Implementation Of Authentic Assessment in English Classes at Junior High Schools Kota Bengkulu Bab 1-3

THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN ENGLISH CLASSES AT JUNIOR HIGH SCHOOLS

IN KOTA BENGKULU

By

MUMTAZAH HAYATIA1B011065

ENGLISH EDUCATION STUDY PROGRAMDEPARTMENT OF LANGUAGES AND ARTS

FACULTY OF TEACHER TRAINING AND EDUCATIONUNIVERSITAS BENGKULU

2014

CHAPTER I

INTRODUCTION

1.1 Background

Learning and teaching process need guidance to

direct the flow of the process to fit the initial

learning goal. Curriculum is the guidance and direction

for the teacher, which directs the teaching and

learning process in the classroom and becomes an

essential element of education. There are some

definitions of curriculum. The global definition has

been described by the National Standard of Education in

Law number 20 Year 2003 described that curriculum is a

set of planning and setting about goal, content, and

material as well as the way of used as the direction

for implementing the learning activity.

Curriculum is one of initial foundation to make a

good course. The changes in the curriculum are because

of the desire to improve and to develop the quality of

the national education system. Goodlad and Su (1992)

define curriculum as a planning which includes of

learning opportunities with specific time and place, a

tool that has goal to change behaviour of the students

as a result of planned activities and ? (where is the

noun?) involves all learning experiences achieved by

students with the guidance from the school. Each

curriculum shows its own characteristics and advantages

which focuses on students’ achievement as indicator of

success. It means that the success of curriculum can

be seen in the success of students’ achievement in

skills, ability, behavior, and social attitude.

2013 Curriculum is the newest curriculum

implemented since 2013/2014 academic year. There are

many doubts in implementing 2013 Curriculum because of

the lack of socialization in detail, the lack of school

readiness and the quality of teachers. It is difficult

to change teacher’s mindset who has taught the bank

model in a long time, the teacher writes on the

blackboard while the students are writing on their

notebook, the teacher explains while the students are

listening, the teacher makes a learning process that

prioritize students to do observations, to ask

questions, to associate, to do experiment, to

communicate as a concept of scientific approach in 2013

curriculum (Darmaningtyas, 2013)

The significant difference implementation 2013

curriculum from 2006 curriculum is the scientific

approach and the way to assess student’s competence. M.

Nuh (2013) states that scientific approach is a design

of learning process, so that the learners can construct

actively the concept, the rule or principle through the

steps of observation or identification of the problem,

how to formulate the problems, to propose or formulate

hypotheses, to collect the data by using various

techniques, to analyze the data, to make a conclusions

and to communicate the concept of finding.

The other difference implementation 2013

curriculum from 2006 curriculum is the way to assess

the students. Scientific approach is applied based on

natural phenomenon which assessed by authentic

assessment with the real evidence. Assessment is one of

the important things to measure the success of students

and teachers in teaching and learning process which

shows the progress of a student's ability. Therefore,

the researcher focuses on the assessment used in 2013

curriculum, (deleted) called Authentic Assessment to

assess the scientific approach. Aitken (2005) states

that authentic assessment captures aspects of students’

knowledge, deep understanding, problem-solving skills,

social skills, and attitudes that are used in a real-

world, or simulation of a real-world situation.

Authentic assessment provides meaningful and

interesting task to students in accordance with the

material being taught, (deleted) develops their

knowledge and skills, and performs duties in a pleasant

environment. Authentic tasks help students to practice

the complex ambiguities and to adapt to professional

life.

The implementation of authentic assessment is a

part of 2013 curriculum and still considered as a new

knowledge in Indonesian education with the lack of

explanation and information. The researcher decides to

examine further how the implementation of authentic

assessment in English classes of junior high school

which has been implemented 2013 curriculum since

2013/2014 academic year. The researcher has observed

some schools in order to know the researchable school,

and found there are five schools that have implemented

2013 curriculum since two years ago. The teachers have

already known the steps of implementation of authentic

assessment at junior high school. The researcher will

conduct the research with the title “The Implementation of

Authentic Assessment in English Classes at the Eighth-grade of Junior High

School in Kota Bengkulu”.

1.2 Identification of the Problem

Since the implementation of the 2013 curriculum,

many learning systems are converted and become

teacher’s consideration. The different implementation

of 2013 curriculum from 2006 curriculum is the

scientific approach and the way to assess by using

authentic assessment. Assessment is the important

aspect to measure the student progress and ability. In

this case, the authentic assessment will assess the

students’ base on the real word and real evidence of

their knowledge. Since this curriculum is the newest

curriculum in Indonesia and lack of information about

implementation of 2013 curriculum, in order to measure

and determine the ability of the students and what

should be improved,? (What does it mean) the teachers

should know more about the implementation.

