Needs of English Teachers in Designing Instrument of Affective Assessment Based on Scientific Approach: A Challenge for Curriculum Development at 21ST Century - Universitas Negeri Padang Repository
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2017)
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Needs of English Teachers in Designing
Instrument of Affective Assessment Based
on Scientific Approach: A Challenge for
Curriculum Development at 21st Century
Authors
lra MAISAMH, M. ZAIM, Hermawati SyARtF, Bentri BENTRT
Corresponding author
lra MAISARAH
Keywords
Needs, Designing lnstrument, Affective Assessment, Scientific Approach, Curriculum
Development
Abstract
The 21st century gives positive and negative impact to education. These impacts are
caused by there are many products oftechnology that can be used by students at school,
home, and their environment. rn order to face the challenges of 21st 6entury, scientific
approach is chosen as the way ofteaching that is hoped can improve the competences
of students in three domains, such as cognitive, affective, and psychomotor. Hlnce, it
becomes the new challenge in the curriculum development, even in developing the
evaluation, especially, in designing the instrument of affective assessment.'ln ;ddition,
lhe assessment of affective domain based on scientific approach in English language
teaching as difficult as the implementation of scientific approach itself. Due to th-is problem, before designing the instrument of affective assessment, it is needed to know
the needs of teachers related to the designing of instrument itself in order to answer the
challenge of 21st century. To gain the data, the descriptive study was used by distributing
the open-ended questionnaires to six English teachers. so, needs of teacheri is the base
in designing the instrument of affective assessment. Based on the result, it was found
that the English teachers need an observation sheet in assessing affective of students.
Besides, there are five levels oftaxonomy that can be designed in the instrument, i.e.
receiving, responding, valuing, organizing, and characterizing. Then, there are 1g
`
(eighteen) types of affective that can be assessed in each phases of scientific approach.
Finally, by knowing the needs of teachers, it is expected that the appropriate instiument
in assessing affective domain can be designed.
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Publication date
January 2018
ISBN
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ISSN
2352-5398
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Needs of English Teachers in Designing Instrument
of Affective Assessment Based on Scientific
Approach: A Challenge for Curriculum Development
at 21s Century
Ira Maisamn, M. Zaim, Hermawari Syarit and Alwen Benri
r,lglish Edrcation Prograo, LanguagE and AIts Dcp6rto€nt
STKIP YPM Bagf,o
Bangko, Jambi, Indonesia
aod
Po6t G.adudc P.ogr.rl
Univositas Negrri Padang
Pada!& wcsr Sudrcr4 lDdoaesia
ira bundadzak i(a)yahoo. co. id
Do.ror.l Stu&ds
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lkt d-Tlc 2t' cat*t Eirr' podf,€ .J r8d,E i4r.rjt b &tdi,d- Thac irya oc ct,'.'d bt lha, q..-r, prdtd ot
th.t c.r be oa b-"U,,,a I nt 4 la.. al th* ,',n,,rra,. L crd.r ,o fr.2 th. chlaEd of 2I' cata,fy, dafifu
of aa* iD frre &-r,,r' stct B @t nirg
qruch k chd!,r a ,L r.y of rerl4 ,ta it ,,opol an iqto', te rya
.gea"a .rl payct*z Eancq it ,Ejo',a ,L. r., A.l4c i. tb aric.,ltt d.r*r.a4 d.t i, Ltdqt4 rt. adadb4
ipciny, t l**q thc it:acat of tfidec @.dL h &e& drc ,''r''.ca of .Odiw lodn hd or rdcrfrfic qtu d.
ia Eigltth Wugc ,a.Urg 6 difrcal s rt. irylaaeiot oJ en$tc ryud i&dl, Du. b thtt pmblct, b.lorc ddEntry th.
b*r',qt of afrdvc .@d, A i, & ,o L',,tt ,L. dt of brcha, rM b rtu ae*rw of itilt .ar, iadrh c .r b .,s,.'a
tL. .h.Lq. of 2t' ca.tut fo tdt tte Ja, v bebne aa, *, d b, i*ibdA ,L op-atU $dbrnaba ,o d, Eqlish
ta*r. *, r* ol ra&rt it tLe k b b;grld'rs r*c fuEa, of ddrc .,r.r' ,al Worrh.rd,i,ghDl'tudw
Drslitt,a.ha,*daofunaiotrhait.s tirv 6dE ofdd. B''lra,thaz o.fit Ltdt ortuotu-r rhd ur bo ladgrd
ia t*e b*r,,atl La '€afi/{., trry,,r/fr/,t, r,hn8, o,r.frra, ,J do&ada- Th.r' ,ra. .E lt (dslra) tyF ot.OeiE ta
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nBtfi.rrnr.rrrd4l ddit b.d, d. b tlc*rdrrqro*- ilas, U:e'hr t lrfr],-.4 AfuiE Ast.,!t..,,r,Sdr,,4frc,lDrwr\ Curfcdt WPerd
I. lmroDucnoN
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Tbe 2li c@htry is sigDaled hy tnatry Foduciog of tccfuDbgy produc{& Thc cducatbn in 2lr ccmury is also srggesfcd
to us€ thc products oftechnobgy in pupos€ to $4port th€ tcaching ard lcarning proccss wh€ther h the classloom or odside th€
classrooD The products oft chrobry thst arE oomrm yused to npport drc r*udlots io le{tr arc rmbilc pboneq corpulcr or
laptop6" ed tablct C€itaidy thc techologies have given studems a greater access to iDformtion tochologies (Coh€o, 2002).
Morcover, these are equipped with int€fDct ep{ity. So, by using flrch tlcsc tkEe technobgies, it is boped that crn rlDtiyltc tic
studfits to lcarn rmre od iryrove th€ir laming achievement.
Ttre lca'rrcrs iu 21! ccmury sc bopcd can .dd thcir osn kE*tcdgc by srzching idorlDli.tn Aom Dbilc phmcs"
coquter or bptopq or rablet with iDicrEt uess. l4licit$, n is boped thsl Ectoobry can i4rovc thc *u&rrs' clrbsity aad
y got tron- Bur, tec.hobgy is
bve kaowfage. B€siles, thc $udrds car wort indepeodemly ad firll ofrcspoasibility towud
nor ah a),5 giving positive effect to thc leaming process. SouEtimes, thc stud€ds who arp busier with tcchmlogy will have
limitcd tirc to socialize in their etrvirooDcnt. Bocausc, tbcy are really cnlly in interradiog with nnbile phoneq cotrDuter or
laptops, or tsblci cvEry day. Thcy can +eod mre time to use mbilc pbones, coqurct fi laptops, or tabki. In hct, thcy forgot to
tt
ad sisar Furthcrunrc, somethes, thc surd€ 5 who arc busier with
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giving
them
shoft respond when somoe called him/her sllch os sayhg 'em'
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of
not
carc
to
oth€rs.
techology do
wiOout seeing the facr ofpeopb who was calling hirdhcr. ]tcq wheD thc t€ach€r cxplaiN the lesson in the classroo4 these
sociaiize witn family, t€achcrs, classmafcs, hodErs
shrdEnts canrot shov their IEspec-tfrrh€ls to teacher$.
ln othcr wordg ir can bc said thst t€chobgy in
2lr ceotury abo afr€afs thc studctrs' affcc{ive. So, it b€coG thc trcw
ch.llctrgc in cducatbn, cspccially in thc curricuhrm dcr&lopmcnt Crmkulum itsclf can bc dcfued as a plao, kaming
experierrces, a syster! a freld of *udy, aod $bject matters (Ordein & Hunkias" 2013). Therf rehted to this definitbq the
Thi3
Cqyrighr O 201& lie Atlins. hblirtcd by Alldis PtE &
ir .lr op.n .cc6s sticlc t!td6 itc CC BY-NC lic. c (hlF//crEativcc@G&Gtnic.os6^t{c/4.0/).
