PANYONARA: Journal of English EducationVol. 4, No. 2, September 2022
The research is aimed at analyzing the process of implementing classroom assessment and conducting formative assessment in English as Foreign Language (EFL) at Islamic Junior High School. The approach of this study used qualitative research. One of the qualitative research designs applied in this study was the case study design. The data were collected through interviews, observations, and documentation to an English teacher, as well as some observed students. Methodological triangulations were used to validate the data collected, which was then analyzed qualitatively and reported descriptively. The findings revealed that there are three points related to this research; theteacher has alreadyunderstoodthe concept of formative assessment, the teacher has already conducted the formative assessment in the EFL classroom, and the challenges faced by a teacher while conducting the formative assessment in the EFL classroom. The challenges were the teacher stated that due to the fact that she had to prepare for both an oral and written exam. It is quite difficult to get information regarding the current learning process. Making oral and written assessments as a consequence is one of the challenges students encounter in class. Then, the teacher acknowledges that creating evaluation criteria for both written and oral tests is challenging for her. Additionally, the teacher is unable to use the allotted time.toward the future introduction of more online English language online courses.