Erwin Rahayu Saputra, 2016 THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN THE 2013 CURRICULUM
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
Regulation of Ministry of Education and Culture Number 66, 2013 on Assessment Standard; Mueller, 2014 and the assessed competences as mentioned in
Regulation of Ministry of Education and Culture Number 66, 2013 on Assessment Standard and Kemendikbud 2014. Lastly, the instruments are derived from the
theory of challenges of implementation of authentic assessment taken from Mehrens 1992, Shavelson, Baxter, Pine 1992,
O’Malley Pierce 1996, Linn Baker 1996, William 2001, and Lund 2012. The detail of the
instrument is provided in the Appendix Section.
3.4 Data Collection
To collect the data and to ensure the credibility, technique triangulation as proposed by Yin 2003 and also Creswell 2007, 2009, 2012 was employed to
obtain the data from different source of the data by using different techniques. The data sources were the English teacher involved in the study with her students and
the teaching administration in the form of syllabus, lesson plans, and the notes as well as the tasks. The data were obtained by using three techniques of data
collection namely observation, interview and document analysis. The following subsections explain the techniques of collecting the data with the source of the
data for each technique.
3.4.1 Observation
The first technique used to collect the data was observation. In this observation, nonparticipant observation as discussed by Creswell 2007,
2009, 2012, and Fraenkel, Wallen, Hyun 2012 was used in order to obtain the data completely by observing the behavior or activity of the
participant of the study without involving the activity directly. Observation sheets and field notes see Appendix 2 were used as the primary means to
gather the data in the observation. Besides, to support the credibility of the data gathered from this technique, each session of the observation was
videotaped and the tapes were transcribed. These observations were conducted in the classroom for twelve sessions until the data are
Erwin Rahayu Saputra, 2016 THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN THE 2013 CURRICULUM
Universitas Pendidikan Indonesia |
repository.upi.edu |
perpustakaan.upi.edu
‘saturated’ Alwasilah, 2011; Malik Hamied, 2014. Therefore, the rich data could be gathered to make thick description as discussed by Bogdan
Biklen 1992.
3.4.2 Interview
The second technique employed was interview. There were two kinds of interview employed. Firstly, a semi-structured interview
technique as discussed by Kvale 1996, Fraenkel, Wallen Hyun 2012 Creswell, 2007, 2009, 2012 was used in order to maintain the focus and
flexibility in practice see Nunan, 1992. So, the rich and valid data could be gathered since the ‘emic’ or ‘insiders’ perspective was put forward
through this data collection. Besides, this technique will be helpful to verify the data gathered from the observation. An interview session named
General Interview guided by interview guideline see Appendix 4 was conducted with the teacher. Then to clarify and verify the data, an
interview session using guideline see Appendix 6 was conducted with seven students selected based on the level of competence according to the
teacher. Secondly, other form of interview called follow up interview or retrospection interview see Nunan, 1992 was conducted following each
observation to respond the activities in the observation. This interview could enable a clarification and reality check about the data. All interview
sessions were audio-taped and later were transcribed. To add the meaning and core data of the interview quickly, the researcher also took a note the
important things during the interview.
3.4.3 Document Analysis