322
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Adwnees in Sa*ial
Se ierrce,
EAMrith a d ltusrritia Resarch (ASEHR), tolune
I
1E
stakeboldfr sllch as Mini$ry of Edrcalbn has iopoltd role in designbg th crrri;ulum that is involving purpose, dcsign,
itrplerneDtation and assessncnt @rady & Kcmedy, 2007). Fimlly, the crrricuhm 2013 is creatcd as the solution to answcr tlE
challerrge
ofeducaion in
2l!
cennrry.
in thrcc dormins-intelligorcc, affectivg and
psychonDtor-{hc Minislry of Education fu hdoncsi. askcd ttc ocach€rs, furcfudod Eryli6h tcach€rs !o usc scicntific approach as
thc learning erp(rietrce. ScLntific 4proach is believcd can iuDrov€ thc shrdcDts' ceability in thcs€ tkee dolnains' because it bas
six spocific claimq i.e. better coryrchellsiotr, grEatei ad4tability, gr€ater irtaEst, rmre realisnq beter researchers, and better
teachers (G8uch 2003). Hosnan (2014) des€aibes thst the scientific approach has fivc stages that are obscrving, questiodng,
experimenting associatiog, 8nd comunicstitrg. First, ob66ving phase, tb€ stud€rns catr do sonp aclivitics such as look at the
picturc, readiog ad listening. S€coo4 questbdng phasc, tb $ud,Etris c8n give soE que$bos to teach€r or chssEatc. Thirid,
experiEcoting phss€, tbe sfildcms try to fnd moy sorllpes of lcdnitrg and do mur paaaices. Fourth, associsting phrs€.s, the
studcnb arE cdegorizing and makirg coruEction between the dsta Th€ h5t, cornnnrnicaring phase, the studcnts convey the
Moreover, in order to form thc studenrs !o have a good capability
corrc€Et orally or
writterl
Hoyeycr, it do€s mt cooryb ifth tescbcrs o8ty be ablc to tca€h by using rientifc approlcb" Tbsy mrst slso be Eble to
assess tbe studcots' cogditivc, affectivg aDd psychoDtor iD ord€r to lolow the studcds' p,rogrcss in thes€ thee doDains.
According to Djiwardono (2010 therE arc ma4r pcople inctudEd r€acbcrs arc trying ro form thc *udtms' affeaivc. But, the
difrcuh p6rt fu forming the stud€ots' affcciive is in assessing
tlre affective
separared fiom the leaming proccss. B€sidrs, th€rc b oo appropriato
rcsult, thc assessment ofshldcnts' affective is irelevsnt with tll€ rEality.
caused by the ass€ssrc for affectiv€ is $ill
that can used to assess the sudens' afrcctive- In
irsclf lt's
ingnmr
In addition, Bloom (1982) rgues that the cntry ofaffective charactcristics during th€ teaching and laraing p,toccss will
give afect towad the studcds' Ieardng outcocs. lt means that if th studcors hrve good charact€rs in learniag English, their
ledd11g ouico6 will inqcase. Itr cotrtrast, if thc studcnts hsve bad anitudc in lcaming Erglish, their leaning- outrbrncs will
‐
decease- So, it is oeeded an instrumm that can be us€d to 8ss€ss the sdrurs' afective in each phase ofsciertific 4proacL Bul,
the asscss@ert will be mrc diffcuh if the teacht's assess thc studetrs' affective in each phase of scientific approach" Tho, it
will be mrc m4licatcd if thc tcachers mrg assess all typ6 of affective thaf are appcared in each phasc. Io this casc, rtat ard
how th€ ifffrurpnt of afuive assessmerf caa be designed?
Th€se quesrioE a.e the bases ofthis rEsearrlL So, befure d€signing thc iosmltrE:ttt for 8ffcctive ass€ssmefi, the n€eds of
tc8ch€rs
rnut be analyzcd. Gpta (2004 dcscriba Ont by findiry thc needs of teachcrs' the gap bctweca currqt and
Etrglish
dcsired conditbo c.n be solved. Thaf's why this rcs€arch was corductcd in ordcr to snalyze thc t€achels' nscds rclEtad to the
dcsigning an 4propriate in*mnrnt for assessing th€ studflts' atrectiv€ &ring $e teaching and leaming process.
fl.
MEn oD
The mahod used in this researcb was descriptive. To gain the &ta, the researchcr used an op€n-cndod questbnnairc ttat
is consisr of58 (fifry eigh) qucstbas. lte opcn-eodcd quesiomairc b dcvcbped based on five indicatoE, ie. aspcct ofalfective
cooc€D! scieotific approscb, affective assessmcnt tcch&ucs, Eogrish hoSuage l€arniqg, a[d qDes of affc.ctive. This
questiormaire was also used o umsurp lhe teachers' knowlcdge rclated the affective assessrnclt ard their needs in accordance
with tte designing of instunrnt for affectiw asscssm€tt ilrelf
The open-od€d qu6tioolraire rras distrr-huted to six Eoglish t€ach€rs who were taught English subjccr in the cl8ssroom
using scicntific Eppro.ctr d lonbr High Schoob in Mtfagh Diffb. The ctosan of rtrDondcr vas tescd ou puporful
sarpling that is srgg€sted by Gall aDd Borg (2(m). They descn'bc that the purposeftl sar4ling can help a rcsearcher to develoP
deeper understading ofthe phenorrnoo beiry sudicd.
hry
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To validatc the opeo-cnd qucstioDD.irc, th€ rrsc5rchcr us€d e4ctts' validatioo- In this casc, there are five e)9crts who
were validating the questionmire- Th€sc €4,qts wcrc corllc &om diffcf,snt ficld of study such as cxpert in Eaglish oducarior!
p6ychological ;f educstioo, assessne[t of cducation, linguistics, ard designing of leaning. Theo, th€re w€rc two itrdicstors in
validlting the que.tfibnmirE, ic. .sFct of latrguagc rDd co €ot- Furth€rDre, the resuft of vali&tbo was bascd on tbc criteria
fiom iwalid up to very Elid. So, b6sed on the experts' yalidatirq it can be concludcd that the qucstionnaire was directty can be
os€d withou ay r€vision
Moreover, due t{ thc ualysis of tbe a[swcr giyen by Eaglish tcachsrs h opcn:eodcd quetbltluirc, tbe researcher
ref€rred to some tbr x thst w€rs used in this rts€arch- Its pueosc wBs to chcct tb6 apFopriareoess and thc correctoess ansvers
ir ttose questiomair€- In order to how the otal of teters wto gave dE tsuE or 6lse answcrs, or the sarnc ald the diffetent
answcrs, the researcher also used pertcntagp as
fornulated:
F
= -X 10O96
P :P6rc age
P
F = Frcqucncy
N = Totrl ofRcspordcrts
ATLANT: S
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.ldwacq ia &lciol kiear:e,
IIL
uatid
ard
ltyrsrit*a
FINDNG AND
Rescarch (,(ssEHR),
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Finding and disclssbn of this rs€arch is footscd on the rc€ds of tcachcrs rclat€d !o the dcsigning iDstnment for
affcctive ass€ssBent, Ifcsigling instu{rent for assessing affectivc is the main poim in rllakhg dccisioo to r{tk th€ studs s' score
at the sDd of seo€stcr. Sr.pposi tbtf,e is a stud€d who has highct scorcs in cognitivc, hrr loigl scorc in Effcctive, hc/she csmot
be thc best in tbe classroor. It lEss thar the atrcativc doDab will bc thc core in cvahralfug rbc s(rrdcors' lea-Ding oucotrr-
Wty? Bccaus€, the stude s wbo have good affectivc wi[ ahra]rs tlspect to the teachcrs, p6rqns, tieads' and others. They wonl
bc anognt cvea they are rery clcver. These studrr s v l afq,ays showitrg thE good ditude il socializiag with sorebody clse.
In ad,lnbq amlfzing tbc tcachers' oeeds is an iDpodant p6rt in drsignhg instruarnt for asscssing stud€trts' affective
(Bramh, 2009). Why it rs so ilrporrad? The Erglish t€achqs arc the user of dris instruD€n. ThcD, thqy l(rlow mtch about thc
currcm condition at schoo! c+ocially in thc classroom- Besid€s" ttcy krow rElch which is appropri.tc ed iDappropritte with
thcir shrdcots and thcnselves. Moreover, they also haw Eaay erpcctatbN for thc frtuc of tbc $udcrts. To siDp[ry, Gtpts
(200D descntes
fut
nced anatj,sis is dis[,uss about a
gry bcrwceo the currat conditirn and a desired cooditin Affer howing
the teachers' nee4 thc sritable instnrmm for affectiw ass€ssmer will be know-n such as wlrcttrer tbey nccd a form oflrumal,
ob66v8tbn sh€st, pcer-ass€ssncDt, or sclf-ass€ssm€nt.
