AN ANALYSIS OF AUTHENTIC ASSESSMENT IN 2013 CURRICULUM USED BY THE ENGLISH TEACHER AT SMA NEGERI 4 MALANG

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AN ANALYSIS OF AUTHENTIC ASSESSMENT IN 2013

CURRICULUM USED BY THE ENGLISH TEACHER AT SMA

NEGERI 4 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Language Education

by: Abdulloh 201210100311086

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2016

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This thesis was written by Abdulloh and was approved on August 9, 2016

by:

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This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang

and accepted as one of the requirements to achieve Sarjana Degree in English Language Education

on August 9, 2016

Approved by:

Faculty of Teacher Training and Education University of Muhammadiyah Malang

Examiners:

1. Dr. Sri Hartiningsih, M.M 2. Drs. Jarum, M.Ed

3. Rahmawati Khadijah Maro, S.Pd., M.PEd 4. Santi Prastiyowati, S.Pd., M.Pd

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LETTER OF AUTHENTICITY

The undersigned below: Name : Abdulloh

NIM : 201210100311086

Department : English Language Education Department Faculty : Faculty of Teacher Training and Education

I hereby declare that in this thesis there is no any thesis or paper that have been proposed to receive a bachelor degree, and there is no ideas or notions written or published by another person, unless what has been written in this thesis and mentioned in the references.

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MOTTO

“Karena sesungguhnya sesudah kesulitan itu ada kemudahan. Maka apabila kamu telah selesai (urusan dunia), bersungguh-sungguhlah (dalam beribadah), dan

hanya kepada Tuhanmulah kamu berharap” ---- QS. Al-Insyirah: 5-8 ----

DEDICATION

The thesis is fully dedicated to:

His beloved parents (Fatchur Rachman and Susiati)

His beloved grandmothers and grandfathers (Satama, Sarni, Senidin, and Montari) His beloved sisters (Tutik Andayani and Anis Silvia)

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ABSTRACT

One of the changes that occurs in 2013 Curriculum is authentic assessment. The teachers are demanded to apply the authentic assessment based on the demand of 2013 Curriculum. Accordingly, this current research aims to describe the application of authentic assessment in 2013 Curriculum at SMA Negeri 4 Malang in terms of the English teacher’s steps in applying the authentic assessment, the English teacher’s obstacles in applying the authentic assessment, and the English teacher's efforts in coping with those obstacles.

This research typically adopted a qualitative research design since the data were in the form of words, not in the form of numerical data like in the experimental research design. Furthermore, the data were derived from classroom observation, interview, and document analysis. In this research, there were three instruments that were used, namely: field notes, interview guide, and document analysis.

The result of this research reflected that the English teacher applied the authentic assessment by following four procedures which were in line with the explanation from Majid (2014) and Mueller (2013). They were composed of: (1) identifying the standard, (2) selecting the authentic task, (3) identifying criteria for the task, and (4) creating the rubric. Hence, in accordance with the obstacles of the English teacher, the researcher concluded that the English teacher experienced the obstacles in creating the scoring rubric of performance assessment and giving scores in the group work. To overcome those two obstacles, the English teacher had solutions to solve them. Firstly, the English teacher browsed some references regarding the scoring rubric of performance assessment on internet, and she adapted and adopted them as necessary. Secondly, dealing with the second obstacle of the English teacher, she gave another task and peer assessment to students who were in the group work as the individual score.

Keywords: authentic assessment, 2013 Curriculum, English teacher.

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ACKNOWLEDGEMENT

Alhamdulillahirabil’alamin. The most gratitude belongs to Allah, the King

of human beings and the Owner of my soul for disgorging gifts to me to finish this thesis as well. Completing this thesis is one of the requirements to achieve

Sarjana Degree in English Language Education.

This thesis can be finished well because the support and guidance from several parties. Therefore, the researcher would like to thank to:

1. Dr. Sudiran, M.Hum as the Head of English Language Education Department, who has given an opportunity to the researcher to write this thesis.

2. Rahmawati Khadijah Maro, S.Pd., M.PEd and Santi Prastiyowati, S.Pd., M.Pd as the advisors of the researcher, who have guided and given constructive suggestions regarding my thesis.

3. H. Budi Prasetyo Utomo, S.Pd., M.Pd as the Head of SMA Negeri 4 Malang, who has given an opportunity to the researcher to conduct the research.

