THE IMPLEMENTATION OF ON-GOING ASSESSMENT IN AN EYL CLASS.

(1)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE IMPLEMENTATION OF ON-GOING ASSESSMENT IN AN EYL CLASS

A RESEARCH PAPER

Submitted to the English Education Department of FPBS UPI as a Partial Fulfillment of the Requirements of Sarjana Pendidikan Degree

By Amy Kustina

0907348

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

(2)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

The Implementation Of On-going

Assessment in an EYL Class

Oleh Amy Kustina

Sebuahskripsi yang

diajukanuntukmemenuhisalahsatusyaratmemperolehgelarSarjanapadaFakultasB ahasadanSeni

Januari 2014

HakCiptadilindingiundang-undang

Skripsiinitidakbolehdiperbanyakseluruhnyaatausebagian,

(3)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

PAGE OF APPROVAL

THE IMPLEMENTATION OF ON-GOING ASSESSMENT IN AN EYL CLASS

A Research Paper By

Amy Kustina 0907348

Approved by:

First Supervisor, Second Supervisor,

Ika Lestari Damayanti, S.Pd., M.A. Iyen Nurlaelawati, S.Pd., M.Pd.

NIP. 197709192001122001 NIP. 19770906200912002

Head of English Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

(4)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

(5)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THE IMPLEMENTATION OF ON-GOING ASSESSMENT IN AN EYL CLASS

ABSTRACT

A shifting process from School-Based Curriculum that has been implemented since 2006 into Curriculum 2013 gave some impacts into the way assessing students, especially for young learners. This shifting urges a need of implementing an on-going assessment as a way to measure students’ ability rather than using traditional paper-pencil testing. This study examined the presence of learning support provided by on-going assessment and also challenges in implementing on-going assessment among 31 of third grade students in a private elementary school in Bandung. A qualitative analysis found that on-going assessments for EYL which were implemented through picture-cued description, information exchange, matching activity and written product provided support for learning. The supports were in the forms of repetition and opportunity to say the words in model of language use during the learning, students’ participations which indicated the building process of intrinsic and extrinsic motivation and the occurrence of student’s autonomy and responsibility in the development for their further learning. The study also found that size of the class and classroom management became the main challenges in implementing on-going assessment in the classroom. Therefore, providing more varied materials and forms of assessments were recommended for betterment in the future research.

Key words: On-going assessment, English for Young Learners (EYL).

First Supervisor: Ika Lestari Damayanti, S. Pd., M. A.

NIP. 197709192001122001

Second Supervisor: Iyen Nurlaelawati, S. Pd., M. Pd.

(6)

Amy Kustina , 2013 The implementation of on going assessment in an eyl class Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

PAGE OF APPROVAL ... i

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGMENTS ... iv

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

LIST OF APPENDICES ... x

CHAPTER I: INTRODUCTION ... 1

1.1Background... 1

1.2Statements of the Problems ... 3

1.3Aimss of the Research ... 3

1.4Significance of the Research ... 3

1.5Clarification of Terms ... 4

1.6Organization of Paper ... 4

CHAPTER II: THEORETICAL FRAMEWORK... 6

2.1Assessment ... 6

2.2On-Going Assessment ... 9

2.3Young Learners Characteristics ... 11

2.4Young Learners Productive Skills ... 13

2.5The Implementation of On-going Assessment in an EYL Class ... 17

CHAPTER III: RESEARCH METHODOLOGY ... 26

3.1Research Design ... 26

3.2Site and Respondents ... 29

3.3Data Collection Method... 29

(7)

3.3.1.1Observation sheet... 31

3.3.1.2Field notes ... 31

3.3.2Document analysis ... 31

3.4Procedure of the Research... 32

3.4.1Cycle 1... 33

3.4.2Cycle 2... 37

3.5Data Analysis... 38

3.5.1Data Reduction...38

3.5.2Data Display... 39

3.5.3Concludiing the Result... 39

3.6 Reliability and Validity... 40

CHAPTER IV: DATA PRESENTATIONS AND DISCUSSIONS ... 41

4.1The Implementation of On-going Assessment in an EYL Class to Provide Learning Support ... 33

4.1.1 Data Presentations and Discussions from Cycle 1... 42

4.1.1.1 Data presentation from Cycle 1 ... 42

4.1.1.2 Discussions from Cycle 1... 57

4.1.2 Data Presentations and Discussions from Cycle 2... 60

4.1.2.1 Data presentation from Cycle 2 ... 60

4.1.2.2 Discussions from Cycle 2...72

4.2The Challenges in Implementing On-going Assessment in an EYL Class... 73

CHAPTER V: CONCLUSION AND RECOMMENDATION... 75

5.1Conclusion ... 75

5.2Suggestions ... 76

(8)

LIST OF TABLES

Table 2.1 Expected Literacy Development... 15

Table 3.1 Types of Assessment Forms...27

Table 3.2 Lesson Schedule in Conducting the Study...28

Table 3.3 Example of field note used in doing the observation ………31

Table 3.4 Reflective Cycle of the Research ………..32

Table 3.5 Example of holistic rubric used in doing the observation………..35

Table 3.6 Example of student’s profile Sheet………36

Table 3.7 Coding for video analysis………..39

Table 4.1 Assessment Activities Conducted in Cycle 1………42

Table 4.2Data Presentation of Model of Language Use in the Assessment Process………48

Table 4.3Data Presentation of Students’ Participations in the Assessment Process………54

Table 4.4 Procedures of On-going assessment in Cycle 2……… 60

Table 4.5 Data Presentation of Model of Language Use in the Assessment Process ………62

Table 4.6Data Presentation of Students’ Autonomy and Responsibility in the Assessment Process ………63

