THE AUTHENTICITY OF ENGLISH LANGUAGE ASSESSMENT FOR THE TWELFTH GRADE STUDENTS OF SMK NEGERI 4 SURAKARTA The Authenticity Of English Language Assessment For The Twelfth Grade Students Of Smk Negeri 4 Surakarta In Academic Year Of 2015/2016.
THE AUTHENTICITY OF ENGLISH LANGUAGE ASSESSMENT FOR
THE TWELFTH GRADE STUDENTS OF SMK NEGERI 4 SURAKARTA
IN ACADEMIC YEAR OF 2015/2016
COVER
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master in Language Study Graduate Program
by
NURUL HIDAYATI
S200140034
POST-GRADUATE
MASTER OF LANGUAGE STUDIES
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2016
ii
NOTE OF ADVISOR I
Mauly Halwat Hikmat, Ph.D
Lecturer of Magister of Language Study Post Graduate Program Muhammadiyah
University of Surakarta
Official Note on Nurul Hidayati’s Thesis
Dear
The Director of Graduate Program of Magister of Language Study Post Graduate
Program Muhammadiyah University of Surakarta
Assalamu’alaikum Wr. Wb.
Having read, examined, corrected, and necessarily revised the thesis of
Name
: Nurul Hidayati
Nim
: S 200 140 034
Program
: Magister of Language Study
Focus on
: Learning Evaluation of Language
Title
: The Authenticity of English Language Assessment for the
Twelfth Grade Students of SMK Negeri 4 Surakarta in
Academic Year of 2015/2016.
I state that the thesis is approved to be examined by board of examiners in the
Magister of Language Study of Muhammadiyah University of Surakarta.
Wassalamu’alaikum Wr. Wb.
Surakarta, January 2016
First Advisor
Mauly Halwat , Ph.D
iii
NOTE OF ADVISOR II
Dr. Anam Sutopo, M.Hum
Lecturer of Magister of Language Study Post Graduate Program Muhammadiyah
University of Surakarta
Official Note on Nurul Hidayati’s Thesis
Dear
The Director of Graduate Program of Magister of Language Study Post Graduate
Program Muhammadiyah University of Surakarta
Assalamu’alaikum Wr. Wb.
Having read, examined, corrected, and necessarily revised the thesis of
Name
: Nurul Hidayati
Nim
: S 200 140 034
Program
: Magister of Language Study
Focus on
: Leraning Evaluation of Language
Title
: The Authenticity of English Language Assessment for the
Twelfth Grade Students of SMK Negeri 4 Surakarta in
Academic Year of 2015/2016.
I state that the thesis is approved to be examined by board of examiners in the
Magister of Language Study of Muhammadiyah University of Surakarta.
Wassalamu’alaikum Wr. Wb.
Surakarta, January 2016
Second Advisor
Dr. Anam Sutopo, M.Hum
iv
APPROVAL
THE AUTHENTICITY OF ENGLISH LANGUAGE ASSESSMENT FOR
THE TWELFTH GRADE STUDENTS OF SMK NEGERI 4 SURAKARTA
IN ACADEMIC YEAR OF 2015/2016
THESIS
by
NURUL HIDAYATI
S200140034
Approved to be Examined by
Consultant I
Consultant II
Mauly Halwat Hikmat, Ph.D
Dr. Anam Stutopo, S.Pd, M.Hum
v
PRONOUNCEMENT
I am the writer of this thesis,
Name
: Nurul Hidayati
Nim
: S 200 140 034
Program
: Master of Language Studies
Focus on
: Learning Evaluation of Language
Title
: The Authenticity of English Language Assessment for
the Twelfth Grade Students of SMK Negeri 4 Surakarta
in Academic Year of 2015/2016.
Certify that this thesis is definitely my own work. I am completely
responsible for its content. Otherwise, there are some other writer’s opinions
for findings included in this thesis but they are quoted or cited in accordance
with ethical standard. When there is evidence that this thesis is a kind of
plagiarism, I will accept the correlation of my post graduate degree given by
Muhammadiyah University of Surakarta.