Duc to amlyze the needs of Erglish t€achars, h is Dccd€d to aub'ze tbe teact€rs' backgromd knowbdge toward fivc
aspccts as nE-fffund before ie. aspect of affectiw clDcret, sciemific ryoach, affectivc ass€ssrc t€chiques, English
languagc lcaming ard types of affective. By kDowing the tcachcts' backgouDd lstowledge rclated to thc concc?t of affective
asscssrD€ut, so the cspsbility ofthp Englfuh tErphers toward thc aFcctive assessment itselfcss bc co[chdrd latEr on- h ordrr to
aml}ze the arrswers giwn by Eoglish teachcrs, thc rcsearcher uscd prcentegs (7.) with fivc criieria as seen in table I as follow:
‐
Io tabb I-, thc iatcrval scorE bctc@rl thc crit€rb is 20 (twErry), Tlslforr, thcrc arc five critcria ia dcciting tlrc English
tcach6s' backSrouDd k owbdgc rElated to designing the inrfiruEnt fur asscssing affcctive, rhrt 8re v€ly b84 b64 eoougb, goo4
and very good That's $hy, tt€ lowc$ critrrbn is positioned in range 0-20 (%), aod th6 higbcst criterbn is positbned in range
-lm iyr. Theo, aftcr aalyzing thc ausw€rs givcn by Etrglish tcachcrs in opcn-erdrd $r€stbmaire, to siEp[ry th. rEsuh can
be scetr
b
table 2 as follow:
2. Fnglish tcacbcrs havc good backgou[d knowlcdgc in $rrc aspects i.e. aspcst of affeclivc cooccpt'
]'br! thcy lEvc vcry good hckground knowledge in two a,+ocrs ie.
English language learning and tlDcs of Effective. So, comitcring thc avcngc scor€ thEt is E6,42o/", n cart be concluded that
fngtstr tcacters' backgrornd hrcwledgc rclrtql to tlrcse five aspccts arc vcry good It is also can b€,corrcMcd that thc English
tcfueis havc tte sarre uodersranding rclatcd t € affectivc asscssred co!@t- MotlovE , it is also hopcd 6at the Fnglish
tcachers will havc the same idcss about tbcir oceds rrhted to thc d€signing iD.sturot for affcctive asscE$red iD thc F.nglhh
Based on table
scicffi6c approacb, and affet ive ass€ss'rne t€chrique.
ヽ
clsssrooul
based on the uswcrs given by English teachcrs in opcn-codcd quc*iomairc, it can be cooctrded tbat the English
b hopcd ca bc
aE fustru69Ea 6r asscssing Eftctivc which ablc to oorq tte tcachrrs' whish6. This
is
it
As
noted that tbe
approach"
Why
so?
procas
scicntifc
leuning
by
using
and
thE
t€aching
uscd iD the classroom du:ing
affective that will be ssse$s€d 8re diff€rc i[ each phase ofscientific approetL I[ is caus€d by the ditrerent ofsubstantial in every
phase. For exarple, in obecrving phase, it is hoped thst the sudrnts ca show the ctrbsity, IEspcctfirhess lo teachsrs, work hard,
irnd have togicat Oinfing. In otls phscs, i-c- quc*ion;ng opcrimemh& lssocfuin& ad cotntlutrixting phascs' thc differcnt
Nex!
tcrchcrs
d
itrfucnt
attitudcs will appear.
-casc,
In this
when thc EDglish teachs asl6 tha stud€ots to obscrvc tbe pfotrrc in a text book, so the Eoglish tcachers will
assess wbcfh.r tbe shldcots rcccpt the iosim.tirD ttat ic askcd by tb. t€ac,t t or mt ID tbis $cp, lhe afieclivc that will bc asses:cd
is r€spoctfut The4 during thc $udE[t obscrves thc pttrre, b ttc sn]d(,ri w!trts to klow qrch sbout it or rcL So, rc effectivc
324
F川 穏
:
Adxnces ia g>ciol Scieace, Eacorior and Ht ionitie, Rescarch (ASSEHR), wluarc 118
鮨 t can bc asssed l a t bl s phase t l ovc kmwl cdgc. mお ¨ had wO■ k har d The Lェ r t he Ы撻 面 gves ar mcnt r Cl at cd t o
t he pi mr c働 戯 hc/ she hs o歯 r "t t hCr cf Or c t hc t cachcr cal l asss t hc l og01t h徹 hgぬ i s showed by t he鋼 cnt
B―l sc of t t t coel eXt t y h asscssm8 8「 ‐ I VC dl ― g t t t cachmg and l ear nm“g pr oc‐ by usl ng scl cnt l f l c n_acL
責 I s not easy t O
m i l s i mOSSI bl C For t hc Engi l sh t eachcr s t o ayss af Fcct l vc mbout usmg t hc apr opnat c mmmcnt Besl dヽ
and j udg t hc“ d麺 鰺' af Fet 議 ● l l l y oncc d― g onc scnt st cr Mor ∞ vt t hc asscssl l l cl l t OF af Fccdvc mmdays k
‐ 鉾s
Cs￢ Mt l s why, t hc smpl c, casy.
f ocused ol l cI I l c speS OFaf Fect l ve, evcl l t hc t ot al of t he st u魏 缶 o● c chs i sar ou4 30血 dm
ヽ al so hopod can∞ vt t t hc EnJ ヽ h
det al t and cOwr ehensi vc l n― t f Or sshg af Fect l vc t nl uch needこ ■ t i 面 珈 m
t cach、 ' wl shCS
f or awssl ng ar ect r ve can be scen t om t hc
Fmher , t he nccds of Engl i sh t cachcl s r el at ed o t he desi gnmg of mt t w“
gap bct wcm t hc r cal ∞ ndl l お n of scssmg ar cct t t at school 週 El l gLsh t “ cbぃ“ ' cxpmuOn i t hc mm For mm r eas41ヽ
' af Fal vc■ 臨L t he assessment was onl y f o― od m
t he…
t hc EngLsh t ‐ cher s wer c onl y usl ng a pi “ いof paper "峰
ssment
ol l c mes oFaf Fcct i vc i c hol l cЫ y Bes悠, t hc asscsnl cl l t ∞ u‖ I Kl t be done i n each phasc oFsci cnt l f l c ar l pr Oach Thcぉ
“
was oot Mscd on af Fect l vc t axommy Thc h吼 t he assessmnt was ool y f or ot t of basi c copet cncy
l n EngLh画 山
ぽ
expecukn t hcy― mo検 岬
● I ol l sha t ht t cot t l ct cd by mdl cat or t t sconng mbnc br
I cnt I I c appr oach and f bl bw t hc t vcl of
assst t t hc st udmt s' af FecWc n軋 餞 asssl l r m ml st be donc l n cacb pbt t s of “
mり ｀ PI POsc l s t O SCC t bc pr o_of af Fml vc chal l gmg wl l i ch l s st l ‐
a舗 ‐ 卜e■ Ю m
assessunt must be donc For cach I I nt t t al h one bast ∞ pet ―
bc assessed i c r ehgl ous, 恥
cd by慟 c…
MoFDw%t he ar c 18( el ght CCnh●
Fn―
TCS OFa鏑
詭
or c, t hc
t hat ml st
嶋 瘍 r eSposus t t c● l i ncj har d wot scr ∞ nl dcnce, l ogul nkmg, cnt r al ■ 撤 魂 , mat i vcj
l mt e‖ l g∞
ml l ovat れ , mdcpcndcnt , mmsmt t 10vc howl cdgc, r espu pol i s dcmOmcy. cnnt n■
, 週 phdl st
Ш 誠 t hat cal l bc scd whl ct hc“ t ochmg nCeSS S gol ng o■
■ t t bc col Fhdcd t hat t hc Engお h t eacLバ nccd al l 鮨 m
The l l l sm― nt ― t sⅢ L and casyt o use nl s l nmmcnt t al so hcl ude t he mt cr nl t hat wi l be a勁 t phascs h sci ent l l l c
L ar cct i vc l cvcL pr Ocess of l mml ag t hat ∞ nl l r KI nl y dol l e by Engl お h t eac縣, f ocus of Engl l sh LЩ 興電 e Ski l t ,
appЮ
ヽ 蹴器F品 鶏 鑑
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“
し
can 611 i ‐
溜鳳淑鑑翼よT翻議鑑 磁郡胤楓騨瓶鳳腑1』躍
Due t o t hc""徊 cb価 dl ngs h t hc pr enous expl anat l on l cl at cd t o d“ EngLsh t eackぉ ' m“
hd“ i gnl ng t he i ― mcnt
¨ ssed as r O: 10ws:
r or ar r cct l vc“
"sSm
ar e maln調
e t cl os慟
d● sheet f or a― i g…
' 3mt t l Vc MccOach, い l c, &Madu
ob―tbc
t l on
Fr st 山
c ent
Engl, tl hcr
sh ct eachぃ
・ al l "can
( 2013) ― t hat ― y r es―M l l k obs― t l on as t t way t o∞ ncct t he“ 颯 csp― l l y f br educat bnal al l d餌 J sear ch
' af Fcct l vc, bccausc」 に obs― t l ol l t hat l s donc by
at ● nヽ al so sut abl c f or t e¨ 腱s t o a― t hc―
Thcy Ⅵewぬ
"ob― wm bc l l ● r e obj ccuvc t han_. oF SeF厖 鋒 N壼頑 “ Gお val l m t t SPovc( 21X171 ever have dor t hc
t eacMヽ bcheved
¨ sment t owar d t hei ndent s' af Fal vc dunng t he l cammg p"∝ s ney f ound t hat i was eI Fect l ve t o asscss t hC ndCnt s'
af “Fcct l vC h Or dcr t o f om t hc l l t l nde Of t he al dcnt s
abl Dg t t camot bendgcd d― ゝ 断 i
審
｀ SOm
Accor dmg t o H… ■ Mm鴫 と FLCI bbon( 1978、
"m調 "● t cac臓 が can scc t 腱 由 mms' act l on amng t hc
can bc assNed w soemg ml on al l d ut t ― c by peopl e l n t hl s case, t hc EngLb
L
t eachng耐 l cmmg Pccss Bcsl des, 議 Engi l sh t cac跳 ¨ al so t t what 餞 鋼 賦 ar e saymg about “ 嗣 晦
ll・
10n t hat ar e engagcd h t hc cl assl oon So, t he
eК