Table 4.7 Data presentation of students’ participations in the assessment process ……….68

(9)

LIST OF CHARTS

Chart 4.1Result of Assessment in Cycle 1-Meeting 1 by Using Information

Exchange……….49

Chart 4.2Result of Assessment in Cycle1-Meeting 2 by using Picture-cued

Description………51

Chart 4.3Result of Assessment in Cycle 1-Meeting 3 by Using Matching

Activity………51

Chart 4.4Result of Assessment in Cycle 1-Meeting 4 by Using Written

Product………52

Chart 4.5 Students’ attainment targets in Cycle 1………..55

Chart 4.6Result of Assessment in Cycle 2-Meeting 5 by Using Picture-cued

Description………64

Chart 4.7Result of Assessment in Cycle 2-Meeting 6 by Using Matching

activity………

……65

Chart 4.8Result of Assessment in Cycle 2-Meeting 7 by Using Information

exchange………66

Chart 4.9Result of Assessment in Cycle 2-Meeting 8 by Using Written

Product………

……67

(10)

LIST OF APPENDICES

Appendix 1 Lesson Plan

Appendix 2 Video Transcription Appendix 3 Field Notes

Appendix 4 Students’ Scores

(11)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER I

INTRODUCTION

This chapter discusses general information concerning current issues that underlie the research, the formulation of the research questions and the aims of the research. A brief explanation of the significance of the study, clarification of terms and the organization of paper will also be presented in this chapter.

1.1 Background

The government of Indonesia is processing the change of curriculum in its educational system. The latest curriculum, School-Based Curriculum (KTSP) which has been implemented since 2006, is informed to be replaced by Curriculum 2013. The shifting process happens in the level of elementary school, junior high school and senior high school. However, the issue about Curriculum 2013 in this study is focused on the elementary level since there are some significant changes in terms of its content.

There are several things highlighted from the new curriculum. The first one is the integration of all subjects taught in school. One subject should be linked to the others and structured by the occurrence of theme in its teaching process, which later is known as theme-based approach (Brown, 2001). The second one is the reduction of the numbers of subjects where English no longer becomes a local subject (Muatan Lokal) and turns to be a subject in after school activity. The third one is the transformation of government ordinance regarding the national standard of education in Indonesia. PP No. 32 Year 2013 changes several parts about its sentences, especially in terms of assessment. This new regulation functions assessment as a tool of measuring students’ attainment towards Student Competencies, a material in arranging students’ report and an instrument to improve teaching process.

From three main changes occurring in the Curriculum 2013, theme-based approach and assessment become the focus of the study. Theme-based approach is carried out since the school as the object of the study is in the preparation process

(12)

of implementing this approach. On the other hand, assessment becomes the focus of this study because Curriculum 2103 suggests a different way in assessing

students’ ability. According to Curriculum 2013, schools are obliged to administer

some assessments to determine whether the students acquire targeted skills and knowledge written on the syllabus (Bahan Uji Publik. Kurikulum 2013). However in this study, the assessment focus was not directed into one certain skill such as speaking skill or writing skill only since this study tried to implement an assessment procedures as it was planned to employ in the daily classroom activity. This study was intended to be a preparation before Curriculum 2013 will be officially applied in every school level. The assessment itself should measure students’ ability in a more detailed way since the aspects that should be assessed are extended. This kind of assessment could be confusing for some teachers especially for those who have not been habituated to use it in their class (Fan-Jiang’s, 2005 as cited in Chuang, 2010).

A preliminary observation was conducted in order to seek out information about the technique of assessment used and also the preparation for the implementation of theme-based approach in the school that becomes the object of the study. Referring to a previous study conducted by Masitoh (2008), it was found that the technique used to measure students’ capabilities in the elementary school level during KTSP is mainly using traditional assessment which is implemented through the paper-pencil test and administered in the end of the chapter or the semester. The preliminary observation revealed the same fact that paper-pencil test is also administered in that school. This kind of technique is very practical and easy to conduct. However, it cannot assess wide range of activities that can be explored in primary EFL classroom (Smith, 1995). Additionally, the preparation for implementing theme-based approach has not been fully developed for all subjects. As a start, the school develops theme-based approach in English lesson only.

This portrait gives a chance to implement an On-going Assessment (OA) in English for Young Learners (EYL) class since it can assess students in a wide range variety of assessment (Croker, 1999). Moreover, Fan-Jiang (Chuang, 2010)

(13)

reveals that OA seems to enhance students' motivation and attitudes towards learning English. Lee (2004) adds that OA provides an enjoyable atmosphere and improves students' affective development in cultivation of positive learning attitudes, developing of independent thinking, creativity and self-esteem, as well as social skills in intra-personal and interpersonal, cooperative and communicative skill.

Therefore, Chao (2008) stated that OA was challenging to implement for primary teachers in Taiwan. However, students enjoyed working on task at different levels.

1.2 Statements of the Problems

In line with the research background, the main focus of this research is the implementation of on-going assessment in an EYL class. In order to give the clear guideline in elaborating the research, the research questions are listed as follows:

1) To what extent does on-going assessment provide learning support for young

learners?

2) What are the challenges in implementing on-going assessment in an EYL Class?

1.3 Aims of the Research

The aim of the study is to give a portrait of learning support provided by the implementation of on-going assessment. This study also aims at listing the challenges occurring in implementing on-going assessment in an EYL class.

1.4 Significance of the Research

Theoretically, this study is expected to give some pictures of learning support provided by implementing on-going assessment in an EYL class and provide information concerning the challenges faced by the teacher during the process. Moreover, the information provided can be a reference for those who want to conduct a similar study. Practically, this study is expected to give alternative assessment method to be implemented in the school.