1.3 Limitation of the Problem

In this research, the researcher focuses on

implementation and the types of authentic assessment in

English classes at junior high school in Kota Bengkulu,

which has already implemented 2013 curriculum since

2013/2014 academic year.

1.4 Research Question

This research will investigate about how is the

implementation of authentic assessment in English

classes at Junior High School in Kota Bengkulu. The

problem is formulated as follows:

1. How is the implementation of Authentic Assessment

in English classes at Junior High School in Kota

Bengkulu since 2013/2014 academic year?

2. What types of Authentic Assessment are implemented

by the teacher in English classes at Junior High

School in Kota Bengkulu since 2013/2014 academic

year?

1.5 Objective of the Research

The objectives of this research are:

1. to analyze the steps of teacher implementation of

Authentic Assessment in English classes of Junior

High School in Kota Bengkulu.

2. to see the types of Authentic Assessment are

implemented by the teacher.

1.6 Significance of the Research

1. For other researcher

The result can be used as a reference for other

researchers in the implementation of authentic

assessment.

2. For teachers

The result of this research can Provide

information to other English teachers on the

implementation of authentic assessment to

facilitate the development of students and to see

what students are required after passing the

assessment. Provide solutions to improve English

language learning in activate students’ learning

activities. Teachers can determine whether the

material taught perfectly acceptable by students

or need more explanation. By implementing the

authentic assessment teacher also can control what

is already understood and what is less understood

by the students in real evidence. Thus, the

learning process can be more focused, especially

in English lessons at junior high school with the

implementation of 2013curriculum. In addition,

teachers can enrich their knowledge of English

language teaching, so the learning process can be

run well.

1.7 Definition of Key Terms

a. Assessment

(deleted) Assessment is collecting data and

processing information from each students to see

their progress and development, then used as a

reflection of the education system to archive the

goals of teaching and learning process.

b. Authentic Assessment

Authentic assessment involves teachers and

students to develop and to demonstrate knowledge,

affective, skills and abilities in a real situation.

Discover new knowledge to support student

achievement. (Where is the subject?)

CHAPTER II

LITERATURE REVIEW

2.1 Assessment

2.1.1 Definition of Assessment

In curriculum design, assessment is considered

important to measure the success and the progress of

the students' ability to capture the material being

taught. Nation (2010) argues that the aims of

curriculum design are to make a course that has

useful goals, that achieves its goal, that satisfies

its users, and that does all this in an efficient

way. An important recurring part of the design

process is to assess how well these aims are

achieved.

Besides, Lion (1994) states that assessment

become very important not only to measure the

development or students’ progress but also to

monitor and continuously improve the quality of

programs, inform the students and their parents

about the result.

Moreover, Pellegrino (2002) states that

assessment in educational system aims to determine

how well students are learning and is an integral

part of effort for improved education. It provides

feedback to students, educators, parents, policy

Try not to mention the name of experts in the first sentence. Use your sentence even a bit as the introduction

makers, and the public about the effectiveness of

educational services. Then from the results of this

assessment was known how the material can be

accepted by the students or not.

Some experts have their own opinions about the

definition of assessment such as Allen (2004) states

that Assessment involves the use of empirical data

on student learning to refine programs and improve

student learning. Huba and Freed (2000) argue

Assessment is the process of gathering and

discussing information from multiple and diverse

sources in order to develop a deep understanding of

what students know, understand, and can do with

their knowledge as a result of their educational

experiences; the process culminates when assessment

results are used to improve subsequent learning.

From these opinions it can be conclude that the

assessment is to collect data from each student to

see the development and progress of the student's

ability to be used as a reflection of the education

system is applied, also the achieved of the aims.

Assessment and evaluation are not the same

thing, Moore (1998) attempts to clarify the

difference between assessment and evaluation.

Assessment is defined as a method to follow the

progress of the student and requires the

participation of the learner. Assessment can be

divided into two formative and summative

assessments. Formative assessment is using a variety

of approaches in different contexts. This is done in

a sustainable way to help students informally with

their learning, and help teachers improve their

teaching. Also, it can be used for diagnostic

purposes to provide meaningful feedback. Summative

assessment is a formal assessment conducted at the

end of the learning unit for judging purposes mainly

and secondly, to provide students’ learning and

achievement feedback.

Whereas evaluation is seen as making judgments

about student progress and can include self-

evaluation. Teachers must develop a plan to follow

the students' progress while ensuring appropriate

data collection method is used which allows for

evaluation through the assessment and the number of

students who achieve the standard. However, both are

important in understanding student outcomes.

National regulation of education minister

number 20 year 2007 on the standard of education

assessment states that the standard of assessment in

education is the national standards, which relate to

the mechanisms, procedures, and assessment

instruments of learners' outcomes. The learners

should be assesses in every skills, knowledge, and

attitude with the procedures accordance with the

type of evaluation used. The second part mentions

that. Educational assessment is the process of

collecting and processing information to determine

the achievement of student learning outcomes.

