Management of Non-Academic Formative Assessment in Enhancing Self-Confidence and Collaboration in the Sunday School English Club

Abstract

This study aims to analyze the management of non-academic formative assessment by volunteer teachers in supporting the development of students’ self-confidence and collaboration at the English Club of the HKBP Padang Bulan Sunday School. The background of this study stems from the importance of managing non-academic formative assessment in non-formal education, particularly in supporting the development of students’ character and social skills. Although the English Club has served as a platform for nurturing children through language activities and social interaction, the implementation of student progress assessment still faces challenges in the form of limited assessment tools, a lack of a progress tracking system, and instructors’ limited technical understanding of managing formative assessment. This study employs a qualitative approach using a case study design. The research was conducted at the HKBP Padang Bulan Sunday School English Club. The research data sources consisted of the English Club coordinator and three volunteer teachers as the main informants, while the students served as subjects of observation to track the development of their self-confidence and collaboration during the activities. Data collection techniques included in-depth interviews, observation, and documentation. Data analysis was conducted through the stages of data condensation, data presentation, and drawing conclusions. The research results indicate that the management of non-academic formative assessment was carried out through a process of planning the developmental aspects to be observed, conducting observations during the activities, providing feedback, and following up with student guidance. The assessment results were utilized by the teachers as a basis for understanding the students’ needs and determining appropriate coaching strategies. The study also identified several obstacles, namely the diversity of student characteristics, teachers’ time constraints, and the lack of standardized assessment instruments. To overcome these obstacles, teachers implemented adaptive strategies through a personalized approach, providing motivation, creating a safe learning environment, and coordinating among volunteers. This study concludes that the management of non-academic formative assessment in English Club activities serves not only as an evaluation process but also as part of students’ character development by supporting the growth of self-confidence and collaboration skills within a non-formal, church-based educational setting