yg市 ● ∞ I I l l l l ent s, ほ t l r ar _nt St OWar d t t mm●
"I se, and di sct l ゛
動 け I Sh t Cachs anl st “ y at t ml on t o nat act 10n dol l c by t bc mmmい and wt t r cspond gl ven by t hc smacnt s
醸
舗 ∞ 颯 t he a鮨 競 a― sEl l t l S b― dol l c h― b phase oF scl cnt i nc_ach HOsl t al l ( 2014) . _・ . hms」 画 ―
CO― mcat mg
ar e nve phes of t eachmg h“ i el l t i nc appr oach l ● . ob― m3叫 面 嶋 pcnmcl l t 嘔 assOCnt “
t hOF phases havc di f F‐ l l t onent at Dl l f or ar ct l vc● pCS Hosl l al l l s al so ar pc t hat t he t ypes of ar ect l vc wi Ⅱ bc vanous i n
咆
_ch phases Ther cFor c. [ l s al so appr op崚 に wi t h t he needs oFt eack、 whl ch ar e not ed t hat t hey want t o asscss nal l y ki nds of
ar ect t ve l ●
ヽ
―
phase oF l eaml ng For nf t al l ce, h obs- 2p隧 、t hc Engi l sh t cachs wal l t t o as. ss r el l gも 、 r espect t o
Sし har d wot and bgI Cal t hmLng; h quest l onmg ph鴫 t he E電 磁 ht each want o assh cur DⅢ bvc
o“
scl… e… . br al t hl nLn3薇 l cal t hmLng cmt l ol l al l nt el LuCC, and ESponsbl e: I n cvcnEnt mg● ■ , t he Eo3h t eaC誡 バ
“
set f ● on飾 ∝ : h
want o assm pol ■ 輌 s ho磁 ゝ 面 己‐ 呟 cr Ca● vc hnk● 3- ovat i veぬ 価 嘔 I ndcpCn歯t and
・ ´ h口 、 want t o“
assoct at l ng pha・ ‐ , ■ e Engl t sh' ・・
at l d ser ● ont l dcl l cc: and l n∞ ― unl cat ng p…“,
har d‐ wor k, cr al vc t hm
khg. ● l r ● vat l ve t hmkl ag, 国 cpcndcェ
ェ t cachc wal l t t o aSSS honcst y. d― cr acゝ b」a t hl . ng,
t"honcst
hc EngLsh
前 01d祠 血 じ pol r c“ 、 scl f ● onf l dcr “ , I cspcct t o ot 鵬 、 sposl bに , 銀 ph山 ■ So, i can bc∞ l l cnded t ht , I I Dr e t hal l
α t t ■ pC Of ar ml ve whl ch ar c l nt ― ed t o be asscsscd by Engl 価 ¨ bt t h cach phas of l eamt ng bascd m sci cnt i f l c
appmach
l evel oF ar cct 市 c axonOm
y t hat t t om∞ ∝ヽi ng l l p t o
t he“
SSmcnt も st ar t ed f om t he l owcst t o hl ghe“
興
chanct cr nt お DA‖ en“ and Fncdmn( 201o宙 cWCd t hat i t t mt emugh f or t cnchcr s t o f om t hc smdcnt s onl y f Or t hci cognl t 市 c
dol l l at but dr t cachs―
al so bui は 畿 domal n oFaf Fcct wc suCh as測 出ぃ、acsは I cs.
ar c spud h t hc ar cct l vc t axol l omy¨
dcscabcd"h赫
。hL
BbOЩ &M“
苗c st udcnt s ar c hoped m accwt t he l oml ag Thcy ar c al sO Loped cal l 制
andemt on h at t l vc∞ コ暉Юunt S
L( 19643 ney dcscabct hat h uc市 mg l cveL
し
a●
m●
On O餞 t eachc and l st m wcn h
spondmg l cvct t he St udcnt s ar c hopcd cat l gl vc r cspond t Our d bc l camed such as al l swcr t he qucst l oL do assi _cnt , 肛
よc
Ⅷ
:
,ldwacq
it fuial hieace, fuatiar
aul
lluqities Raczrtl
(,issEER), whnc I 18
blr
sotE sctiviths, ctc..'Ilctt, in yaluinS rrd orgDiziDg lercl, thc
s0rdaars
ttc coosig.ncy for whr they arE rhinLin& doitrg,
and saying. Consiscncc rncans no changing. So, thc sudcnis wtro havc had a good aftctivc won't changc their affcctive day by
d8y. This cotrsbtcncy will hring them to hovE chasctcrizatbo- Chracrcrizatim is vcry oecdcd in trotecting tbc studrr s totn
b€d dEnagc in 2lr c€ntuy srch as pornogrphy, bullyin& tuErt, €DgEgc io a glng fight, drugs, arra nn ry ort ers bad cffccr Uut
@nE aci06s.
But, secing the consiscttcy ofaffective that is showcd by thc stders is mt ar easy oDc. Thc sludcnts' affcctivE might
glrragcd day aftGT rhy dcacnd on the situatbn of their srmtbnal spvmrert- The saudcnts can be a good boy/girl at a monErrt,
and can bc a bad boy/girl in othcr nEnEtrL lt is alm causcd by thc influcE€ ofthcir qtvirotrtn€nt. So, what is expcctcd tom thc
affedivE ass€ssmqrt itsclP Th€ aEwer is conaol The affective asE€s$nenr b bp€d cao be the wry to coiltsol the ircrEasirg and
` 川
b
decreasing ofstudcors' sffcctivc in Fnglish chssroom. By givilS good ooDtrol bward the studlsts'
sftctivc during
thc teachitrg
and lcarning proc6s" so thc sndcms will bc good ln',nm being outsidc thc chssroom and in ttc firturc.
Founh, the EnSlish t€achErs w8rt to asscss in evcry mcctiqg. It
the affcctivc asscs$rEtrt will bc dorrc for cach
nutcrial dJriDt th€ tcaching aod lcarning process. lE addition, Et Jurior High School thcrc are 20 (twcnty) uBtErisls that must b€
raughr by Frgliih teachrrs to rtudeatr. So, d leal, therc arc 20
to slscsr
studentr' affcclivc i! ordE to !€c iB Fogrr3!.
rBrs
tiB
tb
In each matcrial, the 8frcciive asscsreDt will bc dividcd into Eve phsas boscd on sciermifc aproach- By having bog
o,pportunit, for thc Etrglirh tcad.rs in asscssing fhc studcms' affccrivc, it b hopcd thd thc EDglish tlachs car givc bcs
evahatbo rdatcd to $udcnts'
rv
afuivc.
Thc lasr, thcrc art lt (ciglrtcen) $pcs of aftctivc tb.t m$c bc assGscd during the tcacning and lcarning process i.e.
rcligious, hon6ty, rtsporeible, discipliD€, hsrd wodq sclf confideocc, bgiul thinfing, crittal thioking, ctcativc, inDovativc,
iodcpcodcot, crEiosity, lovc howlcdge, rcspoct, polilc, dcmaacy, cmtbDal intclligcncc, and phralis. EffiDdri (2012), Lickona
(2012), Kocsom (2012), ed Mustqi (2014) explsin rhrt: (l) rcligious iE fccl Srstcftt for thc oportunity givco by cod to be
ablc io lcan[ (2) honcsty i6 8r att€mpr to GtEblish hisuclfas a pcrson who h airays tu*worthy in words, sctions, ard works;
(3) respoosible is darc lo b€ar all risks dr to actbu thst is doa; (4) dbcblinc is ordet! aod ohediea b v8rbus rul€s aod
rcguhtion; (5) hard-wo* b s.tious effon in ovccomiag obdsclcs to coql€tc th. r"
」OURNALS
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Proceedings of the Sixth International
Conference on Languages and Arts (ICLA
2017)
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PUBLI SHI NG I NFORMATI ON
Needs of English Teachers in Designing
Instrument of Affective Assessment Based
on Scientific Approach: A Challenge for
Curriculum Development at 21st Century
Authors
lra MAISAMH, M. ZAIM, Hermawati SyARtF, Bentri BENTRT
Corresponding author
lra MAISARAH
Keywords
Needs, Designing lnstrument, Affective Assessment, Scientific Approach, Curriculum
Development
Abstract
The 21st century gives positive and negative impact to education. These impacts are
caused by there are many products oftechnology that can be used by students at school,
home, and their environment. rn order to face the challenges of 21st 6entury, scientific
approach is chosen as the way ofteaching that is hoped can improve the competences
of students in three domains, such as cognitive, affective, and psychomotor. Hlnce, it
becomes the new challenge in the curriculum development, even in developing the
evaluation, especially, in designing the instrument of affective assessment.'ln ;ddition,
lhe assessment of affective domain based on scientific approach in English language
teaching as difficult as the implementation of scientific approach itself. Due to th-is problem, before designing the instrument of affective assessment, it is needed to know
the needs of teachers related to the designing of instrument itself in order to answer the
challenge of 21st century. To gain the data, the descriptive study was used by distributing
the open-ended questionnaires to six English teachers. so, needs of teacheri is the base
in designing the instrument of affective assessment. Based on the result, it was found
that the English teachers need an observation sheet in assessing affective of students.