Assessment also determines the level of students’

success in learning system. Assessment of education

as a process of collecting and processing

information to measure student achievement of

learning outcomes include: authentic assessment,

self-assessment, portfolio-based assessment,

quizzes, daily tests, midterm exam, the final exam

of the semester, the exam level of competence, the

quality level of competency exams, exam national,

and school exams.

2.1.2 Authentic Assessment

2013 curriculum apply the use of authentic

assessment, the students are assessed their

readiness, processes, and learning outcomes.

Authentic assessment also called direct assessment,

performance assessment, or alternative assessment is

designed to measure the validity of knowledge that

can be authentically detailed. Authentic assessment

directly measure students’ achievement on

appropriate tasks through active and flexible

learning methods. Authentic assessments can be

constructed for group or individual projects, lab

experiments, oral presentations, demonstrations,

performances, journals, essays, reports, reading

logs, self-assessment, peer assessment, and

assessment of cooperative learning.

There are many expert explain the definition of

authentic assessment , such as Mueller (2014) which

explain in his web that authentic assessment is a

form of assessment in which students are asked to

perform real-world tasks that demonstrate meaningful

application of knowledge and skills that they learn

in school. Student performance on tasks usually

determines how successful the student has met

specific standard. Supported by Aitken (2005), the

authentic assessment captures aspects of students’

knowledge, deep understanding, problem-solving

skills, social skills, and attitudes that are used

in a real-world, or simulation of a real-world

situation. Authentic assessments set meaningful and

engaging tasks, in a rich context, where the learner

applies knowledge and skills, and performs the task

in a new situation. Authentic tasks help students

rehearse for the complex ambiguities of adult and

professional life.

Authentic assessment is a term to describe a

variety of alternative assessment methods that allow

the student to demonstrate his ability in completing

tasks and solving problems. Simultaneously, express

knowledge and skills in a way to simulate situations

that can be encountered in the real world outside

the school environment (Hymes, 1991). In case this

is a simulation that can express student achievement

in the real world practice.

In the American Library Association, authentic

assessment is defined as the evaluation process to

measure performance, achievement, motivation, and

attitudes of students in relevant learning

activities. In the Newton Public School, authentic

assessment is defined as an assessment of the

product and performance associated with real-life

experience of learners.

The other expert like Wiggins (1993) defines

authentic assessment as efforts to provide

assignments to students which reflect the priorities

and challenges found in learning activities, such as

researching, writing, revising, discussing the

article, analyze events, collaborate with each other

through a debate between, and so on. Moreover,

Callison (1998) states the authentic assessment is

an evaluation process that involves multiple forms

of performance measurement reflecting the student’s

learning, achievement, motivation, and attitudes on

instructionally-relevant activities. Examples of

authentic assessment techniques include performance

assessment, portfolios, and self-assessment.

According to the Ministry of Education and

Culture (2013), authentic assessment often

contradicted by the assessments using standard norm-

based tests, multiple choice, true-false, matching,

or make a short answer. Authentic assessment can be

made by teachers themselves, the team, or working

with the learners. Students’ engagement is often

very important in authentic assessment to make the

learners can learn better activity when they know

how it will be assessed. Students were asked to

reflect on and evaluate their own performance in

order to enhance a deeper understanding of the

purpose of learning and to encourage higher learning

ability. Teachers applying criteria related to the

construction of knowledge, scholarly study, and the

experience gained from outside the school.

Authentic assessment try to incorporate

teachers teach activities, students learn

activities, motivation and engagement of learners,

also learning skills. Because the assessment is part

of the learning process, teachers and students share

an understanding of the performance criteria.

Students even contribute to define the expectations

on the tasks they need to do.

Authentic assessment is often described as an

assessment of the development of learners because it

focuses on developing their ability to learn about

the subject. Authentic assessment should be able to

portray the attitudes, skills, and knowledge of what

had or had not mastered by learners, how they apply

their knowledge, in terms of what they have or have

not been able to implement the acquisition of

learning, and so on. Teachers can identify what

materials must be continued and for which material

remedial activities must be carried out anyway.

The authors conclude that authentic assessment

is an assessment that involves teachers and students

to develop the knowledge, skills and abilities of

students based on basic knowledge to the real life

outside of school and discover new knowledge that

will support the personal development of students.

Authentic assessment is the process of

gathering information by teachers on the progress

and achievement of students' learning is done

through a variety of techniques are able to express,

to prove or to show exactly that the learning

objectives have been completely controlled and

accomplished. Here are the general principles of

authentic assessment base on Ministry of Education

and Culture (2013): The assessment process should be

an integral part of the learning process, not a

separate part of the learning process. Assessment

should reflect real-world problems, not the school's

problem. Assessment should use a variety of score

measure, methods and criteria in accordance with the

characteristics and essence of the learning

experience. Authentic Assessment must be holistic

assessment that covers all aspects of learning

objectives (cognitive, affective, and sensory-

motor).