Surakarta, January 2016
The writer
Nurul Hidayati
vi
MOTTO
By time,
Indeed mankind is in loss,
Except for those who have believed and done righteous deeds
and advised each other ti truth and advice each other to
patience.
( Quran : Al-Ashr 1-3 )
Take benefit of five before five : your youth before your old age,
your health before your sickness, yor wealth before your poverty,
your free time before you are pre occupied, and your life before
your death.
( Narrated by Ibn Abbas and reported by Al Hakim )
vii
DEDICATION
This thesis is dedicated to:
---------My Beloved Husband, Sons and Daughters--------With whom my spirit is always on
------------------------My Beloved Institution-----------------In which I have learned precious experiences
viii
ACKNOWLEDGMENT
Alhamdulillahi Robbil‘aalamin, praise to Allah SWT for the strength and
guidance so that the writer is able to finish writing the research entitled “The
Authenticity of English Language Assessment for the Twelfth Grade Students of
SMK Negeri 4 Surakarta in Academic Year of 2015/2016”.
The research is completed because of advice, support, and prayer from
everyone. Therefore, the writer would like to express her gratitude and appreciation
to:
1.
Prof. Dr. Khudzaifah Dimyati, SH, M.Hum, the Director of Muhammadiyah
University of Surakarta,
2.
Prof. Dr. Markhamah, M.Hum, the Head of Language Study Department,
3.
Mauly Halwat, Ph. D and Dr. Anam Sutopo, S.Pd, M.Hum as the consultants,
who have given guidance, information, suggestion and correction patiently
during the arrangement of the research.
4.
Suratno, S.Pd., M.Pd., the former Principal of SMK Negeri 4 Surakarta who
had given her permission to continue studying.
5.
Drs. Suyono, M.Pd., the Principal of SMK Negeri 4 Surakarta who had
facilitated to do the research.
6.
Dra, Sartini Sardjan, Dra. Tri Udik Hastuti and Heri Susanto, M.Kom who had
done favours for her in completing her thesis.
ix
7.
Her beloved friends Eko Mulyono, Maratina Indah Prasmawati, for all favours,
pray and support.
8.
All teachers and administration staff of SMK Negeri 4 Surakarta who had
given motivation to finish this thesis.
9.
All friends in English Class A of MPB 2014 who have given their support and
motivation.
10. Her beloved family – her husband M.Syukur; her sons Damar, Gigih, Bara;
her daughters Tazkia and Naily for all favours, pray and support.
11. All friends, and lecturers that cannot be mentioned one by one, who have
supported her.
The writer realizes that this research is far from being perfect. Therefore, the
writer accepts all positive and constructive criticism and suggestion.
The writer
x
TABLE OF CONTENT
COVER ............................................................................................................... i
NOTE OF ADVISOR I ...................................................................................... ii
NOTE OF ADVISOR II ................................................................................... iv
APPROVAL ....................................................................................................... v
PRONOUNCEMENT ....................................................................................... vi
MOTTO ........................................................................................................... vii
DEDICATION ................................................................................................ viii
ACKNOWLEDGMENT................................................................................... ix
TABLE OF CONTENT .................................................................................... xi
ABSTRACT .................................................................................................... xiv
CHAPTER I INTRODUCTION ........................ Error! Bookmark not defined.
A.
Background of the Study ................... Error! Bookmark not defined.
B.
Limitation of the Study ...................... Error! Bookmark not defined.
C.
Problem Statements ........................... Error! Bookmark not defined.
D.
Objective of the Study ....................... Error! Bookmark not defined.
E.
Benefits of the Study .......................... Error! Bookmark not defined.
F.
Research Paper Organization ........... Error! Bookmark not defined.
CHAPTER II RELATED LITERARY REVIEW ........... Error! Bookmark not
defined.
A.
Previous Studies ................................. Error! Bookmark not defined.
B.
Theoretical Review ............................ Error! Bookmark not defined.
1.
Assessment ............................................ Error! Bookmark not defined.
2.
Authentic Assessment ............................ Error! Bookmark not defined.
3.
Authentic Assessments in English Language Teaching. ................ Error!
