The Implementation of Liveworksheets as a Formative Assessment in Teaching Descriptive Text for Senior High School Students

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. However,
technical challenges were identified, such as the loss of answer progress due to page
refreshes, as well as pedagogical challenges where students tend to guess answers
for instant grades. 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.