(14)

1.5 Clarification of Terms

To avoid misunderstanding and misconception, several terms are clarified as follows:

1. On-going assessment is an assessment process which can assess students in a wide range variety of assessment (Croker, 1999).

2. Young Learners are students under the age of 14 (Cameron, 2001). However in this study, the term Young Learners refer to third grade students in elementary school within range of age from 8 to 9 years old.

1.6 Organization of Paper

This study is presented into five chapters as follows:

Chapter I Introduction

This chapter presents a general description of the paper. It covers the background of the study, the statements of the problems, the aims of the study, the significance of the study, clarification of terms and the organization of the paper.

Chapter II Theoretical Framework

This chapter presents the theoretical foundations relevant to the study. It covers the explanations of assessment, on-going assessment, young learners characteristics, young learners productive skills and the implementation of on-going assessment in an EYL class.

Chapter III Research Methodology

This part elaborates the method of the study. Research methodology describes the purpose of the study and the statement of the problems; research design, research site and respondents, data collection method, procedures of the research and data analysis.

(15)

Chapter IV Data Presentations and Discussions

This chapter is the findings and discussions part. It presents, describes, analyzes, and discusses the data and the findings of the study.

Chapter V Conclusion and Recommendations

The last chapter tells about the conclusions and recommendations related to the findings in the study. It contains the result of the study in the form of conclusions and recommendations.

(16)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the explanation of steps taken by the researcher in conducting the study. The description about the research method of the study, site and respondents, data collection, and data analysis will be presented below.

3.1 Research Design

In line with the description of the background in Chapter I, this study implemented Classroom Action Research (CAR) as its method. More specifically, this study used participatory action research since it involved all the personnel in its practice. The researcher functioned as the one who conducted the study and the students were observed by the researcher (Creswell, 2008).

The CAR method was chosen out of consideration seeking information about learning support provided by implementing on-going assessment in an EYL class and revealing the benefits and the challenges faced by the teacher in implementing on-going assessment in an EYL class.

CAR is mainly used for exploring solution for a particular problem (Hien, 2009). The practice involves some cyclical steps which offer researchers to see how successful the efforts and try it again if the expected results have not been achieved yet (McNiff, 2002). Kemmis and McTaggart (Koshy, 2005) give a visualization of those cyclical steps which are formulated into a chart.

(17)

The figure above shows that action research is divided into four essential steps in each cycle. The first one is planning a change, and then it is followed by acting and observing the process and consequences of the change. After doing the “act”, the activity moves into reflecting on those processes and results. Then, it moves to the next cycle that repeats all of the processes. It starts from re-planning activity, acting, observing and reflecting.

Within the cyclical steps as the foundation in this classroom action research, this study was conducted following those four steps; i.e. planning, action, observation and reflection repeatedly in two cycles. The first step in the first cycle was to make a plan based on problems found in the observed class. Then it moved to the process of executing the plans into the actions in the classroom which was occupied by the observation during the process. After that, the reflection session was made based on the data from the observation in order to make betterment to teaching in the next cycle. However, these are the forms of assessments which were used during the assessment process.

Table 3.1 Types of Assessment Forms

Assessment forms Explanation

Information exchange Students were demanded to exchange information orally. This notion is to create information gap where students were allowed to choose their personal preferences about particular things and did information exchange with another student.

Picture-cued description This activity required students to make a simple description towards some pictures orally by using language features that had been taught

Matching activity Students were asked to recognize matching items or to complete sets.

Written products In line with the curriculum objectives, students were asked to write in word level and sentence level.

Four of assessment forms above then were set into the two-cycle schedule which followed the traits of action research itself. Detailed information about the schedule is shown as follows.

(18)

Table 3.2 Lesson Schedule in Conducting the Study

Cycle Meeting Topic Lesson Objectives Focus Activities Tools of Assessment Form of Assessment

Meeting 1

(April 9, 2013)

Occupation

to identify kinds of occupation

Listening-Speaking

-Introducing some pictures of occupation -Practicing conversation (drilling)

-Asking students to do the conversation based on pictures in pairs (pair work)

Observation sheet Information exchange

Meeting 2

(April 17, 2013)

to be able to tell job description

Listening-Speaking

-Introducing some pictures of occupation and its job description

-Practicing to tell the description of the job(drilling) -Asking students to tell the job description (individual work)

Observation sheet Picture-cued description

Meeting 3

(April 20, 2013)

to tell the job description of several

occupations Reading-Writing

-Playing “Bring Me” game (group work) -Asking students to do worksheet in groups

Worksheet Matching activity

Meeting 4

(April 22, 2013)

to be able to write down the public

places of where the workers work Reading-Writing

-Introducing some pictures of place of works -Drilling

-Doing a worksheet (individual work) Worksheet Written products

Meeting 5

(April 27, 2013)

Weather

to identify kinds of weather

Listening-Speaking

-Introducing some pictures of weather -Drilling

-Asking students to do worksheet Observation sheet Picture-cued description

Meeting 6

(April 30, 2013)

to be able to write down kinds of weather

Reading-Writing

-Reviewing the name of weather -Drilling

-Doing a worksheet Worksheet Matching activity

Meeting 7

(May 4, 2013)

to identify kinds of clothes

Listening-Speaking

-Introducing some pictures of clothes -Practicing conversation (drilling)

-Asking students to do the conversation based on pictures

in pairs Observation sheet Information exchange

Meeting 8

(May 11, 2013)

-to be able to write down the name of the clothes

-to classify the kind of clothes used during a particular weather

Reading-Writing

-Playing “find partner” game

-Asking students to do worksheet (group work)

(19)

The table above presents the specific information about the schedule of lesson of the research. Detailed time, kinds of material given, specific goal and lesson focus, general explanation of the activities, tools of assessment and kinds of assessments used in each meeting were presented in order to give the visualization of the action research plan in the real practice.