Bookmark not defined.
4.
Authentic Assessment as Recommended in The Indonesian National
Standard of Assessment. ...................... Error! Bookmark not defined.
xi
5.
Scoring Rubrics and Grading System in Language Assessment ..... Error!
Bookmark not defined.
C.
Theoretical Framework ..................... Error! Bookmark not defined.
CHAPTER III RESEARCH METHOD ............ Error! Bookmark not defined.
A.
Research Type .................................... Error! Bookmark not defined.
1.
Time of the research .............................. Error! Bookmark not defined.
2.
Place of the research .............................. Error! Bookmark not defined.
C.
Research Object ................................. Error! Bookmark not defined.
D.
Research Subject................................ Error! Bookmark not defined.
E.
Data and Data Source ........................ Error! Bookmark not defined.
1.
Data ....................................................... Error! Bookmark not defined.
2.
The data source ..................................... Error! Bookmark not defined.
Technique of Collecting Data ............ Error! Bookmark not defined.
F.
1.
Observation ........................................... Error! Bookmark not defined.
2.
Interview ............................................... Error! Bookmark not defined.
3.
Content-Analysis ................................... Error! Bookmark not defined.
G.
Data Validity ...................................... Error! Bookmark not defined.
H.
Technique of Analyzing Data ............ Error! Bookmark not defined.
1.
Data Reduction ...................................... Error! Bookmark not defined.
2.
Data Display .......................................... Error! Bookmark not defined.
3.
Conclusion drawing/verification ............ Error! Bookmark not defined.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ............. Error!
Bookmark not defined.
A.
The Description of SMK Negeri 4 Surakarta . Error! Bookmark not
defined.
1.
The School Profile ................................. Error! Bookmark not defined.
2.
The Curriculum Applied at SMK Negeri 4 Surakarta ..Error! Bookmark
not defined.
xii
B.
1.
Research Findings .............................. Error! Bookmark not defined.
The Types of Assessment Used by The Teachers in English Language
Assessment .......................................... Error! Bookmark not defined.
2.
The authenticity of the assessments used by the teacher ................ Error!
Bookmark not defined.
3.
The Scoring System Used by Teachers to Score the Students’ Learning
Outcome. ............................................. Error! Bookmark not defined.
4.
The Problems Encountered by the Teachers in Applying Authentic
Assessment for English Language ........ Error! Bookmark not defined.
C.
Discussion ........................................... Error! Bookmark not defined.
CHAPTER V CONCLUSSION, PAEDAGOGICAL IMPLICATION AND
SUGGESTION .................................................. Error! Bookmark not defined.
A.
Conclussion ........................................ Error! Bookmark not defined.
B.
Paedagogical Implication................... Error! Bookmark not defined.
C.
Suggestion .......................................... Error! Bookmark not defined.
BIBLIOGRAPHY .................................................. Error! Bookmark not defined.
xiii
ABSTRACT
NURUL HIDAYATI, S 200140034. “THE AUTHENTICITY OF ENGLISH
LANGUAGE ASSESSMENT FOR THE TWELFTH GRADE STUDENTS
OF SMK NEGERI 4 SURAKARTA IN ACADEMIC YEAR OF 2015/2016”.
Universitas Muhammadiyah Surakarta. Thesis. 2016.
The new Curriculum applied to schools in Indonesia is Curriculum 2013
which recommends the application of authentic assessment. This study deals with
the authenticity of English Language Assessment for the twelfth grade students of
SMK Negeri 4 Surakarta in the academic year of 2015/2016.
This research aims at finding some empirical facts about what types of
assessments are used by the English teachers in assessing English Language, how
is the authenticity of the assessment used by the teacher, how do teachers use the
assessment to score the students’ learning outcome and what problems are
encountered by the teachers in applying authentic assessment for English
language.
The research method used is qualitative research, and it focuses on the
authenticity of English assessment used by the teacher. The data was collected by
using observation which was done in the classroom during the assessment
process, interview and content-analysis. Observations were conducted to get the
data about students’ activity during the process of assessment. Interviews were
conducted to get the data about the implementation of authentic assessment and
the problems encountered by teachers in the implementation. The document study
was conducted to get the data about the assessment documents used by the
teachers.
