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name, the weakness point and the causing factor of their weakness.
4 Fourthly, the researcher concluded the common causing factor which was stated by student teacher into chart form. Besides, the
researcher concluded the number of respondent with their causing factor in percentage. Here is the formula.
Result
= × 100 = .. .
Furthermore, the researcher also interpreted those data in discussion part based on the theory used in this study.
H. Checking Validity
To meet the validity of the instrument, the researcher conducted the research to all of practice teaching class to find the assessment instrument that has been
designed by student teacher. To find how the assessment instrument fulfills the test standardization, the assessment instrument was analyzed based on rubrics
that had been validatedSee appendix 1.The rubrics were validated by the expert of language testing. Here, the researcher also collected the data through
interview; the interview audio has been recorded, so the information could be listened well without any missing information. Then, to check the validity of
findings, the researcher confirmsthe findings with the subjects of research and theory used in this study.
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I. Research Stages
1. Preliminary Research
Preliminary research is important to decide whether this research is possible to be done or not. The preliminary research had been done on 17th –
19th march 2015. It gave great information related with the technique which was used by student teacher in their assessment instrument.
On the other hand, the researcher also did the library research to find the sources and previous research which had similar areas with this research.
By doing those steps, the researcher expected that this research should be done because its importance.
2. Designing Investigation
In this step, the researcher designed investigation of how the assessment instrument which had been designed by student teacher fulfills
the test standardization in form of assessment rubrics. The rubric was adapted from assessment book and the interview which was adapted from
the weakness point that could not be fulfilled by the assessment instrument. In term of getting validity of those instruments, the researcher made
validation sheets which were validated by the expert of language testing. There are 6 different rubrics in this study. It is based on assessment
techniques which have its characteristics and standardization. Each rubric consists of categories which showed how the assessment instrument had
fulfilled the standardizationSee appendix 1.
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3. Implementing Investigation
In term of investigate the student teacher assessment instruments, the researcher began to collect the data of student teacher who taught reading.
The researcher asked their permission whether the researcher was allowed to ask their assessment instrument and lesson plan or not. Then after getting the
assessment instrument and lesson plan, the researcher observed it using rubrics. The analysis result would show the weakness point that could not be
fulfilled. Since the researcher attempted to find the causing factor of the weakness, the researcher interviewed the student teacher why they could not
fulfill the indicator.
4. Analyzing data
After obtaining the data, the researcher analyzed the data to get the answer of the research question. It was stated in data analysis technique
above.
5. Concluding data
To find the result of the research, the research concluded the findings. The conclusion of this study was the final report of this study.
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CHAPTER IV FINDINGS AND DICUSSION
This chapter deals with the research findings and discussion of the study toward student teachers’ assessment instrument. The researcher describes the result of
the analysis in findings part. While in discussion part, the researcher will dispute the result of the data regarding with how the assessment of student teacher fulfill the test
standardization and the causing factor of the weakness in their assessment instrument.
A. Research Findings
The research had been conducted from 26
th
May-12
th
June 2015. Here, the researcher has gained the data of the student assessment instrument and their
lesson plan. From every practice teaching class; A, B, C, D, E, F, G, there are 24 student teachers who taught reading. Nevertheless, not all of them were able to
become the research respondent. Two of them have refused to be analyzed or interviewed, and another three did not design reading test or task, although they
taught reading in their practice teaching. In short, there were 19 students who become the research respondent here. The results of those findings are categorized
based on the research questions of the study.
1. Student Teachers’ Assessment Instrument Based on Standardization
Test.
In case of finding how student teachers’ assessment instruments fulfill the requirement of the standardization of cognitive or knowledge competency