3.2 Site and Respondents

This study took place in one of private elementary schools in Bandung which has already been certified “A” grade on its accreditation. There were at least two considerations in choosing this site. Firstly, this school is one of primary schools in Bandung which is in the process of shifting their curriculum from KTSP into Curriculum 2013. This condition gave an opportunity to conduct the research since Curriculum 2013 allows the institution to implement on-going assessment in its learning practice. Secondly, the reason of its accessibility was preferably chosen due to an ease of the access to carry out the research in that school.

Third graders in this private elementary school were chosen as the object of the study since the students at this level have already been assessed through integrating skills. The class itself consisted of 31 students. There were 16 female students and the other 15 male students who served the role as the participants of the study.

3.3 Data Collection Method

There are several methods that can be employed in collecting data. Alwasilah (2012) states four of those methods which are survey or questionnaire, interview, observation and document analysis. However, the data in this study was collected through observation and document analysis. The observation processes in this study were occupied by the presence video-recording in order to recall the activities that were conducted in the classroom and complement another data of assessment that might be unnoted by direct observation. Fraenkel and Wallen

(20)

(1990) said that recording could be replayed for several times in order to check and to correct the data. Moreover, by using video recording, the more information could be gathered to complete the information that was not observed when the research was conducted. In this research, the transcripts of the video recording were analyzed to see students’ reaction towards support given from OA during the lessons and to complete the information that was not observed by the teacher during the lesson. While in terms of instruments, this study used observation sheet, field note which are elaborated as follows.

3.3.1 Observation

Observation was made in every single meeting in order to make judgment about students’ performance. Moreover, Creswell (2008) suggests the practice of observation:

Observations occur when the researcher takes field note on the behavior and activities of individuals at the research site. He also adds that in these field notes, the researcher records, in an unstructured or semi structured way (using some prior questions that the inquirer wants to know), activities at the research site (p. 168).

Observation in this study was conducted in two ways; participant’ observation and non-participant observation In participant observation, teacher employed observation sheets to take the result of students’ performance during the assessment process. However in a non-participant observation, the instrument was in a form of field notes. And the last instrument was video-recordings which later were transcribed in a form of video transcription. Each of the observation was conducted due to each function which was intended to get different information about what happened during the lessons. However, the different information was complementary and gave contribution in completing the entire data required. Below is the explanation of each instrument used in observation.

(21)

3.3.1.1 Observation sheet

Observation sheet explains a list of specific list to observe occupied with the range of the score given towards the performance presented (Atkinson and Hammersley, 2011). For the detailed form of the observation sheet will be explained in the next sub-chapter.

3.3.1.2 Field notes

Field note is an anecdotal note written by the non-participant observer during the lesson. However, the information kept is how children respond in class in a daily lesson plan (Moon, 2000). Here is the example of field note used in writing the information about student. The categorization itself was taken from students’ characteristics explained in Chapter II.

Table 3.3 Example of field note used in doing the observation

Aspect to observe Comment

Ss’ attention span Ss’ participation Teacher’s obstacle

3.3.2 Document analysis

Document analysis in this study was in the form of students’ works during the assessment process happened (Atkinson and Hammersley, 2011). The result of students’ writings and students’ works became the instruments in generating the data about students’ performance along the assessment conducted in each lesson.

(22)

3.4 Procedure of the Research

The procedures of the research were conducted using action research method which are divided into four main parts; gathering data and defining the problem, finding out some resources related to the problem by exploring several theories, literature, and existing data to help the study problem, identifying what type of data needed to collect and doing reflective cycle (Creswell, 2008; Hien, 2009). Here is the summary table of reflective cycle conducted in this study.

Table 3.4 Reflective Cycle of the Research

Cycle Steps Activities Implementation

Planning

a. developing assessment procedure - deciding purpose of procedure

- checking appropriateness of assessment with the context

- checking learners’ characteristics b.preparing assessment form

- preparing instruction of assessment form -preparing scoring method

Before the lesson administered

Action Implementing assessment procedure

In Meeting 1

(Information exchange) In Meeting 2

(Picture-cued Description) Observation Observing and monitoring the students

In meeting 3 (Matching activities) In Meeting 4 (Written Product) Reflection

Reflecting the result of the observation and determining the action to make decision for the next cycle.

After each meeting had been administered

Planning

Preparing assessment form

-preparing instruction of assessment form -preparing scoring method

After Cycle 1 had finished but before the lesson in Cycle 2 been

administered

Action Implementing assessment procedure

In Meeting 5 (Picture-cued Description) In meeting 6 (Matching activities) Observation Observing and monitoring the students

In Meeting 7

(Information exchange) In Meeting 4

(Written Product) Reflection _{Reflecting the result of the observation} After each meeting had

(23)

The elaboration on each step taken in each cycle when the study is conducted will be depicted in the following lines.

3.4.1 Cycle 1

a. Planning

Making plans was the initial step in conducting the study. This step involved two out of three main assessment phases as mentioned in Chapter II; design phase and internalization phase.

Design phase is the process where the assessment procedure was planned. Following the guideline of the OA, the planning started from deciding the form of assessment by its purpose. Since the purpose was to inquire about the extent of learning support offered by OA, therefore the assessment process was designed through activities conducted in the classroom. This step included the process of choosing themes, designing activities, and selecting assessment forms.