In the implementation of the assessment should

be directed to the purpose of assessment of four

things, are: Keeping track, to explore the learning

process of the students in order to remain in

accordance with the plan. Checking-up, to check is

there any disadvantages experienced by students in

the learning process. Finding-out, to seek and find

things that cause weakness and errors in the

learning process. Summing-up, to know whether the

students have reached the learning targets.

There are characteristics of Authentic

Assessment, conducted the learning activity and

assessment in an integrated, authentic assessment

reflects real-world problems, the assessment use a

variety of methods and criteria. Authentic

assessment should be holistic (competencies reflect

the attitudes, skills, and knowledge).

2.2 Types of Authentic Assessment

There are many types of Authentic Assessment

according to the experts, Aitken (2005) declare in

his research there are many researchers advocate an

increased use of authentic assessment tools. Such as

Karge (1998), Morris (2001), and Prestidge and

Williams Glaser (2000) describe a variety of

authentic assessment tools that are intended to

increase students’ engagement and make learning more

relevant. These include role play and drama, concept

maps, student portfolios, reflective journals,

utilizing multiple information sources, group work

in which team members design and build models.

Authentic assessment provides a measure by which

student academic growth can be gauged over time

while capturing the true depth of student learning

and understanding. It moves beyond the practices of

traditional tools and tasks and allows for a greater

expression of students’ abilities and achievements.

The researcher takes some expert to explain the

Authentic Assessment type. O’Malley and Pierce

(1996:11) mention the types of Authentic Assessment

are: Oral Interview, Story or Test Retelling,

Writing Samples, Projects/Exhibitions,

Experiments/Demonstrations, Constructed-Response

Items, Teacher Observations, and Portfolios.

Oral interview is one of the authentic

assessment conducted by the teacher asks the

students about the student's background, activity,

weakness, and complaints of students. This

assessment is done informally and relaxed context.

Assessment conducted interviews to each student with

an interview guide as observations to determine

student scores.

Assessment with a Story or Retelling is the

assessment to assess students by retelling the main

ideas of text already selected. Students produce

oral report and language component which assessed

using rubric or rating scale to determine students'

reading comprehension, reading strategies, and

language development of students.

The next type of authentic assessment is the

Writing Sample, students create narrative,

exposition, persuasive, or reference. Students

produce written documents which consist of content

or language component and measure by rubric or

rating scale to determine students' writing process.

The fourth type of authentic assessment

according to O'Malley is project or exhibition. On

this assessment students complete a project on a

particular content. The project can be done

individually or in pairs. Students conduct a formal

presentation, a written report, or both. Then the

results of the assessment carried out by observing

the product orally, writing product and thinking

skills, were measured in a rubric or rating scale.

Authentic assessment by experiment or

demonstration, students conduct experiments using

direct material. Then present their results in

orally or written form, or both. Therefore, teachers

can observe the results in oral or written products

and thinking skills of students. Finally the

assessment score stated by rubric or rating scale.

Constructed-Response Items, in this assessment

student respond open-ended questions in writing

form. Students produce a written report. Usually

scored on substantive information and thinking

skills. Scored with rubric or rating scale.

Teacher Observations, teacher observes student

attention, response to instructional materials, or

interactions with other students. Teacher checks

classroom environment setting. The assessment may

take little time to complete the observation. Record

observations conduct with anecdotal notes or rating

scales.

The last type of authentic assessment is a

portfolio. This assessment focuses on the collection

of student work that shows progress over time.

Student integrates the information from various

sources. The assessment will provide overall picture

of student performance and learning, strong student

involvement and commitment and calls for student

self-assessment.

In order to carry out a good authentic assessment

base on the implementation of 2013 curriculum, teachers

must understand clearly the objectives to be achieved.

Therefore, teachers should ask themselves, especially

relate to students’ attitude, which will assess the

knowledge and students’ skills. Focus on the assessment

will be done, which deals with the attitudes, skills

and knowledge. The level of knowledge to be assesses,

such as reasoning, memory, or process. The types of

authentic assessment in 2013 curriculum according to

the Ministry of Education and culture 2013 are:

1. Performance Assessment

Authentic assessment as possible involves

the participation of students, especially in

the process and the aspects will be assesses.