4. My beloved family such as Fatchur Rachman as my father, my beautiful mother Susiati, and Tutik Andayani and Anis Silvia as my beloved sisters ever, who have given love and supports to the researcher until this thesis is completed.

5. My truly friends Danang Wibisono and Priska Amilia Susanto, who have supported to the researcher to complete this thesis sooner.

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6. All my friends that I cannot mention one by one who have definitely supported the researcher.

Malang, August 9, 2016 Researcher,

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TABLE OF CONTENT

COVER

APPROVAL ... ii

LETTER OF AUTHENTICITY ... iv

MOTTO AND DEDICATION ... v

ABSTRACT ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENT ... ix

LIST OF APPENDICES ... xii

LIST OF TABLES ... xiii

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Statement of Problems ... 7

1.3 Purpose of the Study ... 7

1.4 Scope and Limitation ... 7

1.5 Significance of the Study ... 8

1.6 Definition of Key Terms ... 8

CHAPTER II REVIEW OF RELATED LITERATURE ... 10

2.1 Authentic Assessment ... 10

2.1.1 Test, Assessment, and Evaluation ... 10

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2.1.3 Benefits of Authentic Assessment ... 14

2.1.4 Difficulties in Designing the Authentic Assessment ... 16

2.1.5 Authentic Assessment Steps ... 19

2.2 2013 Curriculum ... 23

2.2.1 The Assessment Concept in 2013 Curriculum ... 25

2.2.2 Technique, Instrument, and Score Processing of Authentic Assessment in 2013 Curriculum... 26

CHAPTER III RESEARCH METHODOLOGY ... 31

3.1 Research Design ... 31

3.2 Research Subject ... 32

3.3 Research Instruments ... 32

3.3.1 Field Notes ... 33

3.3.2 Interview Guide ... 33

3.3.3 Document Analysis ... 34

3.4 Data Collection... 34

3.4.1 Classroom Observation ... 34

3.4.2 Interview ... 35

3.4.3 Document Analysis ... 36

3.5 Data Analysis ... 37

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 40

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4.1.1 The Steps of Applying the Authentic Assessment in 2013

Curriculum ... 40

4.1.2 The Obstacles in Applying the Authentic Assessment in 2013 Curriculum ... 46

4.1.3 The Efforts in Overcoming the Obstacles ... 47

4.2 Discussion ... 48

CHAPTER V CONCLUSION ... 52

5.1 Conclusion ... 52

5.2 Suggestions ... 53

REFERENCES ... 56

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LIST OF APPENDICES

Appendix 1: Field Notes ... 58

Appendix 2: Interview Guide ... 64

Appendix 2a: Interview Transcript ... 66

Appendix 2b: Transkrip Wawancara ... 71

Appendix 3: Document Analysis ... 77

Appendix 3a: Syllabus ... 81

Appendix 3b: Lesson Plan ... 88

Appendix 3c: Authentic Task... 93

Appendix 3d: Peer Editing and Peer Assessment ... .95

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LIST OF TABLES

Table 2.1 The Scale of Attitude Score ... 27

Table 2.2 The Scale of Knowledge Score ... 28

Table 2.3 The Example of Calculation of Knowledge Score... 29

Table 2.4 The Range of Skill Score ... 30

Table 2.5 The Example of Calculation of Skill Score ... 30

Table 4.1 Kompetensi Dasar (KD)... .42

Table 4.2 Indicators ... .42

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REFERENCES

Abidin, Yunus. (2014). Desain Sistem Pembelajaran dalam Konteks Kurikulum 2013. Bandung: Refika Aditama.

Ahmad, Djuwairiah. (2014). Understanding the 2013 Curriculum of English Teaching through the Teachers' and Policymakers' Perspectives. [Online]. http://www.erpublications.com/uploaded_files/download/download_25_07 _2014_16_32_27.pdf. Accessed on December 25th 2015.

Ary, Donald et al. (2010). Introduction to Research in Education, 8th_Edition.

Belmont: Wadsworth Cengage Learning.

Brown, H. Douglas. (2004). Language Assessment: Principles and Classroom Practices, 4th_Edition_{. San Francisco: Longman.}

Cohen, L., Manion, L., & Morison, K. (2008). A Guide to Teaching Practice, 5th Edition. New York: Routledge.

Creswell, John W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. New Delhi: Sage.