Besides, there are five levels oftaxonomy that can be designed in the instrument, i.e.
receiving, responding, valuing, organizing, and characterizing. Then, there are 1g
`
(eighteen) types of affective that can be assessed in each phases of scientific approach.
Finally, by knowing the needs of teachers, it is expected that the appropriate instiument
in assessing affective domain can be designed.
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ISSN
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.1dtwr6
i,
hiate, Dfudb @td ltffiiti.' n.,,.oti (,(lsEHR), v.ttutrc I aE
lit rD.riod C6ferlncc oo t gu.grs ed AIts (ICLA 2017)
J,rial
Sifih
レ
Needs of English Teachers in Designing Instrument
of Affective Assessment Based on Scientific
Approach: A Challenge for Curriculum Development
at 21s Century
Ira Maisamn, M. Zaim, Hermawari Syarit and Alwen Benri
r,lglish Edrcation Prograo, LanguagE and AIts Dcp6rto€nt
STKIP YPM Bagf,o
Bangko, Jambi, Indonesia
aod
Po6t G.adudc P.ogr.rl
Univositas Negrri Padang
Pada!& wcsr Sudrcr4 lDdoaesia
ira bundadzak i(a)yahoo. co. id
Do.ror.l Stu&ds
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lkt d-Tlc 2t' cat*t Eirr' podf,€ .J r8d,E i4r.rjt b &tdi,d- Thac irya oc ct,'.'d bt lha, q..-r, prdtd ot
th.t c.r be oa b-"U,,,a I nt 4 la.. al th* ,',n,,rra,. L crd.r ,o fr.2 th. chlaEd of 2I' cata,fy, dafifu
of aa* iD frre &-r,,r' stct B @t nirg
qruch k chd!,r a ,L r.y of rerl4 ,ta it ,,opol an iqto', te rya
.gea"a .rl payct*z Eancq it ,Ejo',a ,L. r., A.l4c i. tb aric.,ltt d.r*r.a4 d.t i, Ltdqt4 rt. adadb4
ipciny, t l**q thc it:acat of tfidec @.dL h &e& drc ,''r''.ca of .Odiw lodn hd or rdcrfrfic qtu d.
ia Eigltth Wugc ,a.Urg 6 difrcal s rt. irylaaeiot oJ en$tc ryud i&dl, Du. b thtt pmblct, b.lorc ddEntry th.
b*r',qt of afrdvc .@d, A i, & ,o L',,tt ,L. dt of brcha, rM b rtu ae*rw of itilt .ar, iadrh c .r b .,s,.'a
tL. .h.Lq. of 2t' ca.tut fo tdt tte Ja, v bebne aa, *, d b, i*ibdA ,L op-atU $dbrnaba ,o d, Eqlish
ta*r. *, r* ol ra&rt it tLe k b b;grld'rs r*c fuEa, of ddrc .,r.r' ,al Worrh.rd,i,ghDl'tudw
Drslitt,a.ha,*daofunaiotrhait.s tirv 6dE ofdd. B''lra,thaz o.fit Ltdt ortuotu-r rhd ur bo ladgrd
ia t*e b*r,,atl La '€afi/{., trry,,r/fr/,t, r,hn8, o,r.frra, ,J do&ada- Th.r' ,ra. .E lt (dslra) tyF ot.OeiE ta
ir ad, fu oI sldrc qt*1 mn1 b W * r.'r' of ,alar, b @d rhd r*..P?oetire
ar b. d
nBtfi.rrnr.rrrd4l ddit b.d, d. b tlc*rdrrqro*- ilas, U:e'hr t lrfr],-.4 AfuiE Ast.,!t..,,r,Sdr,,4frc,lDrwr\ Curfcdt WPerd
I. lmroDucnoN
tahrobg
し
Tbe 2li c@htry is sigDaled hy tnatry Foduciog of tccfuDbgy produc{& Thc cducatbn in 2lr ccmury is also srggesfcd
to us€ thc products oftechnobgy in pupos€ to $4port th€ tcaching ard lcarning proccss wh€ther h the classloom or odside th€
classrooD The products oft chrobry thst arE oomrm yused to npport drc r*udlots io le{tr arc rmbilc pboneq corpulcr or
laptop6" ed tablct C€itaidy thc techologies have given studems a greater access to iDformtion tochologies (Coh€o, 2002).
Morcover, these are equipped with int€fDct ep{ity. So, by using flrch tlcsc tkEe technobgies, it is boped that crn rlDtiyltc tic
studfits to lcarn rmre od iryrove th€ir laming achievement.
Ttre lca'rrcrs iu 21! ccmury sc bopcd can .dd thcir osn kE*tcdgc by srzching idorlDli.tn Aom Dbilc phmcs"
coquter or bptopq or rablet with iDicrEt uess. l4licit$, n is boped thsl Ectoobry can i4rovc thc *u&rrs' clrbsity aad
y got tron- Bur, tec.hobgy is
bve kaowfage. B€siles, thc $udrds car wort indepeodemly ad firll ofrcspoasibility towud
nor ah a),5 giving positive effect to thc leaming process. SouEtimes, thc stud€ds who arp busier with tcchmlogy will have
limitcd tirc to socialize in their etrvirooDcnt. Bocausc, tbcy are really cnlly in interradiog with nnbile phoneq cotrDuter or
laptops, or tsblci cvEry day. Thcy can +eod mre time to use mbilc pbones, coqurct fi laptops, or tabki. In hct, thcy forgot to
tt
ad sisar Furthcrunrc, somethes, thc surd€ 5 who arc busier with
jus
giving
them
shoft respond when somoe called him/her sllch os sayhg 'em'
Mo$
of
not
carc
to
oth€rs.
techology do
wiOout seeing the facr ofpeopb who was calling hirdhcr. ]tcq wheD thc t€ach€r cxplaiN the lesson in the classroo4 these
sociaiize witn family, t€achcrs, classmafcs, hodErs
shrdEnts canrot shov their IEspec-tfrrh€ls to teacher$.
ln othcr wordg ir can bc said thst t€chobgy in
2lr ceotury abo afr€afs thc studctrs' affcc{ive. So, it b€coG thc trcw
ch.llctrgc in cducatbn, cspccially in thc curricuhrm dcr&lopmcnt Crmkulum itsclf can bc dcfued as a plao, kaming
experierrces, a syster! a freld of *udy, aod $bject matters (Ordein & Hunkias" 2013). Therf rehted to this definitbq the
Thi3
Cqyrighr O 201& lie Atlins. hblirtcd by Alldis PtE &
ir .lr op.n .cc6s sticlc t!td6 itc CC BY-NC lic. c (hlF//crEativcc@G&Gtnic.os6^t{c/4.0/).