Teachers can do this by asking the students to

mention the elements of their project/task

which will determine the criteria of

completion. Using this information, teacher can

give them feedback for students’ performance in

narrative form or class report. There are

several ways to record the result of

performance assessment:

a. Checklist

Use to know the emergence of certain

elements or sub- indicators that should

appear in students’ performance.

b. Anecdotal/Narrative record

Use by the teacher to write the

narrative report about what is done by each

students’ performance. From the report, the

teachers can determine how well students

reach the standards competence.

c. Rating scale

Normally used by using numerical scale

following the predicate. For example: 5 =

excellent, 4 = good, 3 = moderately, 2 =

poor, 1 = very poor.

d. Memory Approach

Teacher observes the learners when doing

something, without taking notes. Teachers use

the information from their memory to

determine whether the learner has been

successful or not. This method is not too

recommended.

Performance assessment requires special

considerations. First, students should do the

steps of performance to demonstrate the real

performance for certain types of specific

competencies. Second, the accuracy and

completeness of performance aspects to be

assesses. Third, special skills needed by the

learners to complete learning tasks. Fourth,

assess the main focus of performance,

especially the essential indicator will be

observed. Fifth, observe the sequence of

students’ ability or skill.

2. Project Assessment

Project Assessment is an assessment of the

tasks to be completed by students in a certain

time. Completion of the task in the form of an

investigation carried out by learners, start

from planning, data collection, organization,

processing, analysis, and presentation of data.

The project assessment is in touch with aspects

of understanding, applying, investigation, and

others.

While working a learning project, students

have the opportunity to apply the attitudes,

skills, and knowledge. Therefore, there are at

least three things that require special

attention from the teacher in project

assessment.

a. Students’ skill in choosing a topic,

search and collect the data, process and

analyze, make sense of the information

obtained, and write reports.

b. Appropriateness or relevance of the

learning material to the development of

attitudes, skills and knowledge required

by the learners.

c. Originalities of the authenticity of a

learning project undertaken or produced by

learners.

Project assessment focuses on planning,

producing, and projecting the product. The

teachers should make a draft of assessment

instruments, data collection, data analysis,

and report preparation. Project assessment can

use several instruments are: checklist, rating

scale, or narrative record. Assessment report

can be show in the poster or a written form.

The product of a project assessment

requires a specific assessment include product

assessment, analytic and holistic assessment.

Product assessment assesses the quality of the

product and the product result in holistic and

analytic, includes assessing the student's

ability to produce. Analytic assessment refers

to all of the criteria that must be met in

order to produce a particular product. Holistic

assessment refers to the appreciation or

overall impression of the products.

3. Portfolio Assessment

Portfolio assessment is an assessment of

artifacts collection that show the progress and

results of working in the real world that

should be appreciated. Portfolio assessment can

be derived from the students’ work in

individual or groups, students require the

reflection, and evaluation based on several

dimensions.

Portfolio assessment is continuous

assessment based on the collection of

information that shows the development of

students' skills in a specific period. The

information may include student work from the

learning process is considered to be the best,

test results, or other relevant information of

the attitudes, skills and knowledge required by

a particular topic or subject. Portfolio

assessment focuses on the collection of

students’ works in individually or groups in a

certain period, which can be assesses by the

students themselves or by the teacher.

Through portfolio assessment the teacher

will determine the development and the progress

of the students'. From students’ work in

conducting or making essays, poems, letters,

drawings, photographs, paintings, research

reports, synopsis, and others base on

assessment criterion the teachers and students

can make improvements in accordance to the

learning procedures.

Portfolio assessment is done by using the

following steps:

a. Teacher briefly explain the essence of

portfolio assessment

b. Teachers alone or together with the

students determine the type of portfolio

that will be created.

c. Students, either individually or in

groups, independently or under the

guidance of teachers prepare the learning

of portfolio.

d. Teachers collect or save students’

portfolios at the appropriate place with

the record date of collection.

e. Teacher assess students’ portfolio base on

certain criteria.

f. If possible, teachers compare with the

student discuss about the result of

portfolio documents.

g. Teacher gives feedback to the students

form the result of portfolio documents.

4. Writing Assessment

It’s better to make those steps in a paragraph not a, b, c,d etc

Written test consists of selecting,

supplying and spell out the answer. Choose the

answer that consists of multiple choices, true

false, yes-no, match, and cause and effect.

Supply the answer consists of filling or

completing, short answer, and description.

Written test in description form or essay

requires the students to be able to remember,

understand, organize, apply, analyze,

synthesize, evaluate, and so on according to

the material already learned. Written test in

description form as possible should be

comprehensive, so it can describe the

attitudes, skills and knowledge domain of

students.

Students have the opportunity to give a

different answer with their friends in the

essay form, but stay obtains the same value.

Written test in the essay form usually requires

two types of the answer pattern, such as

extended-response or restricted-response. It

depends on the criteria of questions provided

by the teacher. This test provides an

opportunity for teachers to be able to measure

student learning outcomes in higher level or

complex.

2.3 Authentic Assessment and Authentic Learning

According to Ministry of Education and culture

2013, authentic learning reflects the tasks and

problem-solving conducted by students associated

base on the realities of real life outside school.