Fadlillah, Muhammad. (2014). Implementasi Kurikulum 2013 dalam Pembelajaran SD/MI, SMP/MTs, SMA/MA/M. Yogyakarta: Ar-Ruzz Media.

Fitriani. (2015). The Implementation of Authentic Assessment in English Instruction Based on 2013 Curriculum. Unpublished Thesis. Faculty of Teacher Training and Education. English Department. State University of

Sebelas Maret.

[Online].https://digilib.uns.ac.id/dokumen/detail/4391/THEIMPLEMENT

ATION-OF-AUTHENTIC-ASSESSMENT-IN-ENGLISH- INSTRUCTION-BASED-ON-CURRICULUM-2013-A-Case-Study-at- the-Tenth-Grade-of-SMA-Tunas-Bangsa-Aceh-Barat-Daya-in-the-Academic-Year-of-20142015. Accessed on December 25th_2015.

Fraenkel, Jack R., Norman E. Wallen., & Helen H. Hyun. (2012). How to Design and Evaluate Research in Education. New York: The McGraw-Hill Companies.

Majid, Abdul. (2014). Penilaian Autentik: Proses dan Hasil Belajar. Bandung: Rosda.

Maryam, Siti. (2014). Penerapan Penilaian Otentik dalam Pembelajaran Bahasa Indonesia. [Online]. http://eprints.uny.ac.id/18246/1/Siti%20Maryam%2010201241028.pdf. Accessed on January 15th 2016.

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Mueller, Jon. (2013). Authentic Assessment Toolbox: North Central College. [Online]. http://jfmueller.faculty.noctrl.edu/toolbox/index.htm. Accessed on December 15th 2015.

Musial, Diann et al. (2009). Foundation of Meaningful Educational Assessment.

New York: Beth Mejia.

Mulyasa, H.E. (2014). Pengembangan dan Implementasi Kurikulum 2013.

Bandung: Rosda.

O’Malley, J. Michael & Lorraine V. Pierce. (1996). Authentic Assessment for English Language Learners: Practical Approach for Teachers. San Francisco: Longman.

Permendikbud. (2013). Permendikbud No.81a tahun 2013 tentang Implementasi Kurikulum 2013.

[Online].http://luk.staff.ugm.ac.id/atur/bsnp/Permendikbud81A-2013ImplementasiK13Lengkap.pdf. Accessed on March 3th_2016.

Sahiruddin. (2013). The Implementation of the 2013 Curriculum and the Issues of English Language Teaching and Learning in Indonesia. [Online]. http://iafor.org/archives/offprints/acll2013-offprints/ACLL2013_0362.pdf. Accessed on March 3th 2016.

Saputri, Indriyana. (2015). The Implementation of Authentic Assessment in English Language Teaching (ELT): A Case Study at SMA Negeri 6 Surakarta in Academic Year of 2014/2015. Unpublished Thesis. Faculty of Teacher Training and Education. English Department. State University of

Sebelas Maret.

[Online].https://digilib.uns.ac.id/dokumen/detail/47904/The- Implementation-of-Authentic-Assessment-in-English-Language-Teaching-

A-Case-Study-at-SMA-N-6-Surakarta-in-the-Academic-Year-of-20142015. Accessed on March 3th 2016.

Subandi (2014). Indonesian Curriculum Development: Meaning-Based Curriculum and Competency-Based Curriculum in the Context of Teaching English Subject.

[Online].http://artikel.ubl.ac.id/index.php/icel/article/view/283. Accessed on March 3th 2016.

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CHAPTER I

INTRODUCTION

This chapter presents parts of this discussion. It covers background of the study, statement of problems, purpose of the study, scope and limitation, significance of the study, and definition of key terms. Accordingly, each part is described in the following parts below:

1.1 Background of the Study

Assessment constitutes as an integral part of the teaching and learning processes. It is used to identify whether or not the teaching and learning process can run as expected and reach desired objectives. The assessment facilitates the teacher to evaluate the students’ progress in learning and to know the students’ current knowledge, and the teacher uses that information to make a decision about what to do next. According to Brown (2004), the assessment is an ongoing process which has a wider domain than test in terms of feedbacks, comments, questions, confirmations, corrections, quizzes, tests, and so forth. Furthermore, the assessment is a systematic approach for gaining information on student learning or performance, usually based on various sources of evidence (O’Malley & Pierce, 1996). Thus, the assessment is required by teachers to enhance the quality of teaching and learning process.

