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The newest research was done by ArisBahariRizki in 2014 with the research entitled “A Study of Formative Assessment under the 2013 Curriculum at SMP
WachidHasyim 7 Surabaya”.
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By using descriptive qualitative research, here, Aris tries to find the challenges of formative assessments under the 2013
curriculum and the implementation of it. He found that the implementation of formative assessment through self and peer assessment are well implemented.
Here the subject of the research is the real teacher. Seeing from the study that has been conducted before, the researcher
concludes that all the previous studies have the similarity and different areas of study. Those previous studies could be the foundation of conducting this
research. The previous study mostly focusing on the implementation of the assessment technique and the assessment which was designed by the real teacher,
the content validity, index discrimination and index of difficulty, while in this research, the researcher focused on the quality of the test based on the
standardized test and the causing factor. In addition, some of the setting of the research above is school and the real
teacher as the subject, the real teacher might be understood well of how to design the good test. Consequently, the significance of the research was not really
impacted. While in this research, the subject of the research was the teacher candidate, whereas they need to know of how to design the good test as their
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Aris Bahari Rizki. Thesis: A Study of Formative Assessment Under the 2013 Curriculum at SMP Wachid Hasyim 7 Surabaya. Surabaya: Perpustakaan UIN Sunan Ampel Surabaya. 2014
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experience for being the real teacher someday, so the significance of the research could have more impact.
Moreover, related to the object of the research, some of the object of the research above is the assessment that the format is summative assessment or
assessment which is done in the end of semester, while in this research, the researcher focused on the daily assessment instrument or known as formative
assessment, whereas it is going to deal with the student every day to know their real progress, not just the latest result of their learning process.
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CHAPTER III RESEARCH METHOD
This chapter deals with the procedures of conducting the research toward student teachers’ assessment instrument, it covers research approach and design, researcher
presence, research location, data and source of data, research instruments, data analysis technique, checking validity of findings and research stages.
A. Research Approach and Design
This research was typically designed as qualitative case study. Qualitative approach is used to describe student teachers point of view and identify recurrent
patterns or themes of their assessment design.
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In term of analyzing their assessment instrument based on standardization test and the causing factor of the
weakness point, qualitative will lead the researcher in having deep understanding toward student teacher as the subject of the research. It would deal with
interpreting the result of the assessment analysis and seeking the student teacher point of view toward the analysis result.
Furthermore, this research used case study as the research design. Case study has aim to investigate the certain phenomenon with specialized subjects.
2
In line with it, in this research, the researcher had aim to investigate the student teacher as the subject by representing the phenomenon of their assessment
1
Donald Ary, Introduction to Research in Education USA:Wadsworth, 2010, 452.
2
J. Amos Hatch, Doing Qualitative Research in Education Settings Albany:State University of New York Press, 2002, 20.
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instrument design. Here, they designed the English assessment instrument which based on Indonesian curriculum. Instead of consider the English assessment
technique; they have to consider the applied curriculum which regulate the assessment design. It only occurred within practice teaching class at English
Teacher and Education Department, UIN SunanAmpel Surabaya. Here the researcher concerned to identify their assessment instrument whether it can fulfill
the test standardization or not and find the causing factor of the weakness point in their assessment by having interview with them.
Moreover, in this research, the researcher deals with the research of student teachers’ assessment instrument and the causing factor of their weakness point in
their assessment. It means that it would need depth description related to the assessment instrument itself. As a result, this case study is conducted through
descriptive approach to get a depth understanding.
3
Descriptive approach would recognize whether the assessment instrument fulfill the requirement of
standardization test or not and describe the causing factor of the weakness point. Thus, the type of qualitative case study with descriptive approach was used in
this research with aimed to investigate the student’s assessment instrument and its weakness factor.
3
Donald Ary,Introduction to Research in Education..., 454.
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B. Research Presence
In this study the researcher presents as a non-participant observer. Non- participant observer means the researcher does not reach the full involvement in
participants’ activity.
4
Therefore, the researcher came to the Practice Teaching class for checking the students who teach reading skill, then asked their lesson plan and
their assessment instrument. The interview dealing with the causing factor of their weakness point in their assessment instrument was done outside the class. Here the
researcher did not introduce herself, or bother the class, so, both of the student teacher and also the lecturer could do teaching and learning activity as usual.
C. Research Location
This research was held in English Teacher Education Department, Faculty of Education and Teacher Training UIN SunanAmpel Surabaya. The researcher
conducted the research for the students who enroll in Practice Teaching PPL I. There are 7 classes in practice teaching 1; A, B, C, D, E, F and G which are
taught by three different lecturers. Lecture 1 taught A, B and C class, lecture 2 taught D and E, and lecture 3 taught F and G class.
In term of getting research subject, the researcher designed the sample of the research purposively. Purposive sampling is common sampling technique
which is used in qualitative research.
5
Different with quantitative research which need generalization of the subject, purposive sampling in qualitative research
4
J. Amos Hatch, Doing Qualitative Research in Education SettingsAlbany: State University of New York, 2002, 72.
5
Sugiyono, Statistika Untuk Penelitian Bandung: Alfabeta, 2010, 68.
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tend to determine sample based on certain characteristics or purpose.
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Since the researcher focused on reading skill, it means that the participant of this research
was the student teachers who taught reading in their practice teaching. The schedule of practice teaching PPL I classes and the students who had been
taken as respondents are specified in this table:
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Table 3.1 The Schedule of Practice Teaching Class
Day Time
Class Room
Lecturer Number of
Res pondent
Tuesday 09.10-10.50
A Microteaching 1
3 10.15-11.55
F B.3
3 4
12.30-14.10 G
B.3 3
3 Wednesday
07.50-09.30 B
Microteaching 1 4
12.30-14.10 D
B.3 2
4 Thursday
07.30-09.10 E
B.3 2
3 07.50-09.30
C Microteaching 1
3
D. Data and Source of Data
1. Types of data
To answer the research question, here the researcher collected two kinds of the data; primary and secondary data. Those data will be explained
below. a. Primary Data
The primary data of this study was the data of student teachers’ assessment instrument and the causing factors of the weakness point in
6
Sugiyono, MetodePenelitianPendidikan: PendekatanKuantitatif, Kualitatif, dan RD Bandung: Alfabeta, 2012, 300.
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Lecturing Schedule of Sixth Semester in English Teacher Education Department of SunanAmpel Surabaya State Islamic University Academic Year 2015
