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CHAPTER I INTRODUCTION
In this chapter the writer focuses on; 1 the background of the study, 2 the research problems, 3 the purposes of the study, 4 the significance of the study, 5 scope of the
study, and 6 the organization of writing.
1.1 Background of the Study
The study aims at developing formative assessment on recount for ten graders of senior high school 11 Semarang in the academic year 2013
– 2014. It also attempts to find out the effectiveness of the developed formative assessment on recount based on curriculum 2013
for the ten graders of senior high school. There are two main reasons which become the background of writing the thesis. First,
formative assessment is a necessary test as it assesses the activities that are being processed.However, not many tests assess the achievement which is being processed. In fact,
all English teachers should be able to compose their own formative assessments, so they do not absolutely rely on the students`worksheets made by the publishers.
Second, the use of formative assessment will support the summative assessment which measures the students` achievements at the end of the semester. Formative
assessment measures the ongoing capability of the students. conssequently, the students will remember what the lessons are taught. By gaining good marks in their formative
assessments, consequently. they will have more and more knowledge. If the students master their all formative assessments well, they will have more understanding on the summative
test.Therefore, when the students master their basic competences, they will automatically have competences on summative test. As stated by Brown 2007:4 that summative
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assessment aims to measure or summarize what a student has grasped and typically happens at the end of a course or unit instruction.
1.2 Research Problems
Based on the background above, there are three proposed questions in the research problems:
1 How are the existing formative assessments constructed by English teachers in state senior
high schools in Semarang municipality? 2
What kind of model of formative assessment on recount is developed? 3
To what extent is the effectiveness of formative assessment on recount applied in senior high school 11 Semarang?
1.2 Purposes of the Study
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