The implementation of 2013 Curriculum results in three changes in English Language Teaching (ELT) and learning. Those three changes occur in teaching material, teaching strategy, and assessment (Fadlillah, 2014). Firstly,

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dealing with the teaching material to be taught to students, 2013 Curriculum provides fewer teaching materials compared to 2006 Curriculum or KTSP

(Kurikulum Tingkat Satuan Pendidikan). Secondly, the process of learning is the current aspect of 2013 Curriculum which uses scientific approach, discovery learning, and project based learning. Thirdly, the authentic assessment is the current aspect of 2013 Curriculum. Moreover, the emergence of 2013 Curriculum is quite shocking for several teachers since they consider it so different, especially in assessment aspect which is from test to authentic assessment.

The authentic assessment becomes a crucial issue in the current curriculum in Indonesia. Consequently, teachers start to engage with the assessment approach since the new curriculum emerges in 2013. Government Regulation No. 66 year 2013 demonstrates that evaluating the students’ competence by means of applying the authentic assessment is mandatory in 2013 Curriculum. Thereupon, the authentic assessment is believed to adequately measure and evaluate the student’s progress and accomplishment in all domains of competence.

The authentic assessment is developed in 2013 Curriculum because the test cannot reflect the student’s ability holistically, and it neglects the real-life context. The authentic assessment is an assessment which uses the real evidence from the actual situation rather than through the use of tests (Cohen et al, 2008). Even more, O’Malley & Pierce (1996) state that the authentic assessment is intended to demonstrate the student’s learning, accomplishment, motivation, and attitudes in multiple forms that deal with the real-life context. In accordance with those definitions, the types of authentic assessments are oral interviews, story or text retelling, writing samples, projects and exhibitions, experiments or

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demonstrations, constructed-response items, teacher observations, and portfolios

(O’Malley & Pierce, 1996). Similarly, Cohen et al (2008) remark that the authentic assessment can be applied through portfolios, self and peer assessment, observation, recording, interviews, role play, and so forth. Compared to those types, 2013 Curriculum classifies the authentic assessment into three assessments, namely: performance assessment, portfolio assessment, and project assessment (Majid, 2014).

The authentic assessment is highly beneficial to provide clear and realistic

information of students’ achievement. Apart from this, Mueller (2013) remarks that the authentic assessment should be applied due to several reasons that are composed of: (1) authentic assessments are direct measure, (2) authentic assessments capture constructive nature of learning, (3) authentic assessments integrate teaching, learning, and assessment, (4) lastly, authentic assessments provide multiple paths to demonstration.

The authentic assessment can facilitate the teacher in assessing students holistically, but it requires an adequate preparation in applying it. O’Malley & Pierce (1996) argue that the authentic assessment requires teachers to have adequate or even sophisticated understanding and commitment to use since it needs an intensive preparation and procedures to be applied optimally. Additionally, Majid (2014) conveys that there are five indicators of assessment competence and teacher evaluation that become measurement to evaluate the teacher’s performance in assessing students using the authentic assessment. Firstly, the teacher can arrange assessment instruments which are suitable with learning objectives in order to achieve certain competencies that are in the lesson

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students’ suggestions and reflect them to increase further learning activities and prove them through notes, journal, lesson plan, and so forth. Lastly, the teacher can use the assessment result as a consideration in making the further lesson plan. Therefore, the teacher has a significant role who is supposed to master how to assess students optimally based on the indicators.

Ironically, there are problems in applying the authentic assessment in 2013 Curriculum. Sahiruddin (2013) conveys that some teachers are not familiar enough with the authentic assessment in the actual condition, no system which is regularly to enhance the teacher’s performance after passing the certification, lacking of teaching competencies, and culture barriers for teachers to leave the role of master and to accept the new role of facilitator. Consequently, the teachers encounter difficulties and problems in applying the authentic assessment without sufficient preparations.

O’Malley & Pierce (1996) mention that there are procedures in the authentic assessment such as identifying the purpose, planning for assessment, involving students in self-peer assessment, developing rubrics or scoring procedures, setting standards, selecting assessment activities, and recording teacher observations. For

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instance, the teacher can ask students to display written notes on reading, to discuss reading materials in small groups, to respond to short-answer or multiple-choice items on reading, and to summarize their understanding of their reading either orally or in writing.