The findings of this research are firstly the teacher used three types of
assessment : (a) Formative Test which covers affective-cognitive-psychomotor
aspects. In assessing affective aspect teachers used observation, in assessing
cognitive aspect teachers used written test and in assessing psychomotoric aspect
teacher used performance test, product and portfolio. (b) Mid Term Test (c)
Semester Test. Secondly, the Formative Test used by the teachers has high level
of authenticity, while the Mid Term Test and Semester Test had very low
authenticity. Thirdly, the scoring system used was the Criterion Reference Test
which refers to Minimum Mastery Criteria. Forthly, there were at least four
problems in applying authentic assessment : (a) the teacher felt overburdened with
too many assessment formats (b) the inconsistency in educational regulation cause
confusion for school practitioner (c) insufficient learning facilities caused in the
assessment not effective (d) insufficient IT system needed to be improved. The
school had been doing efforts to overcome the problems.
Keyword
: authenticity, assessment, and authentic assessment
xiv
ABSTRAKSI
NURUL HIDAYATI, S 200140034. “THE AUTHENTICITY OF ENGLISH
LANGUAGE ASSESSMENT FOR THE TWELFTH GRADE STUDENTS OF
SMK NEGERI 4 SURAKARTA IN ACADEMIC YEAR OF 2015/2016”.
Universitas Muhammadiyah Surakarta. Thesis. 2016.
Kurikulum baru yang diterapkan pada sekolah-sekolah di Indonesia
adalah Kurikulum 2013 merekomendasikan penilaian autentik. Penelitian ini
terkait dengan Penilaian Autentik pada mata pelajaran Bahasa Inggris untuk
siswa kelas XII SMK Negeri 4 Surakarta pada Tahun Pelajaran 2015/2016.
Penelitian ini bertujuan untuk menemukan fakta empiris tentang jenis
penilaian apa yang digunakan oleh guru Bahasa Inggris, bagaimana autentisitas
penilaian yang digunakan oleh guru, bagaimana guru menggunakan penilaian
untuk menentukan hasil belajar siswa dan masalah apa yang dihadapi oleh guru
dalam menerapkan penilaian autentik.
Metode penelitian yang digunakan adalah penelitian kualitatif, dan
berfokus pada autentisitas penilaian yang digunakan oleh guru. Data
dikumpulkan dengan menggunakan pengamatan, wawancara dan konten-analisis.
Pengamatan dilakukan untuk mendapatkan data tentang aktivitas siswa selama
proses penilaian. Wawancara dilakukan untuk mendapatkan data tentang
pelaksanaan penilaian otentik dan masalah yang dihadapi oleh guru dalam
pelaksanaannya. Analisis konten dilakukan untuk mendapatkan data tentang
dokumen penilaian yang digunakan oleh guru.
Temuan pada penelitian ini adalah, pertama guru menggunakan tiga jenis
penilaian: (a) Ulangan Harian yang mencakup aspek afektif-kognitif-psikomotor.
Dalam menilai guru aspek afektif menggunakan observasi, dalam menilai guru
aspek kognitif digunakan tes tertulis dan dalam menilai psikomotorik aspek
kinerja guru digunakan tes, produk dan portofolio. (B) Ulangan Tengah Semester
dan (c) Ulangan Akhir Semester. Kedua, Test Formatif digunakan oleh guru
memiliki tingkat autentisitas tinggi, sedangkan Ulangan Tengah Semester dan
Ulangan Akhir Semester memiliki keaslian yang sangat rendah. Ketiga, sistem
penilaian yang digunakan adalah Acuan Kriteria yang mengacu pada Kriteria
Ketuntasan Minimal. Keempat, setidaknya ada empat masalah dalam
menerapkan penilaian autentik: (a) guru merasa terbebani dengan terlalu
banyaknya format penilaian (b) inkonsistensi dalam regulasi pendidikan
menyebabkan kebingungan bagi praktisi sekolah (c) fasilitas belajar yang tidak
memadai menyebabkan penilaian tidak efektif (d) sistem TIK perlu ditingkatkan.
