1), 3–5. https://doi.org/10.30881/beij.00003
Syahrudin, H., Ramadhan I., Adlika, N. M., Hardiansyah, M. A., Olendo, Y. O., & Arifiyanti, F. (2022). The Transition of Limited Face-to-Face Learning After Covid-19 Pandemic at Islamic Private Junior High Schools Pontianak. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(2), 168–182. https://doi.org/10.25217/ji.v7i2.1802
Tosuncuoglu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies, 6(9), 163. https://doi.org/10.11114/jets.v6i9.3443
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution 4.0 International (CC BY 4.0) that allows others to share — copy and redistribute the material in any medium or format and adapt — remix, transform, and build upon the material for any purpose, even commercially with an acknowledgment of the work's authorship and initial publication in this journal.