In accordance with the authentic assessment, there are two previous researches. The first previous research was conducted by Maryam (2014) entitled

Penerapan Penilaian Otentik dalam Pembelajaran Bahasa Indonesia. The research findings reflected that all teachers of Bahasa Indonesia at SMPN Wates applied the authentic assessment. Various models of authentic assessment were applied by the teachers in assessing students with creative ways such as performance assessment, oral interview, student self-assessment, peer assessment, retelling text or story, observation, written test, portfolio assessment, project, and journal.

The second previous research was conducted by Saputri (2015) entitled

The Implementation of Authentic Assessment in English Language Teaching (ELT): A Case Study at SMA Negeri 6 Surakarta in the Academic Year of 2014/2015. The research findings shown that the English teachers' perception toward authentic assessment was an assessment which could assess the student's knowledge, skill, and attitude. Furthermore, authentic assessment models which were applied at SMA Negeri 6 Surakarta were role play/performing, essay, debate, teachers' observation, peer and self assessment. Henceforth, the authentic assessment could improve students' active participation, motivation, interest, enthusiastic, creativity, and self confidence in learning English, and the authentic assessment could enhance students' English ability and learning outcomes.

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Regarding the preliminary observation conducted at SMA Negeri 4 Malang, the researcher found that the English teacher taught students of X-A class by using discovery learning in teaching ‘advertisement’. Firstly, the English teacher asked the students to make several groups. Secondly, the English teacher explained the project and gave the task to the students to look for the material about the advertisement topic which was different from one group to another. Thirdly, the students were asked to create the advertisement as creative as they can, and next meeting, they would perform the project in front of the class. Even more, viewed from the activities conducted by students and the English teacher above. The English teacher guided the students to discover, not discover for them. In other words, the English teacher plays as a facilitator and assesses them using the authentic assessment, especially in project assessment.

An Analysis of Authentic Assessment in2013 Curriculum Used by the English Teacher at SMA Negeri 4 Malang. Ultimately, this research exposes the authentic assessment in 2013 Curriculum applied by the English teacher at SMA Negeri 4 Malang, especially in English language context.

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7 1.2 Statement of Problems

Dealing with background of the study above, statement of problems are formulated as follows:

1. How does the English teacher at SMA Negeri 4 Malang apply the authentic assessment?

2. What are the obstacles of the English teacher at SMA Negeri 4 Malang in applying the authentic assessment?

3. What are the efforts of the English teacher at SMA Negeri 4 Malang in overcoming those obstacles?

1.3 Purpose of the Study

In accordance with statement of problems previously, the researcher formulates the purpose of the study as follows:

1. To investigate the steps of the English teacher at SMA Negeri 4 Malang in applying the authentic assessment.

2. To find out the obstacles faced by the English teacher at SMA Negeri 4 Malang in applying the authentic assessment.

3. To know the efforts of the English teacher at SMA Negeri 4 Malang in coping with those obstacles.

1.4 Scope and Limitation

This research investigates the authentic assessment application of cognitive aspect in 2013 Curriculum at SMA Negeri 4 Malang as the scope of this research. Particularly, it is limited to students at second semester.

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8 1.5 Significance of the Study

There are two benefits of this research, namely: theoretical and practical benefits. Theoretically, this research is intended to give constructive suggestions in developing 2013 Curriculum, especially in the authentic assessment, and this research aims to describe the authentic assessment in 2013 Curriculum at SMA Negeri 4 Malang.

Practically, there are three benefits for three parties such as English teachers, the school, and future researchers. Firstly, for English teachers, this research is expected to provide an adequate or proper understanding about the authentic assessment and its application in ELT in order to have the capability of assessing students that is appropriate with 2013 Curriculum aims. Secondly, for the school, this research is expected to provide constructive suggestions to the school in applying the authentic assessment. Lastly, for future researchers, this research is intended to give informative references that can be used for further researches that deal with the authentic assessment in 2013 Curriculum.

1.6 Definition of Key Terms

To avoid ambiguity and misinterpretation of this research, the researcher defines key terms specifically in the following definitions:

a) Curriculum

Curriculum constitutes as a set of planning and organization of aim, content, and learning material as a guidance to learning activity to achieve a particular objective (Republic of Indonesia law, No. 20 year 2003).