Sekolah telah melakukan upaya-upaya untuk mengatasi masalah.
Kata Kunci
: authenticity, assessment, and authentic assessment
xv
THE TWELFTH GRADE STUDENTS OF SMK NEGERI 4 SURAKARTA
IN ACADEMIC YEAR OF 2015/2016
COVER
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master in Language Study Graduate Program
by
NURUL HIDAYATI
S200140034
POST-GRADUATE
MASTER OF LANGUAGE STUDIES
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2016
ii
NOTE OF ADVISOR I
Mauly Halwat Hikmat, Ph.D
Lecturer of Magister of Language Study Post Graduate Program Muhammadiyah
University of Surakarta
Official Note on Nurul Hidayati’s Thesis
Dear
The Director of Graduate Program of Magister of Language Study Post Graduate
Program Muhammadiyah University of Surakarta
Assalamu’alaikum Wr. Wb.
Having read, examined, corrected, and necessarily revised the thesis of
Name
: Nurul Hidayati
Nim
: S 200 140 034
Program
: Magister of Language Study
Focus on
: Learning Evaluation of Language
Title
: The Authenticity of English Language Assessment for the
Twelfth Grade Students of SMK Negeri 4 Surakarta in
Academic Year of 2015/2016.
I state that the thesis is approved to be examined by board of examiners in the
Magister of Language Study of Muhammadiyah University of Surakarta.
Wassalamu’alaikum Wr. Wb.
Surakarta, January 2016
First Advisor
Mauly Halwat , Ph.D
iii
NOTE OF ADVISOR II
Dr. Anam Sutopo, M.Hum
Lecturer of Magister of Language Study Post Graduate Program Muhammadiyah
University of Surakarta
Official Note on Nurul Hidayati’s Thesis
Dear
The Director of Graduate Program of Magister of Language Study Post Graduate
Program Muhammadiyah University of Surakarta
Assalamu’alaikum Wr. Wb.
Having read, examined, corrected, and necessarily revised the thesis of
Name
: Nurul Hidayati
Nim
: S 200 140 034
Program
: Magister of Language Study
Focus on
: Leraning Evaluation of Language
Title
: The Authenticity of English Language Assessment for the
Twelfth Grade Students of SMK Negeri 4 Surakarta in
Academic Year of 2015/2016.
I state that the thesis is approved to be examined by board of examiners in the
Magister of Language Study of Muhammadiyah University of Surakarta.
Wassalamu’alaikum Wr. Wb.
Surakarta, January 2016
Second Advisor
Dr. Anam Sutopo, M.Hum
iv
APPROVAL
THE AUTHENTICITY OF ENGLISH LANGUAGE ASSESSMENT FOR
THE TWELFTH GRADE STUDENTS OF SMK NEGERI 4 SURAKARTA
IN ACADEMIC YEAR OF 2015/2016
THESIS
by
NURUL HIDAYATI
S200140034
Approved to be Examined by
Consultant I
Consultant II
Mauly Halwat Hikmat, Ph.D
Dr. Anam Stutopo, S.Pd, M.Hum
v
PRONOUNCEMENT
I am the writer of this thesis,
Name
: Nurul Hidayati
Nim
: S 200 140 034
Program
: Master of Language Studies
Focus on
: Learning Evaluation of Language
Title
: The Authenticity of English Language Assessment for
the Twelfth Grade Students of SMK Negeri 4 Surakarta
in Academic Year of 2015/2016.
Certify that this thesis is definitely my own work. I am completely
responsible for its content. Otherwise, there are some other writer’s opinions
for findings included in this thesis but they are quoted or cited in accordance
with ethical standard. When there is evidence that this thesis is a kind of
plagiarism, I will accept the correlation of my post graduate degree given by
Muhammadiyah University of Surakarta.
Surakarta, January 2016
The writer
Nurul Hidayati
vi
MOTTO
By time,
Indeed mankind is in loss,
Except for those who have believed and done righteous deeds
and advised each other ti truth and advice each other to
patience.