322
ATLANTi S
PRESS
Adwnees in Sa*ial
Se ierrce,
EAMrith a d ltusrritia Resarch (ASEHR), tolune
I
1E
stakeboldfr sllch as Mini$ry of Edrcalbn has iopoltd role in designbg th crrri;ulum that is involving purpose, dcsign,
itrplerneDtation and assessncnt @rady & Kcmedy, 2007). Fimlly, the crrricuhm 2013 is creatcd as the solution to answcr tlE
challerrge
ofeducaion in
2l!
cennrry.
in thrcc dormins-intelligorcc, affectivg and
psychonDtor-{hc Minislry of Education fu hdoncsi. askcd ttc ocach€rs, furcfudod Eryli6h tcach€rs !o usc scicntific approach as
thc learning erp(rietrce. ScLntific 4proach is believcd can iuDrov€ thc shrdcDts' ceability in thcs€ tkee dolnains' because it bas
six spocific claimq i.e. better coryrchellsiotr, grEatei ad4tability, gr€ater irtaEst, rmre realisnq beter researchers, and better
teachers (G8uch 2003). Hosnan (2014) des€aibes thst the scientific approach has fivc stages that are obscrving, questiodng,
experimenting associatiog, 8nd comunicstitrg. First, ob66ving phase, tb€ stud€rns catr do sonp aclivitics such as look at the
picturc, readiog ad listening. S€coo4 questbdng phasc, tb $ud,Etris c8n give soE que$bos to teach€r or chssEatc. Thirid,
experiEcoting phss€, tbe sfildcms try to fnd moy sorllpes of lcdnitrg and do mur paaaices. Fourth, associsting phrs€.s, the
studcnb arE cdegorizing and makirg coruEction between the dsta Th€ h5t, cornnnrnicaring phase, the studcnts convey the
Moreover, in order to form thc studenrs !o have a good capability
corrc€Et orally or
writterl
Hoyeycr, it do€s mt cooryb ifth tescbcrs o8ty be ablc to tca€h by using rientifc approlcb" Tbsy mrst slso be Eble to
assess tbe studcots' cogditivc, affectivg aDd psychoDtor iD ord€r to lolow the studcds' p,rogrcss in thes€ thee doDains.
According to Djiwardono (2010 therE arc ma4r pcople inctudEd r€acbcrs arc trying ro form thc *udtms' affeaivc. But, the
difrcuh p6rt fu forming the stud€ots' affcciive is in assessing
tlre affective
separared fiom the leaming proccss. B€sidrs, th€rc b oo appropriato
rcsult, thc assessment ofshldcnts' affective is irelevsnt with tll€ rEality.
caused by the ass€ssrc for affectiv€ is $ill
that can used to assess the sudens' afrcctive- In
irsclf lt's
ingnmr
In addition, Bloom (1982) rgues that the cntry ofaffective charactcristics during th€ teaching and laraing p,toccss will
give afect towad the studcds' Ieardng outcocs. lt means that if th studcors hrve good charact€rs in learniag English, their
ledd11g ouico6 will inqcase. Itr cotrtrast, if thc studcnts hsve bad anitudc in lcaming Erglish, their leaning- outrbrncs will
‐
decease- So, it is oeeded an instrumm that can be us€d to 8ss€ss the sdrurs' afective in each phase ofsciertific 4proacL Bul,
the asscss@ert will be mrc diffcuh if the teacht's assess thc studetrs' affective in each phase of scientific approach" Tho, it
will be mrc m4licatcd if thc tcachers mrg assess all typ6 of affective thaf are appcared in each phasc. Io this casc, rtat ard
how th€ ifffrurpnt of afuive assessmerf caa be designed?
Th€se quesrioE a.e the bases ofthis rEsearrlL So, befure d€signing thc iosmltrE:ttt for 8ffcctive ass€ssmefi, the n€eds of
tc8ch€rs
rnut be analyzcd. Gpta (2004 dcscriba Ont by findiry thc needs of teachcrs' the gap bctweca currqt and
Etrglish
dcsired conditbo c.n be solved. Thaf's why this rcs€arch was corductcd in ordcr to snalyze thc t€achels' nscds rclEtad to the
dcsigning an 4propriate in*mnrnt for assessing th€ studflts' atrectiv€ &ring $e teaching and leaming process.
fl.
MEn oD
The mahod used in this researcb was descriptive. To gain the &ta, the researchcr used an op€n-cndod questbnnairc ttat
is consisr of58 (fifry eigh) qucstbas. lte opcn-eodcd quesiomairc b dcvcbped based on five indicatoE, ie. aspcct ofalfective
cooc€D! scieotific approscb, affective assessmcnt tcch&ucs, Eogrish hoSuage l€arniqg, a[d qDes of affc.ctive. This
questiormaire was also used o umsurp lhe teachers' knowlcdge rclated the affective assessrnclt ard their needs in accordance
with tte designing of instunrnt for affectiw asscssm€tt ilrelf
The open-od€d qu6tioolraire rras distrr-huted to six Eoglish t€ach€rs who were taught English subjccr in the cl8ssroom
using scicntific Eppro.ctr d lonbr High Schoob in Mtfagh Diffb. The ctosan of rtrDondcr vas tescd ou puporful
sarpling that is srgg€sted by Gall aDd Borg (2(m). They descn'bc that the purposeftl sar4ling can help a rcsearcher to develoP
deeper understading ofthe phenorrnoo beiry sudicd.
hry
ヽ
To validatc the opeo-cnd qucstioDD.irc, th€ rrsc5rchcr us€d e4ctts' validatioo- In this casc, there are five e)9crts who
were validating the questionmire- Th€sc €4,qts wcrc corllc &om diffcf,snt ficld of study such as cxpert in Eaglish oducarior!
p6ychological ;f educstioo, assessne[t of cducation, linguistics, ard designing of leaning. Theo, th€re w€rc two itrdicstors in
validlting the que.tfibnmirE, ic. .sFct of latrguagc rDd co €ot- Furth€rDre, the resuft of vali&tbo was bascd on tbc criteria
fiom iwalid up to very Elid. So, b6sed on the experts' yalidatirq it can be concludcd that the qucstionnaire was directty can be
os€d withou ay r€vision
Moreover, due t{ thc ualysis of tbe a[swcr giyen by Eaglish tcachsrs h opcn:eodcd quetbltluirc, tbe researcher
ref€rred to some tbr x thst w€rs used in this rts€arch- Its pueosc wBs to chcct tb6 apFopriareoess and thc correctoess ansvers
ir ttose questiomair€- In order to how the otal of teters wto gave dE tsuE or 6lse answcrs, or the sarnc ald the diffetent
answcrs, the researcher also used pertcntagp as
fornulated:
F
= -X 10O96
P :P6rc age
P
F = Frcqucncy
N = Totrl ofRcspordcrts
ATLANT: S
PRESS
.ldwacq ia &lciol kiear:e,
IIL
uatid
ard
ltyrsrit*a
FINDNG AND
Rescarch (,(ssEHR),
tolu
e 14E
DlsclssloN
Finding and disclssbn of this rs€arch is footscd on the rc€ds of tcachcrs rclat€d !o the dcsigning iDstnment for
affcctive ass€ssBent, Ifcsigling instu{rent for assessing affectivc is the main poim in rllakhg dccisioo to r{tk th€ studs s' score
at the sDd of seo€stcr. Sr.pposi tbtf,e is a stud€d who has highct scorcs in cognitivc, hrr loigl scorc in Effcctive, hc/she csmot
be thc best in tbe classroor. It lEss thar the atrcativc doDab will bc thc core in cvahralfug rbc s(rrdcors' lea-Ding oucotrr-
Wty? Bccaus€, the stude s wbo have good affectivc wi[ ahra]rs tlspect to the teachcrs, p6rqns, tieads' and others. They wonl
bc anognt cvea they are rery clcver. These studrr s v l afq,ays showitrg thE good ditude il socializiag with sorebody clse.
In ad,lnbq amlfzing tbc tcachers' oeeds is an iDpodant p6rt in drsignhg instruarnt for asscssing stud€trts' affective
(Bramh, 2009). Why it rs so ilrporrad? The Erglish t€achqs arc the user of dris instruD€n. ThcD, thqy l(rlow mtch about thc
currcm condition at schoo! c+ocially in thc classroom- Besid€s" ttcy krow rElch which is appropri.tc ed iDappropritte with
thcir shrdcots and thcnselves. Moreover, they also haw Eaay erpcctatbN for thc frtuc of tbc $udcrts. To siDp[ry, Gtpts
(200D descntes
fut
nced anatj,sis is dis[,uss about a
gry bcrwceo the currat conditirn and a desired cooditin Affer howing
the teachers' nee4 thc sritable instnrmm for affectiw ass€ssmer will be know-n such as wlrcttrer tbey nccd a form oflrumal,
ob66v8tbn sh€st, pcer-ass€ssncDt, or sclf-ass€ssm€nt.