The first one was the process of time choosing. In this case, the school demanded to give the material by following the course book used. Furthermore, the course book entitled Speed Up English for Elementary School Grade 3 was used to decide the themes. The theme used in the first cycle was Occupation and the second one was Weather. They were also taken from the course book. The material such as grammar focus and homework were also taken from the book.

The second one was setting the goal of the lesson. Since the Core Competences from the new Curriculum 2013 had not been released yet, the goals set were derived from the Basic Competence and Standard Competence of School-Based Curriculum (KTSP), but still, the themes were applied as the base of the learning process. For the details of Basic and Standard Competence used, see Appendix 1.

After setting the goals, it moved into the third step that was designing lessons plans for each cycle. This process included planning activities that were going to hold in the classroom. Teacher’s explanation of some pictures and drilling towards the expressions focused were listed in order to lead the students

(24)

being assessed in form of picture-cued description, question answer activity, matching activity and written works.

Next step is formulating observation sheet (rubrics for assessing students) on each activity in every lesson. The rubrics used in this study were taken from the goals that had already been set beforehand.

The last step was the process of making the media needed. The media were made to support the teaching process. Media used were several pictures related to kinds of occupations and weathers that were taken from the internet.

b. Action

Teacher delivered the material by using prepared media. Two first meetings in the Cycle 1 dealt with activities which put speaking as the focus of the study. Students were expected to recognize and use the vocabularies related to occupation. Drilling of grammar focus in each meeting was practiced to prepare students in performing their speaking skill. While the rest two meetings in this cycle were focused on writing. The writing part was continued from the previous two meetings and students were asked to complete some worksheets.

c. Observation

The use of observation was very useful especially when it came to assessing young learners. Observation was seen to be more reliable since it did not disturb the students and allowed them to be assessed during classroom activities (Cameron, 2001).

The observation as conducted eight times, started from April 9th to May 11th, 2013. The teacher took part in observing the students by assessing them, sixteen students in each meeting. Each lesson lasted for 60 minutes. The teacher used the observation sheet (rubrics) to record the data of the students. The lessons were also recorded in a form of a video in order to gain more data about learning activity. This could provide a more accurate data since it can give additional information which was unnoted during the observation.

(25)

As mentioned earlier in Chapter II, observation sheet is a tool of evaluation and report information of the children, such as an indication of the child level on performance standard (McKay, 2008). Here is the example of the rubrics used in doing the observation

Table 3.5 Example of holistic rubric used in doing the observation

No. Indicator

Need improvement <65 Good 65≤85 Very good 85≤100 1 Mention 5 occupations (pilot,

doctor, singer, police, and teacher) after being introduced into some pictures related to the occupations correctly.

<2 occupations mentioned 3 occupations mentioned 5 occupations mentioned

2. Make a drawing of preference occupation. The drawing doesn’t represent an occupation The drawing represents an occupation, but not detail. The drawing represents an occupation clearly with details. 3. Express the preference

occupation based on the

drawing by using expression “I

want to be a...”

No auxiliary verb lost some element of sentence.

Use auxiliary verb, only lost one or two elements of sentence.

Use auxiliary verb. No element loss.

This holistic rubric was made for assessing student in each meting. Additionally, a profile sheet was also provided in order to record student’s achievement for a set of attainment targets (objectives). To see the example of student’s profile sheet, see Page 22.

c. Reflection

In the Cycle 1, teacher assessed all of the students in each meeting. This method is sought to be very impractical since the size of the class was big. It was difficult to assess 31 students and take note every single student’s progress in each meeting

(26)

Table 3.6 Example of student’s profile Sheet

Adapted from Fanfare 1 Teacher’s Book (Moon, 2000, p.155)

Attainment targets

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 81 19 20 21 22 23 24 25 26 27 28 29 30 31

Listening-Speaking 1. Can follow simple oral messages 2. Can use simple expressions 3. Can produce original oral message Reading-Writing 1. Can produce short modeled information at word level

2. Can produce short modeled information at phrase/sentence level

3. Can produce original written messages

(27)

3.4.2 Cycle 2

a. Planning

The number of the students to assess was considered in the second cycle of action learning. Plans were made to divide which students to assess in every meeting. Sixteen students were chosen to be assessed in every meeting according to their performance in speaking and writing performance. Therefore, the change of focus of the lesson was made. The arrangement of the focus of the study changed into oral and written cycle in the first two meetings and the second two meetings. Sixteen students were assessed in the first two meetings and another fifteen students were assessed in the last two meetings. This separation was expected to reduce the difficulties in assessing students in a big class.

b. Action

Using the name of weathers through pictures and drilling on its grammar focus still be the activities conducted in Cycle 2. Students were asked to perform their speaking skill in the first and third meeting and did the worksheet to assess their writing skill in the second and fourth meeting.

c. Observation

Observation was conducted based on the change of the plan that was made in reflection session in Cycle 1. There were sixteen students who were assessed in each meeting by using the rubrics that had already been prepared beforehand.

d. Reflection

In this section, all of the information gathered from four meetings in Cycle two was analyzed. And since the information had provided enough data to analyzed, the action research cyclical steps were finished.

(28)

3.5 Data Analysis

The data in this research were gained through participant observation, video recordings and teacher field notes. The data obtained were analyzed by descriptive qualitative data analysis. Alwasilah (2011) states that basically, one of action research characteristics is qualitative. Therefore, qualitative data analysis was used.

In this part, the data gained from three instruments were divided into several steps of analysis to answer the research questions. Miles and Huberman (1984) as cited in Alwasilah (2011) state that there are three steps on analyzing the data, those are: data reduction, data display, and conclusion that are described as follow.