( Quran : Al-Ashr 1-3 )
Take benefit of five before five : your youth before your old age,
your health before your sickness, yor wealth before your poverty,
your free time before you are pre occupied, and your life before
your death.
( Narrated by Ibn Abbas and reported by Al Hakim )
vii
DEDICATION
This thesis is dedicated to:
---------My Beloved Husband, Sons and Daughters--------With whom my spirit is always on
------------------------My Beloved Institution-----------------In which I have learned precious experiences
viii
ACKNOWLEDGMENT
Alhamdulillahi Robbil‘aalamin, praise to Allah SWT for the strength and
guidance so that the writer is able to finish writing the research entitled “The
Authenticity of English Language Assessment for the Twelfth Grade Students of
SMK Negeri 4 Surakarta in Academic Year of 2015/2016”.
The research is completed because of advice, support, and prayer from
everyone. Therefore, the writer would like to express her gratitude and appreciation
to:
1.
Prof. Dr. Khudzaifah Dimyati, SH, M.Hum, the Director of Muhammadiyah
University of Surakarta,
2.
Prof. Dr. Markhamah, M.Hum, the Head of Language Study Department,
3.
Mauly Halwat, Ph. D and Dr. Anam Sutopo, S.Pd, M.Hum as the consultants,
who have given guidance, information, suggestion and correction patiently
during the arrangement of the research.
4.
Suratno, S.Pd., M.Pd., the former Principal of SMK Negeri 4 Surakarta who
had given her permission to continue studying.
5.
Drs. Suyono, M.Pd., the Principal of SMK Negeri 4 Surakarta who had
facilitated to do the research.
6.
Dra, Sartini Sardjan, Dra. Tri Udik Hastuti and Heri Susanto, M.Kom who had
done favours for her in completing her thesis.
ix
7.
Her beloved friends Eko Mulyono, Maratina Indah Prasmawati, for all favours,
pray and support.
8.
All teachers and administration staff of SMK Negeri 4 Surakarta who had
given motivation to finish this thesis.
9.
All friends in English Class A of MPB 2014 who have given their support and
motivation.
10. Her beloved family – her husband M.Syukur; her sons Damar, Gigih, Bara;
her daughters Tazkia and Naily for all favours, pray and support.
11. All friends, and lecturers that cannot be mentioned one by one, who have
supported her.
The writer realizes that this research is far from being perfect. Therefore, the
writer accepts all positive and constructive criticism and suggestion.
The writer
x
TABLE OF CONTENT
COVER ............................................................................................................... i
NOTE OF ADVISOR I ...................................................................................... ii
NOTE OF ADVISOR II ................................................................................... iv
APPROVAL ....................................................................................................... v
PRONOUNCEMENT ....................................................................................... vi
MOTTO ........................................................................................................... vii
DEDICATION ................................................................................................ viii
ACKNOWLEDGMENT................................................................................... ix
TABLE OF CONTENT .................................................................................... xi
ABSTRACT .................................................................................................... xiv
CHAPTER I INTRODUCTION ........................ Error! Bookmark not defined.
A.
Background of the Study ................... Error! Bookmark not defined.
B.
Limitation of the Study ...................... Error! Bookmark not defined.
C.
Problem Statements ........................... Error! Bookmark not defined.
D.
Objective of the Study ....................... Error! Bookmark not defined.
E.
Benefits of the Study .......................... Error! Bookmark not defined.
F.
Research Paper Organization ........... Error! Bookmark not defined.
CHAPTER II RELATED LITERARY REVIEW ........... Error! Bookmark not
defined.
A.
Previous Studies ................................. Error! Bookmark not defined.
B.
Theoretical Review ............................ Error! Bookmark not defined.
1.
Assessment ............................................ Error! Bookmark not defined.
2.
Authentic Assessment ............................ Error! Bookmark not defined.
3.
Authentic Assessments in English Language Teaching. ................ Error!
Bookmark not defined.
4.
Authentic Assessment as Recommended in The Indonesian National
Standard of Assessment. ...................... Error! Bookmark not defined.
xi
5.
Scoring Rubrics and Grading System in Language Assessment ..... Error!
