Digital Writing Assessment Practices In Recount Text Writing Through Google Classroom: An Exploratory Case Study At A Junior High School

Oleh :
Pratiwi Indah Sulistiyowati - S892208005 - Fak. KIP

Writing assessment plays a crucial role in supporting students’ writing development, yet little is known about how digital writing assessment is implemented in semi-rural secondary school contexts. This study aims to explored (1) the aspects of writing assessed by teachers, (2) the process of digital writing assessment through Google Classroom, and (3) students’ responses to the assessment. Using an exploratory qualitative case study, the research was conducted in a Grade VIII classroom at a semi-rural public junior high school in Central Java. Participants included one English teacher, fifteen students, and five students who participated in in-depth interviews. Data were collected through classroom observations, interviews, document analysis, and Google Classroom records, and analyzed using thematic analysis. The findings showed that the teacher employed an analytic, genre-based assessment focusing on content, organization, vocabulary, grammar, and mechanics, with particular emphasis on recount text structure and grammatical accuracy, especially the Simple Past Tense. Google Classroom facilitated a structured assessment process, including assignment distribution, rubric-based assessment, digital submission, teacher feedback, revision opportunities, and grading. Students generally reported positive perceptions, describing increased motivation, engagement, and responsibility during the writing process. It can be concluded, despite challenges related to digital literacy, technological skills, and limited instructional time, both teachers and students collaboratively adapted to these constraints. The study implies that the success of digital writing assessment depends not only on technology availability but also on teachers’ pedagogical strategies, formative feedback practices, and students’ digital readiness. The study suggests that the implementation of digital writing assessment is influenced not only by the availability of technology but also by teachers’ pedagogical practices, formative feedback, and students’ digital readiness. Overall, Google Classroom can support formative writing assessment and help writing development even in a rural school.