3.5.1. Data Reduction

Data reduction means reducing several unnecessary data gained from instrument for collecting the data in order to make the analysis easier to conduct. In this study, the instruments used were observation sheet, field note and video recording.

After the significant data related to the research’ problems were selected, then, the data were coded into several categorizations. The data from the transcript of the video recording were analyzed and were coded based on a framework developed by Cameron (2001). She summarizes the activities taken in the procedures of implementing on-going assessment into five categories. The framework was used to reflect and analyze learning support provided by implementing OA.Then, the observation sheets and field notes were analyzed to see the challenges in implementing OA in an EYL class.

Moreover, here is the table showing the aspects analyzed from the video recordings. The aspects are summarized and presented in a form of table below.

(29)

Table 3.7 Coding for video analysis

No Assessment support Code

1. Learner’s motivation

Participation Sparticipation

Initiative Sinitiative

2. Model of language use

Plenty opportunities for repeated listening Srepetition Plenty opportunities to say the words and

phrases

Ssayword

3 Learning skills

Ability to work independently Sautonomy Ability to select and carry out own work Sresponsibility Ability to make use of resources Sresources

Those aspects were taken from Cameron’s framework of learning support provided by an assessment (2001).

3.5.2. Data Display

Descriptive technique was used in elaborating the analysis of the data. It was chosen because, basically, the characteristic of data obtained was qualitative (Alwasilah, 2011). Some of data in this research needed deeper information that might be difficult to deliver by using scoring technique. Therefore, descriptive technique was used to analyze the instrument and describe the result of the study. Besides, some data were displayed in form of table and graph to simplify the description of the data.

3.5.3. Concluding the Result

The last step was making conclusion from the obtained data that had been analyzed in previously. The conclusion related to the research questions; (1) To what extents does on-going assessment provide learning support for young learners? (2) What are the challenges in implementing on-going assessment in an EYL Class?

(30)

3.6. Reliability and Validity

The reliability in action research was achieved if the data was recorded as what actually occured in the setting when the research was conducted (Cohen, et.al., 2007; Baumfield, et.al., 2008 cited in Merawati, 2010 cited in Alwasilah 2011). The reliability of this research was established by observing and describing the assessment process as detail as possible.

The result of action research might not be generalized (Cohen, et.al, 2007; Baumfield, et.al, 2008 as cited in Merawati, 2010 cited in Alwasilah, 2011). In order to test the validity of this research, Cohen (2007 as cited in Alwasilah, 2011) suggests conducting triangulation. Triangulation in this research was done by associating or triangulating the data obtained through observation sheet, field notes and video recording. Data triangulation was expected to increase the accuracy of the data.

(31)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

This chapter presents the conclusion and suggestions of this study. The conclusion parts are drawn from the research findings and discussion, while suggestions provide some ideas addressed to English teachers and further research relating to the implementation of on-going assessment in an EYL class.

5.1 Conclusions

research were conducted by using teacher’s observation by using observation sheet

during the on-going assessment process, field notes taken by a non-non-participant observer and the presence of video-recording. Therefore, the conclusion regarding the study could be drawn as follows.

In relation to the presence of learning support provided by on-going assessment, the findings showed that on-going assessment gave great opportunities

for providing support for students’ learning especially to young learners. The data

gained from the three instruments showed that the all of the assessment forms used in this study (information exchange, picture-cued description, matching activity, and written product) could provide model of language use in terms of the opportunities for the students to repeat and saying the language features taught in each meeting. The chances to repeat and say the language features itself were practiced by doing drilling during the lesson.

(32)

Beside the opportunities of providing the model of language use, on-going assessment also offered a great chance to build students’ motivation towards their learning process. The presence of both extrinsic motivation and intrinsic motivation during the process of learning confirmed that on-going assessment provide support

for students’ learning.

Moreover, by implementing on-going assessment students could be benefited from the activities taken during the assessment process to be more independent and

more responsible towards their learning. Students’ autonomy and responsibility were

determined to be important aspect to support them in their further learning.

The result generated from each assessment also could portrait what students can and cannot yet do. This result gave useful information concerning the steps that should be taken in planning next teachings and also gave some considerations in evaluating the programs.

While in terms of challenges occurring during the process of assessment, it was revealed that classroom management and time allocation became the obstacle which impeded the implementation of on-going assessment. Large numbers of students in the classroom made the teacher had some difficulties in controlling students in the classroom during the assessment process. While regarding the time allocation, it was found that the teacher should be aware of the distraction that might appear when the assessment process was administered. Having too much time spending on a certain activity would lose students’ interest in taking part in the assessment process.

5.2 Recommendations

Based on the result gained from this study, there are some recommendations that hopefully can be useful. The recommendations were proposed to the teachers who want to implement on-going assessment in their classes and the teachers who want to investigate research in the same topic.

(33)

For further research or the teachers who want to implement on-going assessment in their classes, they are better to choose some topics which are closely related to children and also easy to develop into various activities in the process of assessment. Therefore, the presences of some practices before the students are going to be assessed can help them in giving their best performance. In this study, the practices given were in a form of drillings. However, another way of practices perhaps can be developed in further research in this field.

Moreover, in the further research, teachers who want to implement on-going assessment in a big class should figure the way to manage the class. Giving additional activities while the students are waiting for their turns are really recommended to avoid the chaos during the assessment process. Teachers are also recommended to use various signaling system to attract students’ attention whenever they lose their focus

(34)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

REFERENCES

Alwasilah, A. C. (2011). Pokoknya Kualitatif.Bandung: Kiblat Buku Utama. Alwasilah, A. C (2012). Pokoknya Action Research. Bandung: Kiblat Buku

Utama.

