Abstrak
English instruction in Indonesian junior high schools often faces challenges like large classes and overreliance on summative assessments, leading to passive learning. This study investigates the efficacy of the exit ticket strategy—a brief, targeted formative assessment—in enhancing eighth-grade students' English achievement. Employing a quantitative quasi-experimental design at SMPN 2 Tilatang Kamang, 62 students were divided into an experimental group (receiving exit tickets over three meetings) and a control group (receiving conventional instruction). Data were collected using pre-tests and post-tests covering listening, speaking, reading, and writing skills. Statistical analyses, including paired-samples and independent-samples t-tests, revealed significant findings. The experimental group showed substantial internal improvement from pre-test to post-test (p = 0.000). Furthermore, they significantly outperformed the control group in the post-test (p = 0.000), achieving a mean score of 83.17 compared to the control group’s 74.53. These results substantiate that the exit ticket strategy positively impacts English achievement by providing immediate, actionable feedback and fostering a responsive learning environment. The study recommends integrating this efficient formative assessment into the Indonesian Merdeka Curriculum to improve student engagement and outcomes