Duc to amlyze the needs of Erglish t€achars, h is Dccd€d to aub'ze tbe teact€rs' backgromd knowbdge toward fivc
aspccts as nE-fffund before ie. aspect of affectiw clDcret, sciemific ryoach, affectivc ass€ssrc t€chiques, English
languagc lcaming ard types of affective. By kDowing the tcachcts' backgouDd lstowledge rclated to thc concc?t of affective
asscssrD€ut, so the cspsbility ofthp Englfuh tErphers toward thc aFcctive assessment itselfcss bc co[chdrd latEr on- h ordrr to
aml}ze the arrswers giwn by Eoglish teachcrs, thc rcsearcher uscd prcentegs (7.) with fivc criieria as seen in table I as follow:
‐
Io tabb I-, thc iatcrval scorE bctc@rl thc crit€rb is 20 (twErry), Tlslforr, thcrc arc five critcria ia dcciting tlrc English
tcach6s' backSrouDd k owbdgc rElated to designing the inrfiruEnt fur asscssing affcctive, rhrt 8re v€ly b84 b64 eoougb, goo4
and very good That's $hy, tt€ lowc$ critrrbn is positioned in range 0-20 (%), aod th6 higbcst criterbn is positbned in range
-lm iyr. Theo, aftcr aalyzing thc ausw€rs givcn by Etrglish tcachcrs in opcn-erdrd $r€stbmaire, to siEp[ry th. rEsuh can
be scetr
b
table 2 as follow:
2. Fnglish tcacbcrs havc good backgou[d knowlcdgc in $rrc aspects i.e. aspcst of affeclivc cooccpt'
]'br! thcy lEvc vcry good hckground knowledge in two a,+ocrs ie.
English language learning and tlDcs of Effective. So, comitcring thc avcngc scor€ thEt is E6,42o/", n cart be concluded that
fngtstr tcacters' backgrornd hrcwledgc rclrtql to tlrcse five aspccts arc vcry good It is also can b€,corrcMcd that thc English
tcfueis havc tte sarre uodersranding rclatcd t € affectivc asscssred co!@t- MotlovE , it is also hopcd 6at the Fnglish
tcachers will havc the same idcss about tbcir oceds rrhted to thc d€signing iD.sturot for affcctive asscE$red iD thc F.nglhh
Based on table
scicffi6c approacb, and affet ive ass€ss'rne t€chrique.
ヽ
clsssrooul
based on the uswcrs given by English teachcrs in opcn-codcd quc*iomairc, it can be cooctrded tbat the English
b hopcd ca bc
aE fustru69Ea 6r asscssing Eftctivc which ablc to oorq tte tcachrrs' whish6. This
is
it
As
noted that tbe
approach"
Why
so?
procas
scicntifc
leuning
by
using
and
thE
t€aching
uscd iD the classroom du:ing
affective that will be ssse$s€d 8re diff€rc i[ each phase ofscientific approetL I[ is caus€d by the ditrerent ofsubstantial in every
phase. For exarple, in obecrving phase, it is hoped thst the sudrnts ca show the ctrbsity, IEspcctfirhess lo teachsrs, work hard,
irnd have togicat Oinfing. In otls phscs, i-c- quc*ion;ng opcrimemh& lssocfuin& ad cotntlutrixting phascs' thc differcnt
Nex!
tcrchcrs
d
itrfucnt
attitudcs will appear.
-casc,
In this
when thc EDglish teachs asl6 tha stud€ots to obscrvc tbe pfotrrc in a text book, so the Eoglish tcachers will
assess wbcfh.r tbe shldcots rcccpt the iosim.tirD ttat ic askcd by tb. t€ac,t t or mt ID tbis $cp, lhe afieclivc that will bc asses:cd
is r€spoctfut The4 during thc $udE[t obscrves thc pttrre, b ttc sn]d(,ri w!trts to klow qrch sbout it or rcL So, rc effectivc
324
F川 穏
:
Adxnces ia g>ciol Scieace, Eacorior and Ht ionitie, Rescarch (ASSEHR), wluarc 118
鮨 t can bc asssed l a t bl s phase t l ovc kmwl cdgc. mお ¨ had wO■ k har d The Lェ r t he Ы撻 面 gves ar mcnt r Cl at cd t o
t he pi mr c働 戯 hc/ she hs o歯 r "t t hCr cf Or c t hc t cachcr cal l asss t hc l og01t h徹 hgぬ i s showed by t he鋼 cnt
B―l sc of t t t coel eXt t y h asscssm8 8「 ‐ I VC dl ― g t t t cachmg and l ear nm“g pr oc‐ by usl ng scl cnt l f l c n_acL
責 I s not easy t O
m i l s i mOSSI bl C For t hc Engi l sh t eachcr s t o ayss af Fcct l vc mbout usmg t hc apr opnat c mmmcnt Besl dヽ
and j udg t hc“ d麺 鰺' af Fet 議 ● l l l y oncc d― g onc scnt st cr Mor ∞ vt t hc asscssl l l cl l t OF af Fccdvc mmdays k
‐ 鉾s
Cs￢ Mt l s why, t hc smpl c, casy.
f ocused ol l cI I l c speS OFaf Fect l ve, evcl l t hc t ot al of t he st u魏 缶 o● c chs i sar ou4 30血 dm
ヽ al so hopod can∞ vt t t hc EnJ ヽ h
det al t and cOwr ehensi vc l n― t f Or sshg af Fect l vc t nl uch needこ ■ t i 面 珈 m
t cach、 ' wl shCS
f or awssl ng ar ect r ve can be scen t om t hc
Fmher , t he nccds of Engl i sh t cachcl s r el at ed o t he desi gnmg of mt t w“
gap bct wcm t hc r cal ∞ ndl l お n of scssmg ar cct t t at school 週 El l gLsh t “ cbぃ“ ' cxpmuOn i t hc mm For mm r eas41ヽ
' af Fal vc■ 臨L t he assessment was onl y f o― od m
t he…
t hc EngLsh t ‐ cher s wer c onl y usl ng a pi “ いof paper "峰
ssment
ol l c mes oFaf Fcct i vc i c hol l cЫ y Bes悠, t hc asscsnl cl l t ∞ u‖ I Kl t be done i n each phasc oFsci cnt l f l c ar l pr Oach Thcぉ
“
was oot Mscd on af Fect l vc t axommy Thc h吼 t he assessmnt was ool y f or ot t of basi c copet cncy
l n EngLh画 山
ぽ
expecukn t hcy― mo検 岬
● I ol l sha t ht t cot t l ct cd by mdl cat or t t sconng mbnc br
I cnt I I c appr oach and f bl bw t hc t vcl of
assst t t hc st udmt s' af FecWc n軋 餞 asssl l r m ml st be donc l n cacb pbt t s of “
mり ｀ PI POsc l s t O SCC t bc pr o_of af Fml vc chal l gmg wl l i ch l s st l ‐
a舗 ‐ 卜e■ Ю m
assessunt must be donc For cach I I nt t t al h one bast ∞ pet ―
bc assessed i c r ehgl ous, 恥
cd by慟 c…
MoFDw%t he ar c 18( el ght CCnh●
Fn―
TCS OFa鏑
詭
or c, t hc
t hat ml st
嶋 瘍 r eSposus t t c● l i ncj har d wot scr ∞ nl dcnce, l ogul nkmg, cnt r al ■ 撤 魂 , mat i vcj
l mt e‖ l g∞
ml l ovat れ , mdcpcndcnt , mmsmt t 10vc howl cdgc, r espu pol i s dcmOmcy. cnnt n■
, 週 phdl st
Ш 誠 t hat cal l bc scd whl ct hc“ t ochmg nCeSS S gol ng o■
■ t t bc col Fhdcd t hat t hc Engお h t eacLバ nccd al l 鮨 m
The l l l sm― nt ― t sⅢ L and casyt o use nl s l nmmcnt t al so hcl ude t he mt cr nl t hat wi l be a勁 t phascs h sci ent l l l c
L ar cct i vc l cvcL pr Ocess of l mml ag t hat ∞ nl l r KI nl y dol l e by Engl お h t eac縣, f ocus of Engl l sh LЩ 興電 e Ski l t ,
appЮ
ヽ 蹴器F品 鶏 鑑
"酬
So, t he Eng皿 は 艤 d―
“
し
can 611 i ‐
溜鳳淑鑑翼よT翻議鑑 磁郡胤楓騨瓶鳳腑1』躍
Due t o t hc""徊 cb価 dl ngs h t hc pr enous expl anat l on l cl at cd t o d“ EngLsh t eackぉ ' m“
hd“ i gnl ng t he i ― mcnt
¨ ssed as r O: 10ws:
r or ar r cct l vc“
"sSm
ar e maln調
e t cl os慟
d● sheet f or a― i g…
' 3mt t l Vc MccOach, い l c, &Madu
ob―tbc
t l on
Fr st 山
c ent
Engl, tl hcr
sh ct eachぃ
・ al l "can