Authentic Assessment tends to focus on complex tasks

or contextual tasks, allowing student clearly

demonstrates their competence or skills. Examples of

authentic assessment such as simulations and role

play, portfolio, choosing a strategic activity, and

featuring an appearance.

Authentic assessment consists of a variety of

assessment techniques. First, direct measurement

skills of students associated with the long-term

outcome educators, such as success in the workplace.

Second, assessing the tasks require the broad

involvement and complex performance. Third, the

analysis process used to produce the learner

response on the acquisition of attitudes, skills,

and knowledge.

Briefly, authentic assessment will be helpful

for teachers to determine the best ways to achieve

all students’ result, although with a different

time. Construction attitudes, skills, and knowledge

achieved through the completion of assignments where

the students active and creative. The way of student

do their task is influence their personal

development, because authentic assessment encourages

learners to construct, organize, analyze,

synthesize, interpret, explain, and evaluate

information to then turn it into new knowledge.

Therefore, teachers must be "authentic

teachers", not only play in the learning process,

but also on the assessment by completing certain

criteria. Teachers should know how assess the

strengths and weaknesses of learners, also learning

design. Knowing the learners guide to develop their

background knowledge by asking questions and provide

sufficient resources for learners to acquire

knowledge. Teacher should be a caretaker in learning

process to see new information and assimilate

learners understanding. Being creative about how

learners' learning process can be extended to

explore the experience of the world outside the

school walls.

2.4 Review of Relevant Studies

There are several studies conducted the

implementation of Authentic Assessment in other

subject. The results of the studies are described as

follow:

Hamami (2007) did a research entitled “Applying

Of Authentic Assessment in Arabic Learning in  MTsN

Malang 3”. The result of this study showed that the

affectivity of authentic assessment implementation

increase the skill of student the affectivity of

authentic assessment by presentation to know and

increase speaking and reading skill student, and

also improves the student creativity to appreciate

the idea spoken as well as written and could raise

the student motivation.

I Wayan Balik did a research entitled “Pengaruh

Implementasi Asesmen Autentik Terhadap Prestasi Belajar Matematika

Dan Motivasi Berprestasi”. The result of this study shows

that there was of significant difference in learning

achievement and achievement motivation between the

student who were given authentic assessment and

those who given conventional assessment. Authentic

assessment in teaching and learning is influence the

learning achievement and student’s motivation. The

implementation of authentic assessment could

increase the learning achievement and motivation of

achievement.

Based on these studies, it could be concluded

that the implementation of authentic assessment

influence the teaching and learning process in

Arabic class and mathematic class. It can improve

student creativity, skills, achievement, and skills

(Repeated skill and skill?). Show the real student’s

project base on the real life. Then, the researcher

tries to analyze the implementation of authentic

assessment in English classes of junior high school

in Kota Bengkulu.

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Design

The design of this research is descriptive

research. Descriptive research is a study to

describe the phenomenon that exists, whether the

natural phenomena or human invention. Descriptive

research does not provide treatment, manipulation or

alteration of independent variables, but it

describes a real condition (Nana, 2011).

Descriptive research is appropriate to the nature

and purpose of research, which obtains the data, not

tests a hypothesis. Base on the facts found without

adding or subtracting any data, then presented in

the form of a research report by the data based on

instrument performed. This study will describe about

the implementation of authentic assessment in

English classes of Junior High School in Bengkulu

City. The researcher uses three instruments, namely

observation, interview and documentation to see the

types and the implementation of the authentic

assessment that has been apply during implementation

2013 curriculum since 2013/2014 academic year.

3.2 Subject of Research

There are six teachers as a subject of this

research, two teachers from SMP N 1, one teacher

from SMPN 2, one teacher from SMPN 3, one teacher

from SMPN 4, and one teacher from SMP PGRI. These

six subjects are chosen in this research because of

they have implemented 2013 Curriculum since

2013/2014 academic year in their school.

3.3 Research Instrument

In this research, the researcher uses three

instruments to collect and to analyze the data, and

then reports the data as the final result of research.

The instruments used are as follow:

3.3.1 Observation

Observation is one of very important methods

for obtaining comprehensive data in qualitative

research, especially when a composite of oral

and visual data become an important thing to

observe (Annum, 2014). Observation can provide

rich qualitative data, where the relevant

phenomena have been carefully observed and

detailed field notes have been recorded. In this

research the observation uses the indicator of

implementation of authentic assessment based on

theory and curriculum 2013.

3.3.2 Interview

The interviews guide used in this research

is semi-structured form. The semi-structured

interview guide provides a clear set of

instructions for interviewers and can provide

reliable, comparable qualitative data. The way

of interview in semi structured form is

interviewer asks questions that has been

structured, and then deepen one by one to

extract more information. Thus, the answers

obtained can cover all the variables, with full

details and depth explanation. Sugiyono

(2013:318) explain the purpose of semi-

structured interview is to find the problems in

a more clear, where the subject interview ask

their opinions and ideas based on the topic

study.

