The Implementation of Liveworksheets as a Formative Assessment in Teaching Descriptive Text for Senior High School Students
DOI:
https://doi.org/10.24114/tj.v15i1.75635Keywords:
Task-Based Language Teaching, E-Worksheet, Descriptive Text, LiveworksheetAbstract
This study aims to determine the way teachers implement Liveworksheets as a formative assessment tool in teaching descriptive texts to 10th-grade students. This study is grounded in the theoretical framework of Formative Assessment by Black and Wiliam, the SAMR technology integration model by Puentedura, and the concept of functional descriptive texts by Gerot and Wignell. The research method employed is a descriptive qualitative design. Data collection was conducted at MAN 2 Model Medan through direct classroom observation and semi-structured interviews with English teachers, analyzed inductively using code-to-theme analysis. The results indicate that the implementation of Liveworksheets is effective and has reached the Modification stage in the SAMR Model. The success of this process depends on the synergy between system feedback (auto-scoring) and teachers’ pedagogical feedback, which fosters student autonomy. Based on these findings, it is recommended that teachers continue to combine automated features with direct pedagogical guidance and provide technical instructions at the beginning of class. Further research is suggested to conduct quantitative studies or explore the integration of artificial intelligence (AI) as a digital writing assistant.
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