Bookmark not defined.
C.
Theoretical Framework ..................... Error! Bookmark not defined.
CHAPTER III RESEARCH METHOD ............ Error! Bookmark not defined.
A.
Research Type .................................... Error! Bookmark not defined.
1.
Time of the research .............................. Error! Bookmark not defined.
2.
Place of the research .............................. Error! Bookmark not defined.
C.
Research Object ................................. Error! Bookmark not defined.
D.
Research Subject................................ Error! Bookmark not defined.
E.
Data and Data Source ........................ Error! Bookmark not defined.
1.
Data ....................................................... Error! Bookmark not defined.
2.
The data source ..................................... Error! Bookmark not defined.
Technique of Collecting Data ............ Error! Bookmark not defined.
F.
1.
Observation ........................................... Error! Bookmark not defined.
2.
Interview ............................................... Error! Bookmark not defined.
3.
Content-Analysis ................................... Error! Bookmark not defined.
G.
Data Validity ...................................... Error! Bookmark not defined.
H.
Technique of Analyzing Data ............ Error! Bookmark not defined.
1.
Data Reduction ...................................... Error! Bookmark not defined.
2.
Data Display .......................................... Error! Bookmark not defined.
3.
Conclusion drawing/verification ............ Error! Bookmark not defined.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ............. Error!
Bookmark not defined.
A.
The Description of SMK Negeri 4 Surakarta . Error! Bookmark not
defined.
1.
The School Profile ................................. Error! Bookmark not defined.
2.
The Curriculum Applied at SMK Negeri 4 Surakarta ..Error! Bookmark
not defined.
xii
B.
1.
Research Findings .............................. Error! Bookmark not defined.
The Types of Assessment Used by The Teachers in English Language
Assessment .......................................... Error! Bookmark not defined.
2.
The authenticity of the assessments used by the teacher ................ Error!
Bookmark not defined.
3.
The Scoring System Used by Teachers to Score the Students’ Learning
Outcome. ............................................. Error! Bookmark not defined.
4.
The Problems Encountered by the Teachers in Applying Authentic
Assessment for English Language ........ Error! Bookmark not defined.
C.
Discussion ........................................... Error! Bookmark not defined.
CHAPTER V CONCLUSSION, PAEDAGOGICAL IMPLICATION AND
SUGGESTION .................................................. Error! Bookmark not defined.
A.
Conclussion ........................................ Error! Bookmark not defined.
B.
Paedagogical Implication................... Error! Bookmark not defined.
C.
Suggestion .......................................... Error! Bookmark not defined.
BIBLIOGRAPHY .................................................. Error! Bookmark not defined.
xiii
ABSTRACT
NURUL HIDAYATI, S 200140034. “THE AUTHENTICITY OF ENGLISH
LANGUAGE ASSESSMENT FOR THE TWELFTH GRADE STUDENTS
OF SMK NEGERI 4 SURAKARTA IN ACADEMIC YEAR OF 2015/2016”.
Universitas Muhammadiyah Surakarta. Thesis. 2016.
The new Curriculum applied to schools in Indonesia is Curriculum 2013
which recommends the application of authentic assessment. This study deals with
the authenticity of English Language Assessment for the twelfth grade students of
SMK Negeri 4 Surakarta in the academic year of 2015/2016.
This research aims at finding some empirical facts about what types of
assessments are used by the English teachers in assessing English Language, how
is the authenticity of the assessment used by the teacher, how do teachers use the
assessment to score the students’ learning outcome and what problems are
encountered by the teachers in applying authentic assessment for English
language.
The research method used is qualitative research, and it focuses on the
authenticity of English assessment used by the teacher. The data was collected by
using observation which was done in the classroom during the assessment
process, interview and content-analysis. Observations were conducted to get the
data about students’ activity during the process of assessment. Interviews were
conducted to get the data about the implementation of authentic assessment and
the problems encountered by teachers in the implementation. The document study
was conducted to get the data about the assessment documents used by the
teachers.