3.3.3 Documentation

Documenting all aspects of Authentic

Assessment, to see indicators of research and

then analyzed. (Where is the subject?)

Documentation includes a collection of

information and real evidence of implementation

of authentic assessment that will be considered

to be analyzed in this study.

3.4 Technique Of Collecting Data

The technique of collecting data in this research

uses non-test instruments namely, the observations and

documentation in the form of authentic assessment

checklist sheet. In addition, the data can support the

result that expected in the end of this study is the

interviews with English teachers.

3.4.1 Observations Checklist

Observation instrument in collecting data is

used to see and to review the implementation of

authentic assessment that teachers against

students in English classes of Junior High Schools

in Kota Bengkulu. To make sure the data reliable,

the researcher will record the observation by

using observation checklist about the

implementation of authentic assessment in the

classroom. The observation checklist consists of

ten indicators of authentic assessment. The

researcher also utilizes a handy-cam as a tool to

record the classroom activity, in order to be

considered by the expert judgment. After

collecting the data, the researcher will use the

formula to make sure the result reliable. The

observation checklist form based on 2013

curriculum from Ministry of education and culture

2013:

Table 1: Observation Checklist Form

Indicator ProsedurPenilaian

Ya Tidak

Catatan

1.

Guru membuat rancangan

dan kriteria penilaian

yang mengacu pada pedoman

penskoran.

2.

Guru memberikan tugas

sesuai dengan kondisi dan

tingkat kemampuan peserta

didik.

3.

Guru melakukan penilaian

kompetensi sikap

spiritual dan sosial

terhadap setiap siswa.

4.

Guru menganalisis lebih

lanjut hasil kerja siswa

untuk mengetahui kemajuan

dan kesulitan belajar.

5.

Guru mengembalikan hasil

kerja siswa yang disertai

feedback berupa komentar

yang mendidik.6. Guru menggunakan beberapa

teknik penilaian untuk

mengungkapkan,

membuktikan atau

menunjukkan secara tepat

bahwa tujuan pembelajaran

telah benar-benar

dikuasai dan dicapai oleh

siswa.

7.

Proses penilaian sesuai

dengan proses

pembelajaran.

8.

Penilaian tidak hanya

mengenai masalah di

sekolah, namun harus

mencerminkan masalah

dunia nyata.

9.

Penilaian menggunakan

berbagai standar ukuran,

metode dan kriteria yang

sesuai dengan

karakteristik dan esensi

pengalaman belajar.10

.

Penilaian yang digunakan

bersifat holistic, yaitu

mencakup semua aspek

tujuan pembelajaran

(kognitif, afektif, dan

sensori-motorik)3.4.2 Teacher Interview

Interview is used for getting the real

condition from participant’s experiences in

implementing the authentic assessment. The

interview contains questions points to determine a

variety of authentic assessment that is often used

by teachers and detail information about

implementation of authentic assessment as well as

the constraints of what is found when implementing

authentic assessment in English classes. The

question consists of six items, which will be

asked to the respondent directly. The interview

also utilizes a handy-cam as a tool to record the

interview, so the researcher could review it

later. Testing the feasibility of this teacher

interviews also uses content validity by expert

judgment or research supervisor. These are the

teacher interview questions:

Table 2: Interview questions

No. Question Answer

1

What are the types of

authentic assessment that you

have implemented?

2

Do you know the steps of

authentic assessment applied

in the classroom? Could you

explain?

3

Do you understand the

students’ weaknesses and

needs about the material

before giving authentic

assessment?

4

When you give the authentic

assessment for students?

(every week, every meeting,

mid test)

5

What is the common strategy

you use in implementation of

project assessment?

(Individually or group) which

one students like more?

7.

Do you assess students’

competency, spiritual and

social for each student? How

do you perform that

assessment?8. Do you think the assessment

reflect students’ real-world

problems and appropriate with

the learning materials?

9.

Do you use assessment

techniques to reveal, prove

or show the learning

objectives have been

completely controlled and

achieved by students. And how

you solve the lack student in

achieving the material?

10.

Are there any difficulties on

the implementation of

authentic assessment?

3.4.3 Documentation

Through documentation, researchers can obtain

information from various written sources or

documents of the respondent. The researcher

collects all of authentic assessment done by the

teacher, then look at how the implementation of

authentic assessment has been implemented by the

teachers, especially English teachers. See what

kind of assessment that has been implemented by

the teacher. Whether it is accordance with the

indicator of implementation the authentic

assessment which is explained in the 2013

curriculum and theory expert or not?

An instrument is said to be valid or feasible

if the instrument able to reveal the data of the

desired variable. Measuring the feasibility of

authentic assessment sheet check list done by the

expert in this case is the supervisor.