Atkinson, P. & Hammersley, M. . (2011). The SAGE Handbook of Qualitative

reseach (Fourth Edition); Ethnography and Participatory Observation. UK:

SAGE Publication Inc. .

Brown, H. D. (2003). Language Assessment Principles and Classroom Practices. London: Longman.

Brown, H. D. (2000). Teaching by Principles-An Interactive Approach to

Language Pedagogy. New York: Longman.

Butler, Y. G.& Lee, J. . (2010). The Effects of Self-assessment among Young

Learners of English. Language Testing , 5-31.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Chao, J. C. . (2008). A Study of Task-Based Learning and Teaching in a Large

EFL Class. Master thesis. National Taiwan University of Science and

Technology, Taiwan, R.O.C. .

Chuang, Y.Y. (2010). Implementing Task-Based Language Approach to Teach

and Assess Oral Proficiency in the College EFL Classroom. National

Science Council Project. Master thesis.

Cresswell, J. W., (2008). Research Design: Qualitative, Quantitative and Mixed

Methods Approaches. Los Angeles: SAGE Publication, Inc. .

Croker, R. (1999). Fundamentals of On-going Assessment. Shiken: JALT Testing

& Evaluation SIG Newsletter , 10-16.

Damayanti, I.L. (2010). A Child-FriendlyWay to Teaching Young LearnersThe

Implementation of M-U-F Framework. Unpublished paper.

Dornyei, Z. (2012). Motivational in language learning. Shanghai: Shanghai foreign language education press.

(35)

Emilia, E., Hermawan, B. & Tati, D. . (2008). Pendekatan Genre-Based Dalam Kurikulum Bahasa Inggris Tahun 2006. Unpublished paper.

Fraenkel, J. R. & Wallen N. E. . (1990). How to Design and Evaluate Research in

Education?. New York: McGraw-Hill Publication.

Halliwel, S. (1992).Teaching English in Primary Classroom. New York: Longman

Hien, T. T. T. . (2009). Why is Action Research Suitable for Education?. VNU Journal of Science, Foreign Languages 25, p. 97-106

Hughes, A. (2003). Testing for Language Teachers (Second Edition). Cambridge: Cambridge University Press.

Koshy, V. (2005). Action Research for Improving Practice: A Practical Guide. London: Paul Chapman Publishing.

Lee, I. L. . (2004). A study if teacher’s students’ perceptions of EFL task-based instruction in vocational high school setting. Master thesis, the National

Chung Cheng University, Taiwan, R.O.C. .

Linse, T. Caroline. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill

Masitoh, S. (2008). Assessment Techniques Administered in english Language

Classroom for Young Learners (A Descriptive Research Conducted in Primary Schools in Bandung Kulon. S1 thesis, Universitas Pendidikan

Indonesia.

McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press.

McNamara, T. (2000). Language Testing. Oxford: Oxford University Press. McNiff, J. . (2002). Action Research: Principles and Practice (Second Edition).

London: Routledge Palmer.

Moon, J. (2000). Children Learning English. Oxford: Macmillan Heinemann ELT.

Nunan, D. (2011). Teaching English to Young Learners. Anaheim: Anaheim University Press.

(36)

Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press.

Scott, W. A. & Ytreberg. L.H., (1990). Teaching English to Children. New York: Longman.

Slattery, M.& Willis, J. . (2001). English for Primary Teachers. Oxford: Oxford University Press

Smith, K. (1995). Assessing and Testing Young Learners: Can we? Should

we?IATEFL SIG Mini Symposium.

Tunstall, P., & Gipps, C. . (1995). Teacherfeedback to young children

informative. Paper presented at the International Association for Educational

Assessment Conference.

Vallerand, R. (1997). Toward a hierarchical model of intrinsic and extrensic

(1)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

5.1 Conclusions

This study aims at seeking information about learning support provided by the implementation of on-going assessment. This study also aims at listing the challenges occurring in implementing on-going assessment in an EYL class. To achieve the aims, the process of collecting data related to the research was generated by administering two cycles of action research. Triangulation of data collection in action research were conducted by using teacher’s observation by using observation sheet during the on-going assessment process, field notes taken by a non-non-participant observer and the presence of video-recording. Therefore, the conclusion regarding the study could be drawn as follows.

In relation to the presence of learning support provided by on-going assessment, the findings showed that on-going assessment gave great opportunities for providing support for students’ learning especially to young learners. The data gained from the three instruments showed that the all of the assessment forms used in this study (information exchange, picture-cued description, matching activity, and written product) could provide model of language use in terms of the opportunities for the students to repeat and saying the language features taught in each meeting. The chances to repeat and say the language features itself were practiced by doing drilling during the lesson.

(2)

Moreover, by implementing on-going assessment students could be benefited from the activities taken during the assessment process to be more independent and more responsible towards their learning. Students’ autonomy and responsibility were determined to be important aspect to support them in their further learning.

5.2 Recommendations

(3)

(4)

Amy Kustina , 2013

The implementation of on going assessment in an eyl class

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

REFERENCES

Alwasilah, A. C. (2011). Pokoknya Kualitatif.Bandung: Kiblat Buku Utama. Alwasilah, A. C (2012). Pokoknya Action Research. Bandung: Kiblat Buku

Utama.

Atkinson, P. & Hammersley, M. . (2011). The SAGE Handbook of Qualitative reseach (Fourth Edition); Ethnography and Participatory Observation. UK: SAGE Publication Inc. .

Brown, H. D. (2003). Language Assessment Principles and Classroom Practices. London: Longman.

Brown, H. D. (2000). Teaching by Principles-An Interactive Approach to Language Pedagogy. New York: Longman.

