This qualitative study investigates multi-cases of junior high school English teachers to reveal the dissonances between teachers' beliefs and practices of formative assessment in EFL classes viewed from different Continuing Professional Development (CPD). The Data were collected by conducting semistructured interviews to all respondents, classroom observations and document studies such as journals and lesson plans. The result of this study showed that teachers with high CPD participation level have stronger beliefs in formative assessment compared to those with lower CPD involvement. Their beliefs, however, were not always practiced appropriately in the classroom. Teachers' CPD participation has no real impact on the success of formative assessment practices, although it may influence teachers' beliefs. This is due to some factors influenced the implementation of formative assessment in the classroom. Futhermore, it is expected that teachers carefully consider the influecing factors and carry out formative assessment in accordance with their beliefs.

This study investigated the challenges and opportunities of formative assessment in EFL classes. It made use of qualitative research design by using indepth interviews to collect the required data. Three teachers and three students were involved as research participants in this study and they were intensively interviewed to get valid and reliable data regarding their understanding of formative assessment and the follow up actions they took after implementing formative assessment. The results of this study showed that the English teachers were found not to take appropriate follow up actions due to their low understanding of formative assessment. The teachers' understanding could influence their ability in deciding the actions. This study indicates that EFL teachers need urgent further intensive training on the appropriate implementation of formative assessment and how follow up actions should be integrated into classroom practices. Keywords: Formative Assessment, EFL, Classroom PracticesAbstrak: Penelitian ini mengkaji tantangan dan peluang penilaian formatif di kelas bahasa Inggris sebagai bahasa asing. Penelitian ini menggunakan desain penelitian kualitatif dengan mengunakan wawancara mendalam untuk mengumpulkan data yang dikehendaki. Tiga guru dan tiga siswa ikut serta menjadi partisipan penelitian ini dan mereka secara intensif diwawancarai untuk mendapat data yang valid dan reliabel mengenai pemahaman mereka terhadap penilaian formatif dan tindak lanjut yang dilakukan setelah penilaian formatif dilaksanakan. Hasil penelitian ini menunjukan bahwa guru-guru bahasa Inggris tidak melakukan tindak lanjut yang tepat karena pemahaman mereka terhadap penilaian formatif yang rendah. Pemahaman guru-guru dapat memengaruhi kemampuan mereka dalam menentukan tindak lanjut. Penelitian ini menunjukan bahwa guru-guru bahasa Inggris sebagai bahasa asing memerlukan pelatihan intensif lebih lanjut yang mendesak mengenai pelaksanaan penilaian formatif dan bagaimana tindak lanjut dari penilaian dintegrasikan ke dalam praktek di kelas.Kata Kunci: Penilaian Formatif, Bahasa Inggris sebagai Bahasa Asing, Praktik di Kelas Teaching and learning processes always consist of two main essential and inseparable activities, namely: teaching and assessment. The two cannot be separated since teaching is

Education is a key to a successful life for all human beings. Having a good education certainly helps people to have a better life and improve their living standard. Therefore, education should be continually conducted meaningfully to enhance students’ competence. However, carrying out effective learning and appropriate classroom assessment during the coronavirus pandemic could be highly challenging for the teachers to do. Teachers need to utilize various technological devices to assess students' learning competence. This is due to online learning has become a priority in learning activities in the pandemic situation. Consequently, teachers must have broader horizons on how to conduct the learning processes and appropriate assessment strategies and operate various communication technologies. This study found that English teachers implemented three types of online assessment strategies to improve students' learning competence during the pandemic of Covid-19 in Indonesia. Those strategies are online test administration, portfolio, and self-assessment. Several challenges were accoutered by the teachers in carrying out the classroom assessment through online systems such as slow internet network, expensive internet quota prices, limited access to computer and smartphone devices, poor ability in using digital technology, difficulty in conducting effective interaction. Feedback was occasionally provided when the learning processes were conducted through zoom meeting or google meet. The study implies that teachers should improve their communication technology ability and fulfill online assessment strategies' administrative procedures.

The present study was conducted which aims at developing teaching methods of Indonesian as a foreign language. This study was carried out for two years in the form of Research and Development design to develop accuracy of teaching methods to be employed to teach the Indonesian language. The study was conducted as an important and crucial issue encountered by prospective teachers of Indonesian as a foreign language to face global challenges in which teachers of Indonesian are urgently required to teach effectively. In addition, this study was conducted to prepare the Indonesian teachers to be professional teachers and ready to face the competitive world of work. In the first year, the research was focused on creating a draft of effective learning methods to teach Indonesian as a foreign language. Consequently, this study was started by analyzing the teaching methods that have been used by various language learning institutions. The second year, the study is mainly focused on trying out and validated the learning methods to ensure their effectiveness to teach Indonesian as a foreign language.

The present study aimed at developing communicative language tests for vocational high school students.  A Research and Development design was employed in this study with the primary target was to develop communicative English language tests. The main procedures in the development of the test include: (1) identifying objectives, (2) developing the test specification, (3) developing the communicative tests, (4) analyzing the results of the preliminary tryout of the communicative tests drafts, (5) revising the communicative test drafts, (6) trying out the communicative test drafts, (7) analyzing the results of the tryout of the communicative tests, (8) revising the communicative test drafts. Questionnaires and observation blanks sheet was used to gather comments, opinions, and criticisms on the draft of communicative tests from a number of selected experts. The analysis of the communicative tests tryout was done to ensure the validity, reliability, and practicality of the tests.