3.4.4 Triangulation

Triangulation in data collection techniques

defined as data collection techniques with

combining various data and sources from various

instrument to collect the data (Sugiyono,

2013:327). Collecting data by triangulation also

test the credibility of the data by comparing a

variety of data sources. The researcher uses

observations, interviews, and documentation for

the same data sources simultaneously. The aim of

triangulation data according to Susan in Sugiyono

(2013) is not to determine the truth about some

social phenomenon, rather the purpose of

triangulation is to increase one’s understanding

of whatever is being investigated.

The value of triangulation technique is to

determine the data whether convergent,

inconsistent, or contradictory. Then, by applying

triangulation in collecting data, the obtained

data will be more consistent and complete

certainty, because it will increase the strength

of the data, compared with a single approach.

3.5 Technique of Analyzing Data

Data analysis is conducted in form qualitative

descriptive. The results of data collection present the

process of identifying and categorizing the important

patterns in research instruments observation,

interviews, and documentation. Describe the type of

authentic assessment used by teachers and how the

implementation of authentic assessment since

implementation of 2013 curriculum in English classes at

Junior High School in Bengkulu City. (Where is the

subject?)

In qualitative research, the researcher will

analyze the data used some steps according to Miles and

Huberman in Sugiyono (2013:383) by the process of data

reduction, display the data, and verification data.

Data reduction means summarizing, selecting basic

things, and focus on important matters relating to

basic research, than remove the unnecessary data.

Therefore, reduced data will provide a more specific

and easier for researchers to collect further data in

accordance with the research indicators which will be

deliver in research report. In this case, the

researcher will use observation checklist in order to

analyze the data. Then, the researcher will calculate

the number of ‘yes’ answer in each item. The researcher

will use a formula to calculate of the data as follow:

( Sudijono, 2009)

P : Percentage of score

P = F/N x

F: The number of yes answer each items

N : Total items score

After finding the result, the researcher will

accumulate each percentage of the respondents in order

to find out the whole mean percentage. It can be

formulated, (deleted) as follow: Mg= ∑ P∑ N

Mg = the mean score of the whole percentage

for a group

P = percentage each respondent

N = number of respondent answering each

statement

After accumulating the mean percentage of the

respondents, the researcher will classify into five

categories:

Categories Score

Very Good (90 -100)

Good (80 - 90 )

Fair (70 - 80 )

Poor (60 – 70)

The next step is the presentation of the analysis

data. Data presentation is direct from the results of

reduction data, than the data will be organized,

arranged in a relationships pattern, and easier

understood. Data presentation can be done in the form

of narrative descriptions and relationships between

(between is usually followed by ‘and’) the indicators

that are focus of the research. These presentations

will be easier for the researcher to understand what is

happening in real case.

The last step is to draw conclusions based on the

findings and verified data to obtain the evidence. The

researcher draws conclusions and verify by finding the

meaning of each discovery symptom, noting the

regularity and the possible configurations, the

causality flow of phenomena and propositions.

Preliminary conclusions presented are still temporary

and will change when the researcher finds the other

supporting evidence while collecting the data.

3.6 Validity

Instruments used in the research to cover, to

reveal, to explain, to record, to measure should be

have a responsibility. This means that the instrument

must have certain qualifications that meet the

scientific requirements. The qualification requirements

at least include the aspects of validity in question

items of research instrument. The validity of research

instruments which prove whether the instrument can

measure what is to be measured or not.

In this research, the researcher uses

triangulation to measure the validity of data findings,

which will be attached in the end of study. There are

many ways to triangulate the data, but the researcher

only take the triangulation data source and

triangulation of expert judgment. Triangulation data

source is the researcher collect the data through some

method or techniques and sources, includes observation,

documentations, historical documents, record, personal

writings, notes, drawings or photos. Triangulation

expert is the researcher collaborate the other expert

as expert judgment to check the result of the data. In

this study, the supervisor as the expert judgment gives

feedback from the results of data collection.

3.7 Research Procedure

The researcher will collect the information about

implementation of authentic assessment, the types of

authentic assessment, and how the application of

authentic assessment in 2013 curriculum from many

sources like documents, journals, thesis, and internet

resource.

Observe the researchable school, which have been

applied 2013 curriculum since 2013/2014 academic year

in Bengkulu City. (where is the subject?) After finding

the researchable Junior High School, researcher

prepares the entire research instrument. Requesting

consideration the research instrument to expert

lecturers, in this case to the research supervisor, and

then corrected based on the results of consideration.

Asking teacher permissions in researchable school

to obtain the data and complete the research report.

(where is the subject?) After getting permission,

researcher does the entire instruments to collect the

data. From the data collection, the researcher begins

to analyze the data based on the technique of analyzing

data. The last procedure is drawing the conclusion

based on the data finding.

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