( 2013) ― t hat ― y r es―M l l k obs― t l on as t t way t o∞ ncct t he“ 颯 csp― l l y f br educat bnal al l d餌 J sear ch
' af Fcct l vc, bccausc」 に obs― t l ol l t hat l s donc by
at ● nヽ al so sut abl c f or t e¨ 腱s t o a― t hc―
Thcy Ⅵewぬ
"ob― wm bc l l ● r e obj ccuvc t han_. oF SeF厖 鋒 N壼頑 “ Gお val l m t t SPovc( 21X171 ever have dor t hc
t eacMヽ bcheved
¨ sment t owar d t hei ndent s' af Fal vc dunng t he l cammg p"∝ s ney f ound t hat i was eI Fect l ve t o asscss t hC ndCnt s'
af “Fcct l vC h Or dcr t o f om t hc l l t l nde Of t he al dcnt s
abl Dg t t camot bendgcd d― ゝ 断 i
審
｀ SOm
Accor dmg t o H… ■ Mm鴫 と FLCI bbon( 1978、
"m調 "● t cac臓 が can scc t 腱 由 mms' act l on amng t hc
can bc assNed w soemg ml on al l d ut t ― c by peopl e l n t hl s case, t hc EngLb
L
t eachng耐 l cmmg Pccss Bcsl des, 議 Engi l sh t cac跳 ¨ al so t t what 餞 鋼 賦 ar e saymg about “ 嗣 晦
ll・
10n t hat ar e engagcd h t hc cl assl oon So, t he
eК
yg市 ● ∞ I I l l l l ent s, ほ t l r ar _nt St OWar d t t mm●
"I se, and di sct l ゛
動 け I Sh t Cachs anl st “ y at t ml on t o nat act 10n dol l c by t bc mmmい and wt t r cspond gl ven by t hc smacnt s
醸
舗 ∞ 颯 t he a鮨 競 a― sEl l t l S b― dol l c h― b phase oF scl cnt i nc_ach HOsl t al l ( 2014) . _・ . hms」 画 ―
CO― mcat mg
ar e nve phes of t eachmg h“ i el l t i nc appr oach l ● . ob― m3叫 面 嶋 pcnmcl l t 嘔 assOCnt “
t hOF phases havc di f F‐ l l t onent at Dl l f or ar ct l vc● pCS Hosl l al l l s al so ar pc t hat t he t ypes of ar ect l vc wi Ⅱ bc vanous i n
咆
_ch phases Ther cFor c. [ l s al so appr op崚 に wi t h t he needs oFt eack、 whl ch ar e not ed t hat t hey want t o asscss nal l y ki nds of
ar ect t ve l ●
ヽ
―
phase oF l eaml ng For nf t al l ce, h obs- 2p隧 、t hc Engi l sh t cachs wal l t t o as. ss r el l gも 、 r espect t o
Sし har d wot and bgI Cal t hmLng; h quest l onmg ph鴫 t he E電 磁 ht each want o assh cur DⅢ bvc
o“
scl… e… . br al t hl nLn3薇 l cal t hmLng cmt l ol l al l nt el LuCC, and ESponsbl e: I n cvcnEnt mg● ■ , t he Eo3h t eaC誡 バ
“
set f ● on飾 ∝ : h
want o assm pol ■ 輌 s ho磁 ゝ 面 己‐ 呟 cr Ca● vc hnk● 3- ovat i veぬ 価 嘔 I ndcpCn歯t and
・ ´ h口 、 want t o“
assoct at l ng pha・ ‐ , ■ e Engl t sh' ・・
at l d ser ● ont l dcl l cc: and l n∞ ― unl cat ng p…“,
har d‐ wor k, cr al vc t hm
khg. ● l r ● vat l ve t hmkl ag, 国 cpcndcェ
ェ t cachc wal l t t o aSSS honcst y. d― cr acゝ b」a t hl . ng,
t"honcst
hc EngLsh
前 01d祠 血 じ pol r c“ 、 scl f ● onf l dcr “ , I cspcct t o ot 鵬 、 sposl bに , 銀 ph山 ■ So, i can bc∞ l l cnded t ht , I I Dr e t hal l
α t t ■ pC Of ar ml ve whl ch ar c l nt ― ed t o be asscsscd by Engl 価 ¨ bt t h cach phas of l eamt ng bascd m sci cnt i f l c
appmach
l evel oF ar cct 市 c axonOm
y t hat t t om∞ ∝ヽi ng l l p t o
t he“
SSmcnt も st ar t ed f om t he l owcst t o hl ghe“
興
chanct cr nt お DA‖ en“ and Fncdmn( 201o宙 cWCd t hat i t t mt emugh f or t cnchcr s t o f om t hc smdcnt s onl y f Or t hci cognl t 市 c
dol l l at but dr t cachs―
al so bui は 畿 domal n oFaf Fcct wc suCh as測 出ぃ、acsは I cs.
ar c spud h t hc ar cct l vc t axol l omy¨
dcscabcd"h赫
。hL
BbOЩ &M“
苗c st udcnt s ar c hoped m accwt t he l oml ag Thcy ar c al sO Loped cal l 制
andemt on h at t l vc∞ コ暉Юunt S
L( 19643 ney dcscabct hat h uc市 mg l cveL
し
a●
m●
On O餞 t eachc and l st m wcn h
spondmg l cvct t he St udcnt s ar c hopcd cat l gl vc r cspond t Our d bc l camed such as al l swcr t he qucst l oL do assi _cnt , 肛
よc
Ⅷ
:
,ldwacq
it fuial hieace, fuatiar
aul
lluqities Raczrtl
(,issEER), whnc I 18
blr
sotE sctiviths, ctc..'Ilctt, in yaluinS rrd orgDiziDg lercl, thc
s0rdaars
ttc coosig.ncy for whr they arE rhinLin& doitrg,
and saying. Consiscncc rncans no changing. So, thc sudcnis wtro havc had a good aftctivc won't changc their affcctive day by
d8y. This cotrsbtcncy will hring them to hovE chasctcrizatbo- Chracrcrizatim is vcry oecdcd in trotecting tbc studrr s totn
b€d dEnagc in 2lr c€ntuy srch as pornogrphy, bullyin& tuErt, €DgEgc io a glng fight, drugs, arra nn ry ort ers bad cffccr Uut
@nE aci06s.
But, secing the consiscttcy ofaffective that is showcd by thc stders is mt ar easy oDc. Thc sludcnts' affcctivE might
glrragcd day aftGT rhy dcacnd on the situatbn of their srmtbnal spvmrert- The saudcnts can be a good boy/girl at a monErrt,
and can bc a bad boy/girl in othcr nEnEtrL lt is alm causcd by thc influcE€ ofthcir qtvirotrtn€nt. So, what is expcctcd tom thc
affedivE ass€ssmqrt itsclP Th€ aEwer is conaol The affective asE€s$nenr b bp€d cao be the wry to coiltsol the ircrEasirg and
` 川
b
decreasing ofstudcors' sffcctivc in Fnglish chssroom. By givilS good ooDtrol bward the studlsts'
sftctivc during
thc teachitrg
and lcarning proc6s" so thc sndcms will bc good ln',nm being outsidc thc chssroom and in ttc firturc.
Founh, the EnSlish t€achErs w8rt to asscss in evcry mcctiqg. It
the affcctivc asscs$rEtrt will bc dorrc for cach
nutcrial dJriDt th€ tcaching aod lcarning process. lE addition, Et Jurior High School thcrc are 20 (twcnty) uBtErisls that must b€
raughr by Frgliih teachrrs to rtudeatr. So, d leal, therc arc 20
to slscsr
studentr' affcclivc i! ordE to !€c iB Fogrr3!.
rBrs
tiB
tb
In each matcrial, the 8frcciive asscsreDt will bc dividcd into Eve phsas boscd on sciermifc aproach- By having bog
o,pportunit, for thc Etrglirh tcad.rs in asscssing fhc studcms' affccrivc, it b hopcd thd thc EDglish tlachs car givc bcs
evahatbo rdatcd to $udcnts'
rv
afuivc.
Thc lasr, thcrc art lt (ciglrtcen) $pcs of aftctivc tb.t m$c bc assGscd during the tcacning and lcarning process i.e.
rcligious, hon6ty, rtsporeible, discipliD€, hsrd wodq sclf confideocc, bgiul thinfing, crittal thioking, ctcativc, inDovativc,
iodcpcodcot, crEiosity, lovc howlcdge, rcspoct, polilc, dcmaacy, cmtbDal intclligcncc, and phralis. EffiDdri (2012), Lickona
(2012), Kocsom (2012), ed Mustqi (2014) explsin rhrt: (l) rcligious iE fccl Srstcftt for thc oportunity givco by cod to be
ablc io lcan[ (2) honcsty i6 8r att€mpr to GtEblish hisuclfas a pcrson who h airays tu*worthy in words, sctions, ard works;
(3) respoosible is darc lo b€ar all risks dr to actbu thst is doa; (4) dbcblinc is ordet! aod ohediea b v8rbus rul€s aod
rcguhtion; (5) hard-wo* b s.tious effon in ovccomiag obdsclcs to coql€tc th. r"