Butler, Y. G.& Lee, J. . (2010). The Effects of Self-assessment among Young Learners of English. Language Testing , 5-31.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Chao, J. C. . (2008). A Study of Task-Based Learning and Teaching in a Large EFL Class. Master thesis. National Taiwan University of Science and Technology, Taiwan, R.O.C. .

Chuang, Y.Y. (2010). Implementing Task-Based Language Approach to Teach and Assess Oral Proficiency in the College EFL Classroom. National Science Council Project. Master thesis.

Cresswell, J. W., (2008). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Los Angeles: SAGE Publication, Inc. .

Croker, R. (1999). Fundamentals of On-going Assessment. Shiken: JALT Testing & Evaluation SIG Newsletter , 10-16.

Damayanti, I.L. (2010). A Child-FriendlyWay to Teaching Young LearnersThe Implementation of M-U-F Framework. Unpublished paper.

Dornyei, Z. (2012). Motivational in language learning. Shanghai: Shanghai foreign language education press.

(5)

Emilia, E., Hermawan, B. & Tati, D. . (2008). Pendekatan Genre-Based Dalam Kurikulum Bahasa Inggris Tahun 2006. Unpublished paper.

Fraenkel, J. R. & Wallen N. E. . (1990). How to Design and Evaluate Research in Education?. New York: McGraw-Hill Publication.

Halliwel, S. (1992).Teaching English in Primary Classroom. New York: Longman

Hien, T. T. T. . (2009). Why is Action Research Suitable for Education?. VNU Journal of Science, Foreign Languages 25, p. 97-106

Hughes, A. (2003). Testing for Language Teachers (Second Edition). Cambridge: Cambridge University Press.

Koshy, V. (2005). Action Research for Improving Practice: A Practical Guide. London: Paul Chapman Publishing.

Lee, I. L. . (2004). A study if teacher’s students’ perceptions of EFL task-based instruction in vocational high school setting. Master thesis, the National Chung Cheng University, Taiwan, R.O.C. .

Linse, T. Caroline. (2005). Practical English Language Teaching: Young Learners. New York: McGraw-Hill

Masitoh, S. (2008). Assessment Techniques Administered in english Language Classroom for Young Learners (A Descriptive Research Conducted in Primary Schools in Bandung Kulon. S1 thesis, Universitas Pendidikan Indonesia.

McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University Press.

McNamara, T. (2000). Language Testing. Oxford: Oxford University Press. McNiff, J. . (2002). Action Research: Principles and Practice (Second Edition).

London: Routledge Palmer.

Moon, J. (2000). Children Learning English. Oxford: Macmillan Heinemann ELT.

Nunan, D. (2011). Teaching English to Young Learners. Anaheim: Anaheim University Press.

(6)

Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University Press.

Scott, W. A. & Ytreberg. L.H., (1990). Teaching English to Children. New York: Longman.

Slattery, M.& Willis, J. . (2001). English for Primary Teachers. Oxford: Oxford University Press

Smith, K. (1995). Assessing and Testing Young Learners: Can we? Should we?IATEFL SIG Mini Symposium.

Tunstall, P., & Gipps, C. . (1995). Teacherfeedback to young children informative. Paper presented at the International Association for Educational Assessment Conference.

Vallerand, R. (1997). Toward a hierarchical model of intrinsic and extrensic motivation. Advances in experimental social psychology, 271-36.

THE IMPLEMENTATION OF ON-GOING ASSESSMENT IN AN EYL CLASS.

The Implementation Of On-going

Assessment in an EYL Class

Parts

Dokumen yang terkait

The Heritage In Minang Pariaman Society

The Moral Values In Some Of Robert Frost’s Poems

THE IMPLEMENTATION OF OUTDOOR LEARNING IN EYL FOR 3rd GRADE AT SDN TULUNGREJO 4, BATU

AN ANALYSIS OF THE SPEECH ACTS AS FOUND IN 13 GOING ON 30 MOVIE.

Students' perception on the implementation of scaffolding in public speaking class.

Students` perception of the implementation of cooperative learning in class.

Students` perception toward the implementation of portfolio assessment in writing class.

Students` perception of the implementation of cooperative learning in class

AN ANALYSIS ON THE NATURE OF TEACHER- STUDENT INTERACTION IN ENGLISH CLASS

THE INFLUENCES OF CONTENT-BASED INSTRUCTION IMPLEMENTATION IN THE INTERNATIONAL CLASS OF SMAN 3 YOGYAKARTA ON THE 11

Dukungan

Links

THE IMPLEMENTATION OF ON-GOING ASSESSMENT IN AN EYL CLASS.

The Implementation Of On-going

Assessment in an EYL Class

Parts

Dokumen yang terkait

The Heritage In Minang Pariaman Society

The Moral Values In Some Of Robert Frost’s Poems

THE IMPLEMENTATION OF OUTDOOR LEARNING IN EYL FOR 3rd GRADE AT SDN TULUNGREJO 4, BATU

AN ANALYSIS OF THE SPEECH ACTS AS FOUND IN 13 GOING ON 30 MOVIE.

Students' perception on the implementation of scaffolding in public speaking class.

Students` perception of the implementation of cooperative learning in class.

Students` perception toward the implementation of portfolio assessment in writing class.

Students` perception of the implementation of cooperative learning in class

AN ANALYSIS ON THE NATURE OF TEACHER- STUDENT INTERACTION IN ENGLISH CLASS

THE INFLUENCES OF CONTENT-BASED INSTRUCTION IMPLEMENTATION IN THE INTERNATIONAL CLASS OF SMAN 3 YOGYAKARTA ON THE 11

Dokumen yang Anda mencari sudah siap untuk unduhkan