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9 b) 2013 Curriculum

2013 Curriculum can be defined as a curriculum that is developed to increase and equalize soft skills and hard skills which are composed of attitude, knowledge, and skill (Fadlillah, 2014).

c) Authentic Assessment

Authentic assessment can be described as an assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skill (Mueller, 2013).

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plan. Secondly, the teacher can apply the assessment in various techniques and sorts of assessments. Thirdly, the teacher can analyse the assessment result to identify the topic and basic competence that are difficult. In addition, the teacher can consider to make a remidial for students. Fourthly, the teacher can use students’ suggestions and reflect them to increase further learning activities and prove them through notes, journal, lesson plan, and so forth. Lastly, the teacher can use the assessment result as a consideration in making the further lesson plan. Therefore, the teacher has a significant role who is supposed to master how to assess students optimally based on the indicators.

The authentic assessment in English Language Teaching (ELT) is different from other content areas such as geography, history/civics, mathematics, and science. In line with the authentic assessment in English, especially in reading, O’Malley & Pierce (1996) mention that there are procedures in the authentic assessment such as identifying the purpose, planning for assessment, involving students in self-peer assessment, developing rubrics or scoring procedures, setting standards, selecting assessment activities, and recording teacher observations. For

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In accordance with the authentic assessment, there are two previous researches. The first previous research was conducted by Maryam (2014) entitled

Penerapan Penilaian Otentik dalam Pembelajaran Bahasa Indonesia. The

research findings reflected that all teachers of Bahasa Indonesia at SMPN Wates applied the authentic assessment. Various models of authentic assessment were applied by the teachers in assessing students with creative ways such as performance assessment, oral interview, student self-assessment, peer assessment, retelling text or story, observation, written test, portfolio assessment, project, and journal.

The second previous research was conducted by Saputri (2015) entitled The Implementation of Authentic Assessment in English Language Teaching (ELT): A Case Study at SMA Negeri 6 Surakarta in the Academic Year of 2014/2015. The research findings shown that the English teachers' perception toward authentic assessment was an assessment which could assess the student's knowledge, skill, and attitude. Furthermore, authentic assessment models which were applied at SMA Negeri 6 Surakarta were role play/performing, essay, debate, teachers' observation, peer and self assessment. Henceforth, the authentic assessment could improve students' active participation, motivation, interest, enthusiastic, creativity, and self confidence in learning English, and the authentic assessment could enhance students' English ability and learning outcomes.

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Two previous researches above are different from this research due to two reasons. The first previous research focuses on the implementation of authentic assessment in 2013 Curriculum, especially in Bahasa Indonesia. The second previous research focuses on teachers' perception toward authentic assessment, types of authentic assessment, and benefits of authentic assessment. For those two reasons and preliminary observation, the researcher conducts the research entitled An Analysis of Authentic Assessment in2013 Curriculum Used by the English Teacher at SMA Negeri 4 Malang. Ultimately, this research exposes the authentic assessment in 2013 Curriculum applied by the English teacher at SMA Negeri 4 Malang, especially in English language context.

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7 1.2 Statement of Problems

Dealing with background of the study above, statement of problems are formulated as follows:

1. How does the English teacher at SMA Negeri 4 Malang apply the authentic assessment?

2. What are the obstacles of the English teacher at SMA Negeri 4 Malang in applying the authentic assessment?

3. What are the efforts of the English teacher at SMA Negeri 4 Malang in overcoming those obstacles?

1.3 Purpose of the Study

In accordance with statement of problems previously, the researcher formulates the purpose of the study as follows:

1. To investigate the steps of the English teacher at SMA Negeri 4 Malang in applying the authentic assessment.

2. To find out the obstacles faced by the English teacher at SMA Negeri 4 Malang in applying the authentic assessment.

3. To know the efforts of the English teacher at SMA Negeri 4 Malang in coping with those obstacles.

1.4 Scope and Limitation

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8 1.5 Significance of the Study

1.6 Definition of Key Terms

To avoid ambiguity and misinterpretation of this research, the researcher defines key terms specifically in the following definitions:

a) Curriculum

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9 b) 2013 Curriculum

2013 Curriculum can be defined as a curriculum that is developed to increase and equalize soft skills and hard skills which are composed of attitude, knowledge, and skill (Fadlillah, 2014).

c) Authentic Assessment

AN ANALYSIS OF AUTHENTIC ASSESSMENT IN 2013 CURRICULUM USED BY THE ENGLISH TEACHER AT SMA NEGERI 4 MALANG