The findings of this research are firstly the teacher used three types of
assessment : (a) Formative Test which covers affective-cognitive-psychomotor
aspects. In assessing affective aspect teachers used observation, in assessing
cognitive aspect teachers used written test and in assessing psychomotoric aspect
teacher used performance test, product and portfolio. (b) Mid Term Test (c)
Semester Test. Secondly, the Formative Test used by the teachers has high level
of authenticity, while the Mid Term Test and Semester Test had very low
authenticity. Thirdly, the scoring system used was the Criterion Reference Test
which refers to Minimum Mastery Criteria. Forthly, there were at least four
problems in applying authentic assessment : (a) the teacher felt overburdened with
too many assessment formats (b) the inconsistency in educational regulation cause
confusion for school practitioner (c) insufficient learning facilities caused in the
assessment not effective (d) insufficient IT system needed to be improved. The
school had been doing efforts to overcome the problems.
Keyword
: authenticity, assessment, and authentic assessment
xiv
ABSTRAKSI
NURUL HIDAYATI, S 200140034. “THE AUTHENTICITY OF ENGLISH
LANGUAGE ASSESSMENT FOR THE TWELFTH GRADE STUDENTS OF
SMK NEGERI 4 SURAKARTA IN ACADEMIC YEAR OF 2015/2016”.
Universitas Muhammadiyah Surakarta. Thesis. 2016.
Kurikulum baru yang diterapkan pada sekolah-sekolah di Indonesia
adalah Kurikulum 2013 merekomendasikan penilaian autentik. Penelitian ini
terkait dengan Penilaian Autentik pada mata pelajaran Bahasa Inggris untuk
siswa kelas XII SMK Negeri 4 Surakarta pada Tahun Pelajaran 2015/2016.
Penelitian ini bertujuan untuk menemukan fakta empiris tentang jenis
penilaian apa yang digunakan oleh guru Bahasa Inggris, bagaimana autentisitas
penilaian yang digunakan oleh guru, bagaimana guru menggunakan penilaian
untuk menentukan hasil belajar siswa dan masalah apa yang dihadapi oleh guru
dalam menerapkan penilaian autentik.
Metode penelitian yang digunakan adalah penelitian kualitatif, dan
berfokus pada autentisitas penilaian yang digunakan oleh guru. Data
dikumpulkan dengan menggunakan pengamatan, wawancara dan konten-analisis.
Pengamatan dilakukan untuk mendapatkan data tentang aktivitas siswa selama
proses penilaian. Wawancara dilakukan untuk mendapatkan data tentang
pelaksanaan penilaian otentik dan masalah yang dihadapi oleh guru dalam
pelaksanaannya. Analisis konten dilakukan untuk mendapatkan data tentang
dokumen penilaian yang digunakan oleh guru.
Temuan pada penelitian ini adalah, pertama guru menggunakan tiga jenis
penilaian: (a) Ulangan Harian yang mencakup aspek afektif-kognitif-psikomotor.
Dalam menilai guru aspek afektif menggunakan observasi, dalam menilai guru
aspek kognitif digunakan tes tertulis dan dalam menilai psikomotorik aspek
kinerja guru digunakan tes, produk dan portofolio. (B) Ulangan Tengah Semester
dan (c) Ulangan Akhir Semester. Kedua, Test Formatif digunakan oleh guru
memiliki tingkat autentisitas tinggi, sedangkan Ulangan Tengah Semester dan
Ulangan Akhir Semester memiliki keaslian yang sangat rendah. Ketiga, sistem
penilaian yang digunakan adalah Acuan Kriteria yang mengacu pada Kriteria
Ketuntasan Minimal. Keempat, setidaknya ada empat masalah dalam
menerapkan penilaian autentik: (a) guru merasa terbebani dengan terlalu
banyaknya format penilaian (b) inkonsistensi dalam regulasi pendidikan
menyebabkan kebingungan bagi praktisi sekolah (c) fasilitas belajar yang tidak
memadai menyebabkan penilaian tidak efektif (d) sistem TIK perlu ditingkatkan.
Sekolah telah melakukan upaya-upaya untuk mengatasi masalah.
Kata Kunci
: authenticity, assessment, and authentic assessment
xv