This paper presents the result of a survey on the usefulness of an ICT-based software program called DEC (a pseudonym for a particular commercial English learning resource). This program was utilized by English Departement University of PGRI Semarang as a complementary software in Integrated Course offered to the first semester students. The research adopted Technology Acceptance Model (TAM) by Davis (1989) which focused on the perceived acceptability of the program. An online questionaire was used to get the data. 236 students participated in the survey. The collected data were tabulated and interpreted descriptively. The findings show various results from the questionnaire under the 4 headings: perceived ease of use, perceived usefulness, perceived attitude towards usage, and perceived intentional behavior to use.

Technology integration in language assessment has been regarded as a common strategy in an educational setting. However, teachers need to adjust the perception and cogency of assessment in an online setting as well as the concept of formative assessment in online environments. This research aimed to investigate the students' perception of online backchannel implementation as a formative assessment in improving the students' writing skills in an English classroom. For this purpose, a mixed-method was applied with a closed-ended questionnaire distributed to 32 students and semi-structured interviews carried out to 24 students at the eighth-grade students of a state junior high school in Semarang, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23 and qualitatively. The findings revealed positive perceptions of online backchannel implementation as a formative assessment in improving their writing skills. They considered it a new and innovative process of an assessment that helped them get the maximum result of writing. Furthermore, students' motivation and confidence in writing were raised. This study's implication calls for the implementation of online backchannel in English class as a formative assessment during the writing process.

<div><p class="StyleABSTRAKenCambria">The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning.</p></div><p> </p>

The effect of tests on the teaching and learning, generally known as washback, has been recognized by scholars for a long time. However, studies on washback are usually addressed for high-stakes testing. This study investigates the washback effect of low-stakes test namely performance-based test used in measuring reading skills. Such a test is low stakes because it does not bring about serious consequence on the part of the students. The subjects of the research were 10 English teachers and 50 students of junior high schools in Semarang, Central Java, Indonesia. Data were collected through semi-structured interview and a questionnaire for both the teachers and students. The results showed that performance-based test gives positive effect in reading for the EFL learners in the areas of: students� enthusiasm in reading, reducing boredom in reading, students� curiosity on reading text content, and students� improvement on higher-order thinking skills. To the teachers it affects the areas of teaching methods, teaching materials, and time allotment.

Digital learning has existed since 2000, but in that year digital learning was not as advanced as in 2020. In 2020, digital learning has taken place in the field of education because today's technology can be accessed very easily. However, the problem that often arises is that teachers do not use internet digital media for the learning and assessment process. To address the existing gaps, this study is trying to investigate the current implementation of Google Form as online vocabulary assessment in English teaching and compare to the traditional vocabulary assessment. To reach that purpose, this study applied quasi-experimental study design. The population of the study class VIII Students of SMP N 9 Semarang in 2021/2022. The writers took two classes as control class and experimental class. There are two types of instrument tests given, namely pre-test and post-test. The result of the study reveals that there is a significant difference in the vocabulary mastery between those taught using Google Form as online vocabulary mastery and those taught using traditional vocabulary assessment. This is proved by the t-test result in which its value is greater than the t-table. This result implies that Google Form can be an alternative vocabulary assessment during the online and blended English teaching and learning process.

Considering the students as digital-natives, the integration of technology in English language learning is needed. It is in line with the 21 -century students required-skills that they have to master information communication and technology (ICT). Hence, Edmodo has been used by English teachers in secondary schools as an online learning platform to support and reach their learning objectives today. This current study aims to look over the secondary students’ perception on the use of Edmodo in English learning. To reach this purpose, a mixed-method approach was applied. Forty students from four different secondary/junior high schools were involved in this study. In collecting the data, a closed-questionnaire consisted of 13 items and a semi-structured interview were carried out. The finding reveals that Edmodo was positively and wellperceived by the secondary students as an acceptable online learning platform for their English learning. Even the problem of an internet connection arises, most of the students admit Edmodo assists them in saving their learning time, reducing learning boredom, and creating better English learning.

Teacher profession is developed through a training on how to create teaching media using Microsoft Office Application PowerPoint. There

Formative assessment is one type of assessment that is commonly implemented in teaching and learning. However, to carry out a formative assessment, teachers need to adjust the conceptions of formative assessment in the online teaching and learning environment. This descriptive qualitative study aimed to determine the English teacher's conceptions of formative assessment in online teaching and learning. To gather the data, the writers used a closed-questionnaire and semi- structured interview. Furthermore, two English teachers participated as the sample of this study. These two English teachers were selected based on several predetermined conditions; teaching experience and educational background. The result of this study shows that both English teachers have a good conception of formative assessment in online teaching. They consider that the application of formative assessments in the online classroom is easy and does not need complicated requirements in its implementation. In addition, formative assessment can help English teachers monitor the progress of their students so that they can prepare better future lesson plans according to the conditions of their students in the online teaching and learning process.